Teacher Training Courses Research Articles

El cómic digital como recurso para consolidar el aprendizaje en la educación secundaria obligatoria

Currently, there are several digital applications that make it possible to create comics, which can enhance study in obligatory secondary education. Their use is an excellent contribution to the curriculum of different subjects by presenting the content through contextualised images and a more accessible language. This study will focus on the educational benefits of digital comics. Therefore, the main objective is to elaborate an analysis that highlights digital comics as a tool that simplifies learning for students, based on a review of the existing literature. In recent years, the virtual comic has begun to be used frequently in obligatory secondary education thanks to various initiatives that promote its use, such as training courses for teachers and the dissemination of educational comics through social networks. Among the advantages of digital comics over classic comics is their interactivity, which allows students to view animations or listen to sounds, show or hide elements, or even choose the outcome of the story. These qualities make the virtual comic a more interesting educational resource, which also facilitates learning by teaching content in a more entertaining and visual way.

Acceptance of Pre-Service Teachers Towards Artificial Intelligence (AI): The Role of AI-Related Teacher Training Courses and AI-TPACK Within the Technology Acceptance Model

Acceptance of Pre-Service Teachers Towards Artificial Intelligence (AI): The Role of AI-Related Teacher Training Courses and AI-TPACK Within the Technology Acceptance Model

The Impact of Democratic Leadership on Job Satisfaction Among Teachers in South Hebron Directorate Schools

This study aimed to explore the impact of democratic leadership on job satisfaction among teachers in the South Hebron Directorate schools. The study was applied to a random sample representing the study population of teachers in the South Hebron Directorate of Education, with a sample size of 301 teachers from 12 schools. The researcher adopted the descriptive approach as it is the most suitable for the nature of this study, and a questionnaire was used as a tool for data collection and measuring various variables. The study recommended the importance of enhancing the concept of democratic leadership in schools to boost teachers' morale and improve the quality of the educational process. It also encouraged the adoption of democratic leadership styles by administrations, educational areas, and new principals due to their positive and effective impact on job performance. Additionally, the study suggested providing training courses for school principals and new teachers on how to apply the principles of democratic leadership that contribute to creating a positive educational environment and enhance the spirit of cooperation to achieve the school's goals. Finally, the study called for granting school principals more authority and powers to increase their ability to effectively deal with challenges and problems, which contributes to improving the educational process and enhances teachers' job satisfaction.

THE HISTORY OF PRIMARY TEACHER TRAINING IN ROMANIA

One of the principles that governs education in Romania is the principle of assuming, promoting and preserving national identity and cultural values. History is an identity binding. Specific to teachers for primary education is a professional identity, conferred by common elements such as social behaviors, dominant beliefs and ideologies, elements imprinted in the professional phenotype. The paper presents a chronological analysis of the most important historical moments, political and social contexts, testimonies and legislative frameworks of the professional training of teachers in Romania. The crucial historical moments for our nation and culture are recounted, in connection with testimonies about the activity of teachers, the first teacher training courses, the first normal schools, the political and social contexts and the measures to legislate the professional training of teachers for primary education. The historical knowledge of the professional training of teachers in Romania is part of the general preparation and culture of teachers for primary education.

Individualization of teaching and self-learning strategies

This research aims to analyze strategies for individualizing education and self-learning, with the aim of enhancing the experiences of students and teachers in this field. The research highlights the role of educational technology, including learning resource centers, multimedia, and artificial intelligence, in supporting individualization of education and self-learning. It also discusses the impact of technological tools, such as computers, the Internet, and e-learning, in improving the learning experience and meeting the individual needs of students. Individualization of education and self-learning strategies contribute to helping students adapt to the vast amount of information and the diversity of study paths and courses, especially in secondary school curricula. These strategies help meet students' individual tendencies, abilities, and skills, which enhances the effectiveness of education. To achieve the objectives of the study, the researcher used the descriptive aggregate approach. The researcher recommended the necessity of integrating individualization of education and self-learning strategies into education, and conducting specialized training courses for teachers and faculty members, to enhance their understanding and application of these strategies. Keywords: Strategies, individualizing education, self-learning

Entrepreneurial Training to Equip Diploma Students in Educational Qualification with Interactive Educational Video Design Skills

The aim of the research is to determine the effectiveness of entrepreneurial training in equipping students in a diploma program in educational qualification with interactive educational video design skills using Camtasia Studio software. To achieve this goal, an experimental approach was employed, and three performance tests were constructed with a scoring rubric consisting of 62 items. The tools were applied to a sample of 24 male and female students specializing in primary school teaching in the diploma program at the College of Education, Damascus University. The sample participants were purposefully selected, and the research was conducted between 2023 and 2024. The research concluded that entrepreneurial training is effective in equipping students with interactive educational video design skills using Camtasia Studio software. It also found that the training is effective in enhancing students' learning retention. There was a statistically significant difference between the mean scores of the students in the pre-test and post-test of the three performance tests, in favor of the post-test. However, there was no statistically significant difference between the mean scores of the students in the post-test and delayed post-test of the three performance tests. Based on the research results, a set of proposals was presented regarding the necessity of conducting training courses for teachers in order to equip them with skills in designing interactive educational videos, as well as other technical skills, and guiding them in utilizing them in the educational process. This is to keep up with modern developments. Additionally, studies should be conducted to measure the impact of entrepreneurial training on the development of skills of general secondary stage students in designing interactive educational videos using modern computer programs. Keywords: The Entrepreneurial, training, educational diploma students, skills, interactive educational videos.

Widening participation for women in Initial Teacher Education it's not a problem, is it? - What are the widening participation issues encountered by women as they embark on a Primary PGCE Initial Teacher Training course?

Widening participation for women in Initial Teacher Education it's not a problem, is it? - What are the widening participation issues encountered by women as they embark on a Primary PGCE Initial Teacher Training course?

영유아교사양성과정에서 예비 영유아교사가 경험하는 조별 과제의 어려움과 가치

This study aims to explore the challenges and values experienced by pre-service teachers concerning activity 'group tasks' in early childhood teacher training courses and to seek implications for implementing group tasks. The participants were 15 pre-service teachers and 5 in-service teachers enrolled in the early childhood teacher training course at a four-year university in Seoul, and data were collected through focus group interviews. The data were categorized through transcription, keyword extraction, and classification. The findings indicate, first, that pre-service early childhood teachers reported difficulties in collaboration due to challenges in team formation, such as dealing with unfamiliarity and unpredictability, scheduling issues like arranging meetings and missing deadlines, communication problems among team members, and conflicts arising from differences in attitudes and competencies. Second, the values assigned to group tasks by pre-service teachers included enhanced learning outcomes through the use of collective intelligence, improvement in communication, collaboration, conflict resolution, and organizational skills, as well as strengthened practical abilities in curriculum planning, classroom interaction, daily life guidance, and parent counseling as early childhood educators. These results serve as foundational data to support professors in providing specific and systematic assistance to alleviate the challenges pre-service teachers experience with group tasks and to enhance their educational value.

Post-pandemic health literacy: COVID-19 knowledge among future teachers in the Czech Republic.

The global situation concerning the incidence of infectious diseases emphasises the need for increased health literacy, particularly after the COVID-19 pandemic. A large part of this need relates to the area of education. The aim of this study was to analyse health literacy in relation to the cognitive dimension in the field of knowledge about the COVID-19 disease in the post-pandemic period among future teachers. The research sample comprised 286 female students in the first year of Bachelor's teacher training courses at the Faculty of Education in the Czech Republic. The research study was conducted during the academic year 2022/2023. To explore the level of health literacy, the present research used the standardized HLS-EU-Q86 questionnaire designed by the World Health Organization. For the purposes of this study, the original 'structured interview' method was changed to an online questionnaire. An additional online questionnaire was attached to explore participants' knowledge related to the COVID-19 disease. The average score for general health literacy was 34.1, placing it within the 'sufficient' category. A total of 14.0% of the students showed an excellent level and 38.1% a sufficient level of general health literacy. Relatively the most favourable results were observed in the dimension of health promotion literacy. The threshold for successful completion of each knowledge test related to the COVID-19 was set at 80% of correct answers. Only 14.0% of the future teachers met the criteria for inclusion in the overall excellent level of the knowledge test. The level of knowledge of future teachers associated with COVID-19 is inadequate. Therefore, it is desirable to strengthen education in the field of prevention of infectious diseases. The results indicate the need for some action, e.g., expanding the portfolio of compulsory courses in all branches of teacher training in order to increase the level of health literacy among future teachers.

Teaching the basic principles of neural networks using online services

Interest in neural networks is huge today. Neural networks are used by schoolchildren, students, and teachers to solve their problems. In accordance with the federal project "Artificial Intelligence", many universities include disciplines on artificial intelligence and neural networks in their educational programs, organize advanced training courses for teachers on this theme. The article discusses the main approaches to teaching students of pedagogical specialties neural networks. An approach based on the study of the principles of neural networks using online services for training artificial intelligence models is proposed. A comparison of services by functionality and ease of use is given. The experience of students studying the training program 44.03.05 "Pedagogical education (with two training profiles)" in the process of teaching neural networks using the online service Teachable Machine is described.The approach to the study of neural networks described in the article may be of interest to teachers for organizing educational and extracurricular activities to introduce schoolchildren to the work of neural networks and organizing project activities of students using neural networks.

O DISCURSO ACADÊMICO SOBRE O PROFESSOR BACHAREL QUE ENSINA CIÊNCIA E TECNOLOGIA NOS CURSOS DE EDUCAÇÃO PROFISSIONAL INTEGRADA AO ENSINO MÉDIO

The subjective constitution of the bachelor as a science and technology teacher in Professional Education courses Integrated into High School is a question of evident complexity, often introduced by the lack of initial training in specific teacher training courses. In this post-critical research, we present a Foucauldian discursive study that used articles published from 2016 onwards to deal with the aforementioned professor. We developed the analysis based on concepts present in The Order of Discourse and identified, in the aforementioned enunciative materiality, elements that outline the subject position and potentially constitute it. Topics were covered involving the interdiction and segregation of bachelors as science and technology teachers, whether due to the existence of a will to truth, disciplinary knowledge or rituals in which this subject participated or not. We also highlight elements that contribute to the constitution of this teacher, such as their prior knowledge and knowledge, which are unique and inherent to their initial training.

Pre-Service Teachers’ Beliefs on the Subject-Specific Use of Digital Media in Biology Classrooms

AbstractPre-service teacher (PST) training in Germany largely fails to prepare prospective teachers adequately for the subject-specific use of digital media. In order to promote their digital competences as well as their intention to use digital media, teacher training needs to adapt. Utilizing Theory of Planned Behavior (TPB), this study aims to identify beliefs on the subject-specific use of different digital media in biology classroom. Within a weekly course on different scientific inquiry methods, pre-service biology teachers used various digital media and wrote reflections on advantages and disadvantages of the digital media they used. Through analysis of these written reflections (n = 85) it was possible, to differentiate the TPB constructs into 38 subcategories. Across all media, we were able to identify most beliefs in the area of behavioral and control beliefs, while normative beliefs and self-efficacy expectations were rarely expressed. At the level of the inductive categories, however, the beliefs were often expressed with different frequencies depending on the medium used. The results allow a more subject-specific differentiation of TPB’s constructs for digital media use in order to design a measuring instrument to evaluate biology teacher training courses. In addition, the results indicate that PSTs’ intention to use digital media in the biology classroom also differs depending on the medium used. These findings provide actionable insights for the design of teacher training programs that specifically target beliefs, i.e. by confronting PSTs with a variety of different digital tools, to enhance the effective use of digital media in biology classrooms.

BORBOLETANDO PROJECT: STORYTELLING IN VIRTUAL MEDIA – AN INNOVATIVE PROPOSAL

This article deals with the "Borboletando Project: at home you also learn!", as an example of a successful experience that unites the art of storytelling in the continuum of informal education, enabling, in a playful way, the learning of themes focused on reality and everyday issues that involve families, students, teachers, or anyone interested in listening to stories and learning in a pleasurable way. The art of storytelling is an ancestral activity, but it arouses fascination even in a society mediated by digital technologies, enabling educational/pedagogical experiences in virtual networks. The Project emerged in 2020 and according to the author she was sensitized by the pandemic to the fact that she saw children, especially young ones, being cloistered indoors without being able to visit relatives, friends, colleagues, and often only in the company of their parents. The name of the project was inspired by the metamorphosis of the butterfly, first – a caterpillar – passing from leaf to leaf in the garden, and then trapped in the cocoon. The research has the following objectives: to analyze the Borboletando Project in the context of educational innovation; describe some experiences with storytelling promoted by the project; present the stories and memories of the protagonists about their experiences in the Project. The methodological path started from a qualitative research, based on Minayo (2002), in which a content analysis was carried out based on Bardin (2011). To this end, a semi-structured interview was applied and oral life histories of the research subjects were collected - students of the teacher training course in the scope of Pedagogy at the Federal University of Piauí (UFPI). The Project brings playful alternatives using diverse materials, creativity and innovative practices from traditional educational resources (storytelling, music, visual arts, among others). This sharing allows parents and the school to suggest activities in which the child gains wings becoming the butterfly. It's been 4 (four) years of a project that offers some types of storytelling: storytelling itself through videos and animations. It expanded the educational and pedagogical possibilities provided by storytelling in virtual networks, as a university extension providing the community with the opportunity to participate with suggestions for specific themes. It is also a space for successful experiences for students at the Federal University of Piauí (UFPI).

Kommentar zum Kerncurriculum der Disziplin Erziehungswissenschaft vom Vorstand der Sektion Schulpädagogik

The Core Curriculum for Educational Studies (KCE) was created with the aim of formulating the disciplinary foundations for educational science degree programs and their curricular orientations. The Executive Board of the Section for School Pedagogy expressly welcomes the fact that the KCE’s curricular recommendations are to apply to all BA and MA courses in educational science, as well as to the educational science components of teacher training courses. Nevertheless, some fundamental questions remain as to how the KCE can also be used as a benchmark for teacher training courses and how it can be interpreted, adapted, concretized and expanded for teacher training, which we would like to address here.

From policy to practice: decoding the evolution of K-12 English teacher training course selection in Zhejiang through topic modelling analysis (2014–2023)

ABSTRACT This article aimed to strengthen training programmes in Zhejiang by aligning them with educational policies to respond to ongoing reforms drawing on Latent Dirichlet allocation (LDA) topic modelling and content analysis. The topic modelling approach uncovers dominant training themes and trends by analysing extensive unstructured training topics from an online training platform in Zhejiang, thus bridging the gap between theoretical research and practical application. This approach offers data-driven insights, supporting dynamic tracking of educational trends in real-time for timely policy and curriculum adjustments. Ultimately, the article argues that real-time data and stakeholder feedback should be integrated to ensure educational policies align closely with actual teachers’ needs. However, due to data limitations, the article acknowledges a challenge in fully utilizing topic modelling and suggests combining it with qualitative analysis to gain a deeper understanding of educational practices. The Incorporation of a topic modelling approach into teacher education research could contribute significantly to training efficiency and policy relevance, fostering an adaptive educational policy environment.

Educators’ Perception of Artificial Intelligence as Instructional Tool

With artificial intelligence technologies disrupting status quo of many technologically advanced national economies, educators should face the challenge to harness their potentials without risks to learners. This exploratory mixed-method study aims to add to the growing volume of research that focuses on educators’ attitude towards AI, their views on its applicability in education and necessity to develop AI competences. The research involved 132 in-service and pre-service educators who completed a questionnaire; nine of the participants also took part in follow-up interviews. The results revealed that the majority of educators perceive AI as a promising and useful tool, albeit sometimes complex, risky and not very smart. Most educators report low level of competence and infrequent usage of AI but readiness to undergo training. The research findings speak for the urgent need to design and implement professional development and teacher training courses that debunk myths about AI and build practical skills for applying AI affordances in all levels of education.

How Do Pre-Service Teachers Perceive Their Teacher Education Courses? The Impact on Inclusive Classroom Management Self-Efficacy

In the successful implementation of inclusive education, classroom management (CM) is considered one of the significant tasks of teachers to ensure that the classroom is supportive and conducive to students’ academic and social-emotional development. However, CM has become a challenge for pre-service teachers (PSTs) due to accommodating more learners with unique and diverse needs in regular classrooms. It is a mandate of the teacher education institutions to prepare PSTs with adequate knowledge and competence to manage inclusive classrooms effectively; however, how adequately they are prepared to perform this task is a persisting question. Using a descriptive survey design, this study mainly focused on how pre-service teachers’ perceptions of the courses offered by the teacher education programs that included coursework related to CM impact confidence in their ability to manage inclusive classrooms. Online data were collected from 243 PSTs from the teacher education institutions of Sri Lanka by administering the Tamil Inclusive Classroom Management Self-Efficacy scale and the Teacher Perceptions of Teacher Training Courses scale. Data were analyzed using structural equation modelling, and results show that teachers’ increased perceptions affected their reactive CM actions more than other CM strategies. The study suggests more focused attention on the multifaceted aspects of CMSE by emphasizing the developmental nature of students’ appropriate behaviour rather than relying on correcting disruptive behaviours to enable inclusive, student-friendly classrooms, thereby ensuring equality of educational opportunities for all.

Massive Open Online Courses (MOOCs) for Ethiopian Educators: Evaluating MOOCs as a global development tool

This study examines how global educational technologies interact with local development priorities through the lens of Massive Open Online Courses (MOOCs) in Ethiopian higher education teacher training. While digital learning platforms promise to democratize education globally, their effectiveness depends critically on alignment with local institutional contexts and development needs. Using survey data from 164 educators across 15 public universities, we investigate how institutional contexts shape technology integration patterns. Our analysis, integrating development theory with technology acceptance models, reveals three critical dimensions: the gap between awareness and participation reflects broader implementation challenges; previous experiences with development initiatives significantly influence adoption patterns; and state support proves crucial for enabling participation. While MOOCs offer potential for professional development in resource-constrained contexts, their effectiveness depends on complex interactions among infrastructure quality, institutional capacity, and material conditions. These findings contribute to the theoretical understanding of how global technological innovations interact with local institutional contexts to produce varied development outcomes, while offering practical insights for educational technology implementation in the Global South.

자기주도적 수업 참여 프로그램이 과학교육과 신입생들의 자기주도성에 미치는 영향

This study aimed to investigate the changes in the self-directedness of freshmen in the department of science education through a self-directed learning participation program. It also aimed to investigate the meaning they gained from this program. In this, study 24 freshmen participated in. The results are as follows: First, the results of the self-directedness test showed statistically significant changes at the p < .01 level. The sub-items of attachment to learning, openness to challenges, self-confidence as a learner, curiosity about learning, acceptance of responsibility for learning, and self-understanding all showed statistically significant changes at the p < .05 level. Second, when examining the preparatory process for freshmen, efforts were made to recognize the class objectives and convey them to students to clarify, but no efforts were made to induce motivation to learn when approaching learning problems. And there was a lack of consideration of what should be taken into account for effective learning in the teaching-learning process. In addition, there was a lack of understanding of the reasons and methods for organizing and evaluating classes. Third, freshmen had positive thoughts about the self-directed class participation program, and they thought that it should be actively utilized in teacher training courses, and that allowing secondary school students to prepare and apply classes on their own would have a positive effect on learning. In conclusion, it is necessary to develop and apply such self-directed class participation programs for future science teachers, and should be applied in secondary school as well.

ОПЫТ СИСТЕМЫ ДОШКОЛЬНОГО ОБРАЗОВАНИЯ КУРГАНСКОЙ ОБЛАСТИ ПО РЕАЛИЗАЦИИ ФГОС ДО И ФОП ДО

The article deals with the problem of improving the professional competencies of teachers and managers of preschool education in the field of implementation of the Federal Educational Program of preschool Education (hereinafter referred to as FOP DO) in the context of the Federal State Educational Standard of Preschool Education (hereinafter referred to as FGOS DO). The relevance of professional training and advanced training in this area is substantiated. The author examines the concepts of "advanced training", "The Federal Educational program of preschool education", draws attention to the formation of a scientific system of knowledge and skills of teachers in its implementation, taking into account the Federal State Educational Standard, refers to regulatory documents, initiatives, innovations and projects in the field of preschool education. The article presents the results of a survey of teachers of preschool educational organizations and analyzes the responses received, on the basis of which a program of advanced training courses for teachers of preschool education "Preparing teachers of preschool education to solve professional tasks in accordance with the FOP DO" was developed. This Program has been implemented in the Kurgan Region and other regions of the Ural Federal District (Sverdlovsk, Tyumen, Chelyabinsk Regions, Khanty-Mansiysk Autonomous Okrug – Yugra, Yamalo-Nenets Autonomous Okrug). The author describes the experience of implementing a program of advanced training courses for teachers of preschool education, represented by five modules: Normative and methodological support for the implementation of FOP DO; Cooperation with parents (legal representatives) of infants, early and preschool children as a condition for the implementation of FOP DO; Development of the infrastructure of an organization implementing educational programs of preschool education; Specifics of the implementation of an educational program of preschool education, taking into account the regional component; Implementation of developing teacher-parent-child interaction. The article is of a scientific and methodological nature, contains theoretical generalizations and methodological recommendations and may be useful to researchers and practitioners of the preschool education system. The study was conducted within the framework of a grant in the form of a subsidy from the Ministry of Education of the Russian Federation in order to achieve the result "The number of teaching staff (including educators, management personnel) of organizations implementing educational programs of preschool education who have completed advanced training in the competencies necessary to work with preschool children" in the framework of the federal project "Modern school of the national project "Education" (No. 073-15-2024-1584 dated June 07, 2024).