Development Of Teachers Research Articles

ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-ЦИФРОВИХ ТЕХНОЛОГІЙ ДЛЯ ПОКРАЩЕННЯ МЕНЕДЖМЕНТУ ЯКОСТІ ОСВІТИ В ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

The article explores the role of information and digital technologies (IGT) in the formation of quality education management in secondary educational institutions. The author notes that in the modern world, the development of IGT has a significant impact on all areas of life, including education. The implementation of IGT in secondary educational institutions can contribute to improving the quality of education by enhancing the organization of the learning process, providing access to information resources, increasing student motivation for learning, and ensuring effective communication among all participants in the educational process. The article investigates the application of Deming’s recommendations, known as one of the pioneers in quality management, to educational institutions, particularly schools. An analysis of Deming’s fundamental principles and recommendations, such as a focus on continuous improvement, a systematic approach, leadership commitment, problem-solving based on facts and data, and promoting collaboration and interaction, is conducted. The article emphasizes the importance of quality management systems that help educational institutions effectively manage the quality of education, such as the PDCA methodology and Lean approaches. The author examines specific steps for implementing the IGT utilization strategy in education, including the creation of an integrated information-analytical system, the implementation of an electronic reporting system, the use of electronic textbooks and educational materials, providing access to electronic resources, organizing remote learning, involving students in active participation, and supporting the professional development of teachers. Overall, the article elucidates the importance and role of IGT in shaping the quality management of education in secondary educational institutions. The integration of IGT into the educational process contributes to improved learning organization, the creation of favorable conditions for student development, enhanced communication efficiency, and expanded access to information resources.

Impact of English Teaching on Students’ Academic Performance at Higher Secondary School Level

The current study investigated the diverse dimensions of English teaching that influence students' academic performance at the higher secondary level, with a focus on refining teaching methodologies and tackling challenges in English learning experiences. Using a methodical research approach, the study focuses on the critical role that teachers play in English instruction for both students and teachers from government higher secondary schools in the Dir Lower area of KP. The use of a quantitative research strategy, in conjunction with a pilot study and a specially created questionnaire, guarantees the validity of data gathering and analysis. Through the use of SPSS software, data analysis can yield a wealth of information on students' perceptions and experiences with learning English. The results emphasize the value of good teaching strategies, the advantages of integrating technology, and the necessity of continual professional development for teachers. Regression analysis also shows a significant relationship between better academic achievement and improved English teaching methods. The recommendations of the study supported various efforts to enhance vigorous teacher training with improved and latest technology. The study has provided very useful information for the development and improvement of instructional strategies for English teachers at upper secondary schools.

EDUCATIONAL PROGRAMMES OF MICROQUALIFICATIONS AS AN EFFECTIVE TOOL FOR IMPLEMENTING THE PRINCIPLE OF CONTINUITY OF EDUCATION IN THE PROFESSIONAL ACTIVITY OF A MODERN UNIVERSITY TEACHER

The article analyses the introduction of educational programmes of microqualifications as an effective tool for implementing the principle of continuing education in the professional activities of university teachers. Special attention is paid to how microqualifications contribute to the development of competences and adaptation of teachers to the changing requirements of the educational environment. Examples of their use in the practice of higher education institutions are presented, and the impact on improving the quality of teaching and competitiveness of staff is assessed. The relevance of the study is conditioned by rapid changes and new challenges faced by the system of higher education in Kazakhstan. In the conditions of reforming the educational system of the country and the growth of international competition, the integration of microqualification programmes as a strategic approach to the continuous professional development of teachers is of particular importance. The aim of the study is to identify the key challenges and prospects for the development of microqualifications based on the analysis of global and regional educational trends. The paper uses the methods of strategic analysis, as well as comparative-historical approach, which allowed to identify opportunities and threats affecting the development of this system in Kazakhstan. Special attention is paid to the strengths and weaknesses of educational programmes, as well as their compliance with modern standards. As a result of the study, recommendations for successful integration of microqualifications into the strategies of HEIs are proposed. Special attention is paid to the creation of strategic partnerships, continuous monitoring of changes in the educational environment and ensuring the high quality of programmes in accordance with international standards. Prospects for the development of microqualifications in Kazakhstan include the development of supra-subject competences and a balance between digital and traditional teaching methods to meet the needs of the target audience and ensure professional development of teachers.

Unearthing Vulnerability and Resilience of Novice EFL Teachers in Shaping Their Professional Identity

This study explored the experiences of novice English as a Foreign Language (EFL) teachers in both formal education (FE) and non-formal education (NFE) settings, with a focus on professional identity development. It examined how these experiences contribute to the formation of their professional identity with the research question: What is the impact of vulnerability and resilience on the professional identity development of novice EFL teachers in both FE and NFE settings? This qualitative research adopted a descriptive narrative approach. Data collection was through interviews and literature review. The data collected was analysed through the use of coding and triangulation techniques. Four novice EFL teachers, two of the FE teachers and two of the NFE teachers were selected to participate in this research. The findings identified four impacts of vulnerability and resilience on professional identity development of novice EFL teachers; 1) self awareness, 2) adabtability to challenges, 3) institutional support, and 4) professional commitment.

Exploring the Boundaries of Digital Popular Music Education in Kenya

With technology enhancement and digitalisation of teaching and learning, creative arts and performance are evolving daily. Additionally, the empirical review indicates that Kenya has already embraced these developments even though much must be done. Music education, which relies on creative arts and performance is among the benefactors of digitalisation of learning and teaching. Therefore, the digitalisation of popular music enhances the genres as instructional tools; facilitating access would help improve pedagogical contexts, easing learning and teaching. This study investigates the implementation and impact of Popular Music Education (PME) in Kenya, addressing the challenges and opportunities inherent in integrating digital technologies into the PME curriculum. Using a qualitative research approach, with phenomenological design through the pragmatic paradigm, the research assesses the effectiveness of digital tools in enhancing musical skills and knowledge among students while considering infrastructural and socio-economic barriers. Findings reveal that the digitalisation of PME holds significant potential for improving access, delivery, and quality of learning and teaching but is constrained by resource limitations, connectivity issues, teacher development, and digital teaching and instructional tools. This study contributes to understanding how digital advancements can be tailored to fit the unique context of poorly developed counties in Kenya to offer 21st-century PME. The study is limited to the availability of contextualised data in Kenya that can depict the exactness of digital capabilities in the teaching and learning of popular music in Kenya.

Developing Physical Education Curricula Within the Framework of Digital Transformation to Achieve Sustainable Development

The importance of the study is due to improving the quality of learning and enhancing interaction and participation in the educational process. Achieving personalized and effective learning in the field of physical education. Enhancing self-learning and enabling students to better discover and develop their mathematical skills. The study aims: The goal of developing physical education curricula in the era of “artificial intelligence” is to improve the learning process and enhance students’ sports performance. Analysis of individual performance through the use of advanced technology and artificial intelligence. Study methodology: The researcher used the descriptive survey method and the experimental method due to its suitability to the nature of the study. Study design: The study was designed by collecting data through questionnaires in a way that allows for the collection of appropriate data to test the hypothesis. Data collection methods: Through interviews, questionnaires are distributed to specialists in developing curricula and methods of teaching physical education to most physical education teachers and in the Department of Curricula and Methods of Teaching Physical Education and in Arab and foreign countries. Their number is (80) experts in curricula and methods of teaching physical education. Communication was made via Academic communication sites ((Research Gate - Academy Gate - Google Scholar - sci space ai) The conclusions were that there were statistically significant differences between the means in favor of the experimental group. The effect size values were high, which indicates a significant positive impact of the smart system in improving the scientific and methodological nature of physical education. This indicates the effectiveness of using smart teaching systems in teaching physical education. It can be concluded that the effectiveness of using modern curriculum design methods in improving the curriculum design skills of students of the College of Physical Education. There is a need to develop similar training programs to develop the curriculum design skills of teachers and curriculum designers. The recommendations were: Adopting smart teaching systems and multimedia in teaching physical education courses due to their effectiveness Developing training programs to develop curriculum design skills among teachers and curriculum designers in physical education colleges. Reducing the number of students in classes and training teachers on an ongoing basis. Involving faculty members in developing physical education curricula and training teaching assistants. Paying attention to the continuous professional development of physical education teachers. Conducting further studies to measure the effectiveness of other strategies in improving the quality of teaching physical education courses

Career Development of Higher Education Teachers: Opportunities, Challenges, and Strategies for Success

Career Development of Higher Education Teachers: Opportunities, Challenges, and Strategies for Success

Teachers’ changing perspectives of their spatial competencies: A case study of professional learning in Singapore

While there is increasing recognition of the role of learning environments for teaching and learning, research on teachers' spatial competency is lacking. Drawing on an in-depth case study approach, this study examined the impact of a professional learning and action research pilot program to enhance teachers' spatial competency in one government secondary school in Singapore. Findings showed that professional learning can improve teacher knowledge, self-efficacy and mind frames towards more agentic and intentional space usage for teaching and learning. This study makes explicit connections about how a multi-layered professional learning program can support the development of teachers’ spatial competency.

Exploring the mediating role of teacher identity between professional learning community and teacher resilience: evidence from Eastern China

Promoting teachers’ long-term professional growth is a critical problem in teacher education. Professional learning communities have a long-term, positive impact on teacher development, while teacher resilience gives drive for long-term improvement. However, little research indicates how professional groups indirectly affect teacher resilience through their identity, which has consequences for long-term teacher development. After adjusting for demographic characteristics, a recent survey of 2815 primary and secondary school teachers in East China discovered that professional learning communities strongly predict the formation of teacher resilience. This study explores the relationship between professional learning community and teacher resilience by establishing a multi-mediating model, and confirms the mediating role of each dimension of teacher identity. Based on these results, facilitating sustainable professional development requires constructing strong professional learning communities, nurturing teacher identity, and enhancing positive emotions and resilience. Further research should explore how specific activities within communities and forms of teacher support develop resilience over time while accounting for contextual factors. Investigating mechanisms underlying the relationships between communities, identity, emotions, and sustained growth can inform policies and programs aiming to promote long-lasting teacher development.

ORGANIZATION-PEDAGPGICAL CONDITIONS OF PEDAGOGICAL UNIVERSITY STUDENTS’ ABILITY FOR INTERACTIVE DISTANCE EDUCATIONAL COOPERATION

The article justifies the topicality of future teachers’ preparation for work in blended learning conditions, including for organization of interactive distance educational cooperation. Such terms as interactivity and interactive education proposed by domestic researchers are analyzed. The classification of interactive activity forms is proposed.Organization-pedagogical conditions of the development of future teachers’ ability for interactive distance education cooperation are described: the implementation of models of interactive distance cooperation into educational process of a pedagogical university; the combination of various forms of interactive distance education cooperation; the use of active and interactive methods of education; the creation of open dynamic information-educational environment on the basis of equality and equivalence of objects of education, their cooperation and inter education; the use of modern dialogue technologies, modification of traditional forms of pedagogical interaction. The models of interactive distance interaction are characterized: informational, intentional, interactive, and inclusive. Much attention is drawn to the need for combination of different forms of interactive distance educational cooperation: the means of acting and dramatizing; role games; discussions, debates; press-conferences; “Brainstorming”, “Solution Tree”, method “Know / want find out / have found out”; method “Uncompleted Sentences”, “Press”, “Microphone”, sync wine. The peculiarities of active and interactive methods according to the requirements of modern educational process are highlighted. The ways of the creation of open dynamic informational-educational environment on the basis of equality, equivalence of objects of education, their cooperation and inter education are characterized. The examples of using of modern dialogue technologies, the modification of traditional forms of pedagogical interaction in future music teachers’ preparation are given.

Junior High School Written Work Fluent and Accurate

The present study determined the written language performance of junior high school students at Bulan National High School S. Y.2023 - 2024. The study utilized a mixed methods approach, combining quantitative and qualitative methods to assess the students' written language proficiency. Quantitative data were collected using rubrics to evaluate fluency and accuracy, while qualitative data were obtained through content analysis of the students' essays. The findings revealed that the students' performance in terms of fluency and accuracy varied, with areas of improvement identified in both aspects. Difficulties encountered by the participants included challenges in maintaining coherence and organization in their writing, as well as issues related to spelling accuracy and punctuation and capitalization usage. Based on the findings, an action plan titled "Enhancing Written Language Skills Program" was proposed to address these challenges and improve the students' writing abilities. The study's conclusions indicated that while the average performance level of the junior high school students in terms of fluency and accuracy met the set standards, there were variations in individual performance levels. The participants faced difficulties in fluency and accuracy, including challenges related to content fluency, organization of ideas, spelling accuracy, and proper punctuation and capitalization usage. To address these challenges, the study recommended differentiated instruction, explicit instruction on effective writing components, targeted practice activities, self - editing and revision strategies, a comprehensive curriculum integrating explicit instruction and authentic writing tasks, professional development for teachers, formative assessments for progress monitoring, fostering a supportive writing environment, and utilizing technology resources. In addition to the recommendations from the study, further research was recommended to investigate the effectiveness of different instructional strategies in improving students' writing skills. This research could compare explicit instruction with other approaches, such as inquiry - based learning or project - based learning, to determine their impact on fluency, coherence, accuracy, and organization. Conducting such research would provide valuable insights and evidence - based recommendations for educators to enhance their instructional practices and support students' development in writing with fluency and accuracy.

Perspectives of a Sustainable Intercultural and Inclusive Education to Shape Life-Changers of Tomorrow

Aim. Reforming the HE Institutions in the context of integration requires new inputs in upgrading the curricula and adapting them to the needs of students for higher performance and productivity in all walks of life. The primary aim is to influence the policy agenda on sustainable education. Methods. Reinventing creative ways of teaching and learning, focusing on interdisciplinary and plurilingual modalities empowers students to think critically and solve daily problems by exploring and experimenting with digital techniques, thus promoting quality in teaching for academic success. Results. Plurilingual modalities and findings resulting thereof from the application of best practices will be carefully drafted through dedicated group projects to address the current problems for sustainable education. Challenges related to IT and education, whether the digital skills gap or the future of digital education, will also be at the forefront of the critical reflection. At the same time, it very much focuses on its mission to transform curricula and teaching methods towards sustainable education in the region and at large by organising dedicated workshops on sustainable development for students and teachers to better serve the respective communities and have a greater impact on our societies. Conclusions. Sustainable education means redefining the aim and impact of the interdisciplinary knowledge and results of teaching and learning by taking into account the needs of the job market and geopolitics.

Professional Development of Future Teachers in the Sports and Event Environment of the University

Professional Development of Future Teachers in the Sports and Event Environment of the University

Conceptualising Intercultural Literacy: Narratives from English Language Teachers

This current study investigates how English language teachers in Indonesian higher educational institutions define and conceptualize intercultural literacy and practice it in their classrooms. Eight ELT practitioners were interviewed through narrative inquiry, and the data was analyzed using thematic analysis to explore their lived conceptualizations. The findings suggest three major themes on intercultural literacy, including conceptualization of intercultural literacy, implementation in professional practice, challenges in fostering intercultural understanding, and strategies to overcome these challenges. Teachers defined intercultural literacy as encompassing cultural understanding, adaptability, comparative analysis, and professional knowledge. They integrated it into their teaching through curriculum design, student-centered methods, and digital tools. This was done by weaving these into the curriculum design and retraining pedagogy with student-centric methods and other digital tools. However, the participants mentioned that they faced some obstacles, including institutional barriers, limited funding, and the difficulties of switching from the traditional to the newest teaching method. These issues were mitigated by professional development, collaboration, and inclusive instructional materials. The current research finding indicates the importance of comprehensive professional development and institutional support for teachers in developing intercultural competence in their students. These findings contribute to intercultural literacy in Indonesia and practical recommendations for improving it within Indonesian higher education. The finding highlights the how to prepare students for a globalized world through intercultural literacy and educator support.

The development of pre-service teachers’ competence to teach mental calculation strategies

Background: There is a concern in South Africa that pre-service teachers do not have the required knowledge to teach mathematics in primary school and to develop learners’ number sense. In this study, pre-service teachers taught the mental strategy of bridging through ten through a structured teaching sequence from the Mental Starters Assessment Project (MSAP) materials as a work-integrated learning opportunity.Aim: We ask the question: How do the MSAP materials support pre-service teachers in competently teaching mental mathematics?Setting: Thirty-eight Bachelor of Education (Foundation Phase) third-year preservice teachers from an Eastern Cape university participated in this study.Methods: Participants taught the strategy during their Teaching Practice, quantitatively analysed the results of their classes and reflected on the experience in a questionnaire and focus group interviews.Results: Results indicate that the teachers were relatively successful in their teaching of the strategy; however, all indicated that they taught the sequence for a more extended period than recommended. Qualitative responses provide evidence of the teachers’ development in their knowledge of learners and their characteristics, general pedagogical knowledge, pedagogical content knowledge and knowledge of educational contexts.Conclusion: This study offers evidence of the professional learning of pre-service teachers that resulted from taking an integrated approach to facilitating a mathematics teaching methodology course through requiring a work-integrated learning component.Contribution: We argue that such an approach is necessary for pre-service teachers to be adequately prepared for the challenges of teaching mathematics in the South African classroom.

Creative Teaching in the Context of Educational Reform: Insights from the Perspective of In-service Teachers

Aim. This study aims to elucidate the multifaceted nature of creative teaching within the specific context of educational reform by exploring the nuanced perspectives of in-service teachers through their real-life teaching experiences. Methods. A qualitative approach was adopted, with semi-structured, vignette-based interviews with 19 teachers from elementary, junior high, and senior high schools in Taiwan. Data analysis followed reflexive thematic analysis methods. Results. The findings underscore that in-service teachers perceive creative teaching not as the creation of entirely new educational paradigms but rather as the adoption of unconventional methods. This entails the adaptive and strategic utilisation of diverse teaching methods, the integration of multidisciplinary content, and an enduring commitment to continuous improvement. It is an incremental process involving the continuous absorption of new concepts, the adaptation of new methods, and making progressive adjustments. Conclusion. Enhancing teachers’ creative teaching requires a context-specific understanding of its essence, facilitating targeted promotion and teacher education. This study addresses the research gap by qualitatively investigating teachers’ perspectives on creative teaching and its implementation. The insights gained in this study are crucial in guiding the effective integration of creativity into pedagogical practice within teacher education and professional development endeavours. Cognitive value. This study challenges the conventional notion that creative teaching involves the invention of entirely new methods, arguing instead that creative teaching is primarily concerned with the ways in which teachers implement unconventional approaches, rather than the novelty of those approaches. These findings offer a novel perspective on fostering creative teaching within teacher development endeavours.

Methodical system of training future english language teachers based on a complex of approaches

Introduction. The article describes a methodical system for developing professional competencies of future English language teachers based on communicative, cognitive and synergetic approaches. The relevance of the study is due to the need to ensure effective professional training of future teachers in the context of the increasing complexity of the educational environment and the diversity of student needs. The purpose of the study is to design a methodical system based on a complex of approaches that allows creating more adaptive and flexible conditions for the training and professional development of future English language teachers, taking into account modern requirements and challenges in the field of education. Materials and Methods. During the study, a theoretical analysis of scientific literature and legal documents on the issue under study was carried out, as well as a comparative analysis of existing concepts of methodical systems and models for the formation of professional competencies of future teachers. The methods of analysis, synthesis, comparison, generalization and modelling are used in the study. Results. As a result of theoretical and comparative analysis of scientific research, generalization of our own practical experience, a methodical system for developing professional competencies of future English language teachers based on a complex of approaches has been developed, its key components, which ensure the comprehensive and systematic nature of the educational process, have been described, as well as the mechanism of their interaction. All components of the system are presented in target, content, conceptual and methodical, effective blocks. Discussions and Conclusions. The development of a methodology for the formation of professional competencies of future English language teachers based on communicative, cognitive and synergetic approaches in the process of studying special disciplines with a focus on the integration of disciplinarydevelopment and the progressive formation of competencies is a prospect for further research.

Does the work environment matter in shaping English as a foreign language teachers’ teaching for creativity: A mixed‐methods investigation into the roles of perceived climate, peer group interaction, and supervisory relationship

AbstractTeachers play a critical role in fostering students’ creativity, especially in English as a foreign language (EFL) classes, known as teaching for creativity (TfC). Despite this, no comprehensive study has explored how the work environment influences EFL teachers’ TfC. Therefore, this study investigates how various holistic work environment factors affect TfC among Chinese EFL teachers. Drawing on the dynamic componential model of creativity, the study employs a mixed‐methods approach, combining quantitative data from a survey of 406 EFL teachers analyzed using partial least squares structural equation modeling in Smart PLS 3, and qualitative insights from semi‐structured interviews with 20 EFL teachers analyzed in MAXQDA 2022. The quantitative results reveal that perceived climate and peer group interaction positively and significantly impact TfC, whereas supervisory relationship (SR) does not show significant effects. The qualitative findings validate these outcomes and offer deeper insights into how PC and PGI specifically facilitate or impede TfC, alongside explanations for the non‐significant role of SR. Additionally, the qualitative analysis identifies another influential factor on TfC: teacher–student interaction. These findings carry theoretical and practical implications for teacher educators and the professional development of EFL teachers.

Teaching and Learning Process Transformation using New and Emerging IT Trends in the Nigerian Educational System

This study investigates how IT trends affect teaching and learning in the Nigerian educational system. It starts off with a summary of the current IT trends being used, such as the usage of technology in classrooms, accessibility to the internet, use of mobile devices and educational apps, and incorporation of virtual and augmented reality. The report then looks at how these IT trends have improved teaching and learning, including increased motivation and engagement, personalized learning experiences, easy access to a variety of learning resources, and chances for collaborative learning. However, there are obstacles to integrating IT trends into the Nigerian educational system, such as a lack of equipment and resources, a lack of digital literacy among teachers and students, reluctance to abandon the use of conventional teaching techniques, and privacy and security worries. The provision of professional development for teachers, the development of infrastructure and internet connectivity, the promotion of digital literacy, and addressing privacy and security issues are some of the strategies for successfully integrating IT trends in education. The study also provides examples of how IT trends have been successfully implemented in Nigerian schools, including the use of online tests, virtual and augmented reality in science instruction, and educational apps for individualized learning. Future directions and suggestions are then given, highlighting the necessity of increasing access to technology and internet connectivity, incorporating cutting-edge IT trends like artificial intelligence and machine learning, offering teachers ongoing professional development opportunities, and fostering collaboration between the government, educational institutions, and technology providers.

Influence of Teachers’ Professional Training and Development on Students’ Academic Performance in Public Secondary Schools in Ndhiwa Sub-County Homabay County, Kenya

Purpose: The persistent academic underperformance in public secondary schools in Kenyan rural areas has raised concerns among educators, policymakers, and local communities. The purpose of the study is to evaluate how teacher professional training and development influence academic performance. One of the key factors believed to have contributed to this challenge is the lack of sufficient and effective professional training and development programs for teachers. There is a growing need to examine how teachers' professional training and development influence students' academic outcomes. The problem this study seeks to address is the unclear and under-researched relationship between teachers' professional development and students' academic performance in Ndhiwa Sub-County. Methodology: The study used descriptive research design and 15 public secondary schools, 113 teachers and 522 students were involved in the study as study respondents. The study used document analysis and semi structured questionnaires to collect the quantitative data, which was analyzed through descriptive statistics (frequencies and percentages). Findings: The study reveals that teachers' professional training and development have a significant impact on students' academic performance in public secondary schools in Ndhiwa Sub-County. The findings also indicated that teachers who undergo continuous professional development are better equipped with modern teaching strategies, content knowledge, and student engagement techniques, which in turn positively influence students' academic outcomes. Teachers with higher levels of training and access to ongoing professional development demonstrate improved classroom management, increased use of learner-centered methodologies, and more effective assessment technique. Unique Contribution to Theory, Practice and Policy: From the study findings, the study recommends that schools and educational authorities should develop more structured and regular Continuous Professional Development (CPD) programs that focus on subject-specific training, pedagogical skills, and updated teaching methodologies. This is because the study findings likely indicate that teachers who engage in regular training and development show better performance in student outcomes. The education policy makers should come up with the programs that forge partnerships between secondary schools and local universities or teacher training colleges to provide advanced training opportunities and access to educational research.