Teachers Of Courses Research Articles

Examination of prospective teachers’ views, attitudes, and practices towards the history and philosophy of science course

The history and philosophy of science course is among the very important courses for prospective teachers in terms of understanding the development of science, evaluating its social and cultural context, developing scientific thinking skills, and better understanding and teaching scientific knowledge. Studies on this subject are important in terms of teaching planning and development. This research aimed to examine prospective teachers’ opinions, attitudes and practices towards the history and philosophy of science course. The study group, conducted within the scope of a special case study, consists of 54 prospective teachers studying at a state university in different programs in the 2020-2021 academic year. An opinion form prepared by taking expert opinions, the history of science attitude scale and lesson plans prepared by prospective teachers were used as data collection tools. Additionally, semi-structured interviews were conducted and recorded with six prospective teachers. The data obtained from the opinion form, interviews and lesson plans were analyzed qualitatively and codes, categories and themes were created. The findings obtained were interpreted and supported by direct quotations. The data obtained from the attitude scale was analyzed with the SPSS program. The findings revealed that the attitudes towards the history and philosophy of science course were generally positive, the course content was sufficient, and the prospective teachers found the course fun, interesting, intriguing, and very useful in terms of questioning and developing different perspectives. In line with the results obtained, suggestions were made to educators and researchers.

Teachers’ Reflections on Teaching Mathematics in English: A Consideration for Developing ESP Course

This research aimed to identify the Reflections done by mathematics teachers when delivering material when teaching mathematics in international schools. The study was conducted at Permata Bangsa Elementary School, which follows the Cambridge Curriculum and involved mathematics teachers from this school. This study used a Qualitative Method. Data were collected through interviews to obtain in-depth insights, and an interactive analysis method was used. The research found that they use the Team teaching method to improve their English fluency by studying from reference books and other print and online sources and working with their fellow teachers. Mathematics teachers actively aim to increase their knowledge related to mathematics through continuous learning, using special applications, book references, and YouTube online materials, attending webinars, exploring educational websites, collaborating with colleagues, and leveraging technology and online resources. The study's findings provide valuable insights for designing ESP courses for mathematics teachers and help teachers better prepare their English competence.

Teaching how to build bridges between languages

The article presents examples of activities and tasks used during classes devoted to plurilingual education at the Centre for Foreign Language Teacher Training and European Education of the University of Warsaw. In the first part of the paper, the context in which future teachers of languages are educated at the Centre is described. The description focuses on the Plurilingual and Pluricultural Education course and the Integrated Language Didactics course, which enable students to become acquainted with the pluralistic approaches to languages and cultures and to further develop their plurilingual and pluricultural competence. These courses are an integral part of the programme of study at the Centre and it is assumed that the students will use the knowledge and skills acquired while attending them in their future work at school in order to facilitate the teaching and learning of languages. The second part of the paper is devoted to activities and tasks presented during the 10th International Conference of the EDiLiC Association. They include an awakening to languages activity, conducted as part of the Plurilingual and Pluricultural Education course at the Centre, and tasks used during the Integrated Language Didactics course for pre-service teachers of English and German or English and French.

The Relationships between the Resilience Quotient of Undergraduate Students in the Educational Psychology and Guidance for Teachers Course and Their Achievement of the Course Learning Outcomes: A Qualitative Study

The purpose of this qualitative research was to examine the relationships between the resilience quotient (RQ) of undergraduate students in the Educational Psychology and Guidance for Teachers course and their achievement of the course learning outcomes. The sample comprised 38 second-year students from the Faculty of Education of Kasetsart University enrolled in the course during the second semester of the 2023 academic year. The data were collected through in-depth structured interviews consisting of seven open-ended questions and analyzed using a content analysis approach. It was found that the subjects employed various RO-related strategies to achieve the learning goals according to the course learning outcomes, including adopting relaxation techniques, engaging in enjoyable activities and hobbies, and sustaining self-management by prioritizing tasks and making decisions carefully. When faced with academic challenges, especially when the learning outcomes were not met, the subjects mindfully analyzed the problems, set goals for dealing with them, planned accordingly, and took corrective actions. They also sought guidance from instructors and used the feedback in the problem-solving process while maintaining resilience. From the subjects’ perspectives, the skills in maintaining RQ during a scholastic journey involved accepting reality, reviewing and addressing problems, and continuously improving oneself. The present study underlines the importance of psychological well-being and effective guidance in students’ academic success and personal development.

Exploring the integration of Generative AI in assessment in a tertiary context

The unprecedented advancements of Generative Artificial Intelligence (GenAI) tools have generated controversies surrounding their potential for transforming educational practices, and democratising knowledge sharing, while acknowledging risks to current educational practices. In order to understand the potential and risks of GenAI tools on educational practices, recent research point to the need to develop student and teacher AI literacy skills and to investigate the impact of GenAI integration in learning and assessment practices. In addressing the call for more research in the field, this study reports on the integration of GenAI tools in an academic assessment in a postgraduate course for pre-service language teachers at an Australian university. Data were collected from students’ reflections of their adoption of GenAI tools for planning their assessment and from qualitative surveys. Thematic analysis was employed to identify students’ perceived challenges and benefits in adopting GenAI for essay writing. Pre-service teachers recognised benefits in adopting GenAI for planning and generating ideas for academic writing but recognised the importance of mitigating risks created by inaccuracies or biases in content. The findings confirm the importance of transparency in the integration of GenAI and developing student awareness of and training in ethical use of GenAI for higher education.

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).

Perceptions of Social Studies Teachers and Supervisors about Teaching Space Education in the Sultanate of Oman

This study aimed to reveal the perceptions of social studies teachers and supervisors about teaching space education in the Sultanate of Oman, and the extent of their interest and satisfaction with the current reality of space education. The questionnaire, which consisted of (28) statements distributed over five axes, was applied to a stratified random sample of (150) teachers and supervisors. The results showed the support of social studies teachers and supervisors for teaching space education in the Sultanate of Oman, and there were no statistically significant differences at the significance level (0.05) according to the variable of years of experience. The researchers recommended the development of social studies curricula; To keep abreast of developments in the field of space education, and to hold training courses for teachers and supervisors of social studies in the field of space education; To develop their knowledge and skills with its developments, and accordingly the researchers suggest some future studies. Keywords: Perceptions, teachers, supervisors, space education, social studies

A partnership composition project between professional composers, a university music education program, and a comprehensive school extended music program

In this Finnish-based study, professional composers ( n = 2), student music teachers ( n = 6), eighth-grade comprehensive school pupils studying in an extended music program ( n = 22), and university and school music educators ( n = 2) were brought together to pilot a partnership model for teaching and learning music composition. The one-year project offered (a) a composition pedagogy course for student music teachers, including lectures by composers and a seminar and teacher training in a comprehensive school, and (b) collaborative composition workshops for eighth-grade pupils under the supervision of student music teachers, professional composers, and a school music teacher. In Part 1, we conducted a survey to investigate pupils’ experiences relating to their creative musical agencies and basic psychological needs. In Part 2, we used a phenomenographic approach to examine educators’ perceptions of student music teachers’ development as composition teachers. In Part 3, we used phenomenography to study the student music teachers’ experiences of their development as composition teachers. The results indicate that (a) the musical agency and basic psychological needs of the eighth-grade pupils were supported; (b) the educators succeeded in planning and implementing the pilot course, taking into account both the social and pedagogical aspects of collaborative composition; and (c) the student music teachers felt that their attitudes toward teaching music composition changed and that their confidence increased during the project. We recommend future modifications to the present educational model and consider its potential implications for music education in the Finnish context.

A Cosmopolitan Approach to Preparing Preservice Teachers for a Diverse World

This article considers the future of teacher education through researching the impact of encouraging cosmopolitan perspectives in an undergraduate children’s literature course for preservice teachers. The research question focuses on how preservice teachers respond to reading and dialoguing through a cosmopolitan lens. Reading literature through a cosmopolitan lens entails a reflexive consideration of personal convictions and a reflective openness to learning from the perspectives of others. The results of this study provide insights into how preservice teachers understood a cosmopolitan response. The results also highlight the need for further critical inquiry into how to invite greater reflexive consciousness and reflective openness to other perspectives in preparing teachers for a diverse society.

Assessing the Challenges in Managing School Funds for Heads of Secondary Schools in Kilolo District, Tanzania

This study sought to identify the “Challenges in Managing School Funds for Heads of Secondary Schools in Kilolo District, Tanzania” through a mixed approach with the population of one District educational officer, six heads of schools, six school bursars and sixty-three secondary school teachers who obtained through purposive sampling and simple random techniques. Questionnaires and interviews used to collect data. Data analysed through thematic analysis and descriptive statistics with the aid of the Statistical Package for Social Sciences (SPSS) computer software. The findings found that heads of secondary schools faced numerous challenges such as inadequate funds from the government, inconsistencies disbursement of money from the government and bureaucracy. In addition, distance (remoteness of the schools), transport cost and time consumer when heads of schools needs procurement budgets approved from the District Educational Officer, poor support from the parents and some staff as well as denying school management training on financial management issues were among the challenges. Lastly, the findings found that training, workshops, provision of seminars will enhancing the heads of schools’ financial management literacy. Moreover, heads of schools should involve other staff members, school management team (SMT), and the use of educational financial guidelines as a source of knowledge and skills to manage schools’ fiscal resources. It also recommended that the heads of schools should adhere to the proper practices of financial management through monetary auditing. Likewise, Tanzania government should provide managerial training, workshops and seminars as the best strategies to diminish financial management challenges as well as introducing financial management courses in teachers’ colleges and universities prepare experts in the schools’ financial management activities.

Developing health-saving competence of pre-service teachers in Kazakhstan

This study's significance lies in the need for a perspective teacher who can solve educational objectives to preserve children's and teenagers’ health. In this context, it is crucial to cultivate the health-saving competence of pre-service teachers during the educational process at the university. The study has aimed to develop, implement and experimentally test educational conditions for developing health-saving competence of a pre-service teacher within the framework of the educational program of the pedagogical direction. The participants were 37 university teachers of physical education and 145 students from two universities in Kazakhstan. The proposed approaches and methods represent a process of future teacher training which includes the stages: initial, main and final. Instructional intervention was employed at the final stage: the authors developed and introduced a special course for prospective teachers titled "Development of Schoolchildren's Health and Modern Health-promoting Technologies”. Tests, surveys, and questionnaires have been used during the intervention to test the course efficiency. The majority of respondents (79%) consider it necessary to utilize health-promoting methods and techniques at different stages of the lesson in the process of teaching the discipline. The essential aspect in the study of the elective course was building upon students' existing knowledge in the fields of physical education, pedagogy, psychology, and subject-specific teaching methods, as well as enhancing their health-saving competencies. Keywords: health-saving, competence, physical education, teacher, activity.

Modified simulated annealing for university teacher course assignment considering socio-cultural constraints

Modified simulated annealing for university teacher course assignment considering socio-cultural constraints

Болашақ информатика мұғалімдерін нейрондық желілер бойынша даярлаудың ерекшеліктері

The structure of the content of neural networks today is one of the most popular, relevant and modern areas of human activity at the intersection of Information Technology, mathematical analysis and statistics. Currently, special topics are introduced in general education schools. However, in educational programs that train computer science teachers, individual courses related to neural networks are not embedded. Therefore, in order to improve the course and professional skills of computer science teachers in relation to the neural network, the article identifies the general conditions of use of neural networks at the world level in order to identify the features of training future computer science teachers in neural networks in leading universities in the world. The conditions and experience of teaching neural networks in leading universities in the world were analyzed.

THE MEDIA TECHNOLOGIES AS A TOOL FOR THE FORMATION OF FOREIGN LANGUAGE MEDIACOMMUNICATIVE COMPETENCE OF A BACHELOR’S DEGREE JOURNALIST

This article is devoted to the study of the use of media technologies for the formation of foreign language mediacommunicative competence of a bachelor’s degree journalist. The term “media technologies” was defined and its history was presented in the article. The concepts “foreign language communicative competence” and “foreign language mediacommunicative competence” were defined and described. The subcompetences of foreign language mediacommunicative competence of a bachelor’s degree journalist were presented and described. The relevance of using media technologies for the formation of foreign language mediacommunicative competence of a bachelor’s degree journalist was explained. The set of exercises for the formation of foreign language mediacommunicative competence of a bachelor’s degree journalist was illustrated. The process of organizing the experiment related to the study was described. The outcomes of the conducted experiment were analyzed. The purpose of the research is to study the essence of using media technologies for the formation of foreign language mediacommunicative competence of a bachelor’s degree journalist. The novelty of the research is that the results of the research will be used in teaching bachelor degree journalists and in advanced courses for foreign language teachers. The theoretical significance of the study is that the theoretical provisions and conclusions gained during the study will assist to contribute to methods of teaching bachelor’s degree journalists. The outcomes of the study can be used as a theoretical basis for the further consideration of the problem. The practical significance of the work is that the results of the study can be utilized in the practical work of the university, in the system of training and refreshment training of teaching staff working with future journalists.The study enables readers to use the proposed set of exercises when forming the foreign language mediacommunicative competence of a bachelor’s degree journalist.

Humanizing climate change education using a Freirian perspective

This paper acknowledges the importance of introducing climate change education in Latin American classrooms. To address this need, we developed an online course for teachers from six Latin-American countries, aiming to integrate climate change education with a critical humanizing perspective. Within this paper, we present findings from 25 participants who engaged in the “Discussing our Abode” activity. Employing a mixed-methods approach, we conducted both content analysis to dissect participants’ discourses and an analysis of the pictorial representations they provided. This esthetic experience revealed that participants, and humans in general, are shaped by social conditions and remain unfinished in terms of education. We conclude that it is feasible to create a climate change education proposal based on Freire’s principles of dialogue, criticality, creativity, hope, and love. The Freirean perspective extends beyond discussing human impacts on nature to recognizing the emotional dimension in all relationships.

Some Reflections on the Benefits of the Professional Development Training Course "With Education to Plurilingualism" Managed through the Erasmus Plus Program

Aim. The aim of the research was to find out and confirm the benefits of the professional development training course for language teachers managed thanks to the Erasmus Plus scheme. Methods. We used the evaluative form of the questionnaire and mathematical methods. The results represent the number of participants and the scale they agree with the statements. Results. 29 teachers evaluated two training internships in France, in Francophonia and Nice, and two internships in Slovakia. The third internship was provided by the European Center for Modern Languages ​​based in Graz on the topic of the Framework of reference for pluralistic approaches. The fourth training was focused on etwinning and the ESEP platform. The overall quality and satisfaction rating out of 5 points was 4.9. Conclusions. Thanks to Erasmus Plus, we facilitated a high-quality exchange of knowledge by incorporating innovative techniques, methods, and tools, which were promptly integrated into teaching practices. This collaboration significantly enhanced the partnership between schools and educators. As a result, teachers gained access to exceptional methodologies and approaches, which they applied in classrooms throughout Slovakia.

The Development of Entrepreneurship Courses for Prospective Teacher Students: Competency Analysis and Study Materials

Entrepreneurship courses are one of the important courses to be developed in the curriculum of education study programs. This is to equip students, apart from having abilities in the field of education, to have an entrepreneurial spirit. Prospective teacher students need to be equipped with entrepreneurial competencies as a provision for living life after graduating from lectures as prospective teachers. Currently, there are rarely studies on the development of entrepreneurship courses for prospective teachers. This study aims to develop competencies and study materials that need to be mastered by prospective teacher students in entrepreneurship courses. This research was conducted using the delphi method involving expert consensus to determine the competencies and study materials for entrepreneurship courses. These competencies and study materials are used as the basis for developing semester learning plans (RPS) by lecturers. The results showed that there are ten competencies that must be mastered by prospective teacher students in carrying out entrepreneurship lectures. The most important thing is about exploring local potential which can be utilized for entrepreneurial activities. The ten competencies were also analyzed based on priority order factors that must be trained to students. Through this research, it is necessary to develop a more practical curriculum for educational study programs.

Mathematics teacher educators’ documents, praxeologies, and beliefs: a holistic model

AbstractThe research presented in this paper aims to shed light on the complex role of mathematics teacher educators who led courses for prospective mathematics teachers. Theoretically, the research combines the documentational approach to didactics and the meta-didactical transposition frameworks, complementing the study with the analysis of the teacher educators’ beliefs about the prospective teachers’ needs. The methodology entails a comparative case study related to two courses, taking place in quite different contexts, led by the two authors independently, and a collaborative self-study of teacher education approach, based on eight reciprocal semi-structured interviews between the authors. The result is a holistic model of mathematics teacher educators’ work that takes into account their practices, including the design of teaching materials based on a variety of resources, justifying discourses and personal beliefs. This can deepen our insight into the expertise of mathematics teacher educators and, prospectively, can be fruitful for their professional development.

Unleashing creativity in STEM teacher education through scripting task pedagogy

AbstractThis paper proposes a creative pedagogical approach that aims to foster authentic STEM teacher education through incorporating scriptwriting tasks in science and mathematics courses for future secondary STEM teachers. These tasks invite teachers to create imaginary dialogues addressing specific pedagogical challenges, such as conceptual difficulties, misconceptions, or unexpected questions arising during instruction. We assert that traditional approaches to lesson planning in STEM methods courses do not provide sufficient opportunity for exploring both content and pedagogy and fostering student engagement. Hence, we propose scriptwriting‐based pedagogy as an innovative and creative way of cultivating future STEM teachers' pedagogical content knowledge. This paper showcases three examples of scriptwriting tasks implemented in secondary STEM teacher education. We elucidate the pedagogical opportunities afforded by scriptwriting and underscore its pedagogical potential for STEM teacher education.

Improving English Teaching Skills: An Online Course for Non-English Major Teachers in Southern Thailand’s Rural Primary Schools

The mixed-methods study addressed the needs and challenges faced by first-grade English teachers in rural primary schools in Southern Thailand (for example, lack of pedagogical training). The study’s primary objectives were to investigate these teachers’ needs and difficulties, develop a 15-hour online pedadgocial training course, and evaluate its effectiveness after the training was completed. The research involved 33 teachers and 153 students and employed various tools, including questionnaires, an online pedagogical training and language course, pre-and post-tests, and semi-structured interviews about the experience. The findings highlighted the importance of training in speaking, vocabulary, materials, games, and communicative language teaching (CLT) for these teachers. Statistically significant improvements (p < 0.001) were observed in post-test scores for both teachers and students, indicating the positive impact of the customized online training course on teachers’ English skills and teaching performance and improvement in student learning outcomes.