Development Of Teaching Activities Research Articles

The Status and Inspiration of General School Teachers’ Inclusive Education Literacy from an International Comparative Perspective

Teachers in general schools with inclusive education literacy are one of the conditions for children with special needs to receive high-quality general education, as well as an essential guarantee for providing an excellent education to the people and building a solid education country. This paper uses data from the Teaching and Learning International Survey (TALIS 2018), use the hierarchical cluster method to investigate the characteristics of teachers’ preparedness status for inclusive literacy in general schools from an international comparative perspective. The findings revealed that the inclusive literacy preparedness of general school teachers worldwide can be classified into three types: younger-highly inclusive literacy teachers, advanced age-medium inclusive literacy teachers, and highly educated-low inclusive literacy teachers. Younger-highly inclusive literacy teachers are characterized by rejuvenation, a high degree of undergraduate education, an emphasis on pre-service education, and an oversupply of professional development activities. Advanced age-medium inclusive literacy teachers are characterized by aging, incomplete pre-service education training, and the most urgent need for teachers’ professional development in information technology. Highly educated-low inclusive literacy teachers are distinguished by highly educated, low levels of pre-service education, and an abundance of professional development opportunities for teachers. School administrators are advised to prioritize ongoing professional development activities for teachers to speed teacher education integration and increase teacher and educational quality.

Peningkatan Profesionalitas Pendidik dan Tenaga Kependidikan melalui Workshop Charge and Recharge di Pesantren Tahfidhul Qur'an Al-Umm Smart Center

This research aims to enhance the professionalism of teachers and staff at the Pesantren Tahfidhul Qur'an Al-Umm Smart Center through the "Charge & Recharge" workshop. Action Research method is employed with planning, action, observation, and reflection stages. The workshop involves teachers and staff in planning, implementation, and evaluation. The results indicate improvements in teaching competence, classroom management, and managerial skills. Evaluation employs questionnaires, interviews, observations, and participant-facilitator reflections. The outcomes of evaluation and reflection are analyzed to identify strengths and weaknesses of the workshop, providing feedback for future competence development activities for teachers and staff. The workshop proves effective in enhancing the professionalism and performance of teachers and staff, with identified strengths such as interactive methods and weaknesses such as the workshop's short duration. In conclusion, the "Charge & Recharge" workshop offers relevant and effective training, emphasizing sustainable self-development for participants. Thus, this endeavor can bolster the quality of education and management at the pesantren.

The historical development of english as a foreign language teaching in brazilian schools: methods and legal documents

This bibliographical article delves into the historical trajectory that culminate in the contemporary challenges of English as a Foreign Language (EFL) instruction in Brazilian schools. It elucidates the evolution of language teaching methods, from traditional approaches to modern pedagogies, such as the Communicative Language Teaching (CLT) approach and postmethod pedagogy. Moreover, it traces the development of legal frameworks guiding EFL education in Brazilian schools, from colonial times to the present day, highlighting significant policy shifts and implementation challenges. Despite recent efforts for English as a foreign language education in Brazil, practical barriers persist, including low literacy rates, inadequate infrastructure, and limited teacher training programs. The article emphasizes the importance of acknowledging the social contexts and historical developments that shape EFL instruction in Brazil and advocates for tailored teacher development activities to address the unique needs of Brazilian EFL educators. By contextualizing the challenges and complexities of EFL teaching in Brazil, this article may offer insights for enhancing language education practices and policies in the country, with an emphasis on teacher education.

PHÁT TRIỂN NĂNG LỰC GIÁO DỤC STEM CHO GIÁO VIÊN TIỂU HỌC ĐÁP ỨNG CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG 2018 Ở THÀNH PHỐ HỒ CHÍ MINH

Applying STEM education to primary schools leads to many practical benefits, in line with the trend of general education innovation. The Ministry of Education and Training deployed Official Dispatch 3089/BGDDT-GDTrH dated August 14, 2020 on implementing STEM education in schools at 3 levels: STEM lessons, STEM experiences, STEM scientific and technical research. However, in current reality, the quality of STEM education in primary schools still has many limitations from teachers and administrators. This article reviews and analyzes the current status of STEM education in primary schools in Ho Chi Minh City, thereby developing measures to manage STEM education capacity development activities for primary school teachers to meet the 2018 General Education Program.

Professional Development for High School Math Vietnamese Educators in the Assessment of Math Results

Professional development has long been acknowledged as an important facet of career advancement, particularly in the teaching profession. Teachers must participate in professional development activities that allow them to review and improve their knowledge and skills to remain competent and up to speed with the newest practices. Nonetheless, despite increased attention to professional development programs in Vietnam, the value of these programs for Math teachers remains debatable. The goal of this research is to investigate the content, method, and form of professional development activities for math teachers in Vietnam. Despite dings indicate that, despite the varied contents, methods, or forms employed in professional development programs, their effectiveness, as judged by instructors, is quite low. This suggests that program developers should assess the inefficiencies of these programs and make relevant adjustments or replacements to maximize their efficacy. Teachers must engage in professional development activities that give them the knowledge and skills they need to fulfill the changing demands of their job. Effective professional development programs can help students succeed by allowing instructors to enhance their instructional practices, stay current with new teaching methods and technologies. This study, however, emphasizes the importance of continuing to evaluate and enhance professional development programs for math instructors in Vietnam to ensure that they are effective in fulfilling the requirements of teachers and, ultimately, their students.

Leading to succeed: contextual leadership practices of semi-urban school principals in China

ABSTRACT This study investigated the leadership practices of semi-urban middle school leaders in China. A multi-site case study was conducted using a qualitative research design, collecting data through interviews with principals, administrators, teachers, and parents, along with document scanning, observations, and field notes. Qualitative data analysis revealed three distinct themes concerning the contextual practices of the three principals. The findings highlighted that these principals implemented the identified practices in varying ways, directly responding to their specific contextual realities. Key findings indicated a focus on teaching, moral values, teacher development, and labor-intensive activities. The results carry implications for principals, educational practices, and policy matters.

A Systematic Review on Teaching Physical Activity in Elementary School Physical Education

PURPOSE This study analyzed research on physical activities for elementary school students 1st and 2nd-graders to explore teachers’ perceptions and instructional practices in physical activity classes.METHODS Twelve studies published in academic journals conducted between 2000 to 2022 were selected for analysis.RESULTS The research articles were categorized into three domains: perception of physical activity in lower grades, operational features, and factors influencing practices from a didactic perspective. Challenges identified include dilemmas between curriculum documents and actual practice, a lack of practical teaching expertise, and a teaching culture discouraging physical activity in lower grades. Operational patterns were restructured into “avoidance-style classes,” “ad-hoc classes,” “textbook-dependent classes,” and “textbook-reorganization classes.” Factors influencing physical education for early elementary students included “teacher support factors,” “environmental factors,” and “administrative factors.”CONCLUSIONS In conclusion, this study advocates for policies that systematically improve perception, administration, and support classes for activating physical activities in lower elementary school students. The findings suggest the need for strategies such as adapting integrated curricula, creating training programs and educational materials, ongoing professional development activities for teachers, and specific research focused on physical activities for lower grade elementary students.

The Profiles of Teacher’s Classroom Management Styles in Terms of Reward and Praise: A Latent Profile Analysis

Classroom management is one of the key elements that influence the quality of education in the classroom. However, most teachers view classroom management as an important challenge. To address that challenge, teachers use different classroom management tools, two of which are reward and praise. However, there are different views about the effectiveness of reward and praise. While the behavioral school views them as positive classroom management tools, Self-Determination Theory argues that reward and praise are the tools of a controlling teaching style. It suggests that an autonomy-enhancing teaching style, such as establishing warm relationship with students, is a better classroom management tool. The aim of this study is to explore different profiles of teachers in terms of their classroom management styles, especially in terms of how teachers use reward and praise as well as punishment and warm relationship by using Latent Profile Analysis (LPA). The data were collected a sample of 579 teachers. Teachers completed four scales (The Reward Scale, The Praise Scale, The Emotional Punishment Scale and The Warmth Scale). Teachers were profiled, based on their use of these four classroom management tools. As a result of the LPA, five profiles of teachers in terms of classroom management styles emerged. They were named as “Disengaged Teachers”, “Cold Punishers”, “Cold Extrinsic Motivators”, “Warm Extrinsic Motivators”, and “Warm Intrinsic Motivators.” As predicted, Warm Intrinsic Motivators who do not use reward, praise or emotional punishment but warm relationships are the best in classroom management. Unlike our prediction, Warm Extrinsic Motivators, who use reward and praise, were also good at classroom management since they were warm towards their students. However, they were using emotional punishment. These findings suggest that teachers who use reward also use emotional punishment. Teachers do not have to use reward, praise or punishment to manage their classes. Teachers could manage their classroom perfectly well by forming warm relationships with their students. It is essential for school leaders to incorporate relationship-building as an important classroom management tool into their professional development activities for teachers.

La integración de la tecnología en los docentes universitarios siguiendo el modelo TPACK

The objective of this research focused on identifying the level of technological integration that university professors of the Faculty of Accounting and Administration of Autonomous University of Sinaloa, México, possess, based on the TPACK model during their teaching practice. The results were determined using the criterion of mean frequencies (M), where the low level of conceptual knowledge corresponds to M£2.3, for an intermediate level M>2.3 and M£3.6 and for the high-level M>3.6. These findings showed that the teachers were, in general, above the mean in the seven dimensions of knowledge that make up the model (M=3.6). The data reflected that the teachers were at a high conceptual level of technological integration due to their level of knowledge. It was shown that the hypothesis is true, since the teaching activities that promote learning are related to the level of technological integration following the TPACK model. Future lines of research may include direct observation of educational practices in the classroom to advance towards greater scientific knowledge about the integration of technological tools in the design and development of teaching activities with technology.

THỰC TRẠNG QUẢN LÝ HOẠT ĐỘNG PHÁT TRIỂN NĂNG LỰC CHUYÊN MÔN CHO GIÁO VIÊN CÁC TRƯỜNG TIỂU HỌC THÀNH PHỐ HỒ CHÍ MINH ĐÁP ỨNG CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG 2018

Managing professional capacity development activities for primary school teachers is one of the factors to ensure the successful implementation of the 2018 General Education Program. This article focuses on analyzing the current activity management in Ho Chi Minh City’s primary schools in 3 typical districts in terms of: managing capacity development for lesson planning; managing capacity development using educational methods; managing capacity development using student assessment methods and techniques; Managing capacity development of counseling and student support; managing capacity development of building an educational environment; managing capacity development of coordination between school, family and society in educating students; managing the development of teachers' ability to use foreign languages and information technology; managing the conditions to ensure effective professional capacity development activities for teachers. Thereby, clearly identifying the limitations in management work, establish a premise to create measures to manage professional capacity development activities for primary school teachers in Ho Chi Minh City to meet the 2018 General Education Program.

Pelatihan dan Pengembangan SDM di SMA Laboratorium Percontohan UPI

Human Resource Management (HRM) is one of the efforts that can be made by an organization or institution to manage its human resources in order to achieve goals together and optimally. One part of HRM is the training and development of human resources, which is a method commonly used in an organization or agency, especially in the field of education. This is because it can support education so that it can develop even more. For example, in terms of the quality of education, the quality of teaching or educational staff and students, graduates, or the output produced from education, The researcher chose the UPI Pilot Laboratory High School because it is one of the educational institutions in the city of Bandung that usually participates in training and development activities for teachers and their students. The research results obtained regarding human resource training and development are very good to emulate for other schools, because the purpose of participating in this training and development is to improve the quality of education in the school concerned

E-learning Challenges Faced by the Primary School English Teachers of Taif City in Saudi Arabia

Aims: The ultimate aim of this research project is to find out the adverse effect of COVID 19 on the learning environment in the Kingdom of Saudi Arabia (KSA). Furthermore, considering the impact of the corona virus on the education sector across the globe, especially at the primary level, this research addresses whether primary school English as foreign language (EFL) teachers faced challenges in dealing with online/virtual classes. To achieve the objectives and answer the research questions of the present study, the researcher elicited teachers’ perceptions regarding the challenges they face in the process of learning via virtual mode- the only alternative e-learning strategy available at the time of social distancing during Covid-19. The research method was quantitative, as data was collected from teachers’ questionnaires (adapted). The study relied on the primary school context of Taif region, Saudi Arabia. The study took around 7 months from conception to completion towards the last phase of the master’s level. The sample comprised 154 EFL Primary School teachers aged 25 to 35 years (104 females and 50 males) in Taif, Saudi Arabia. The adapted tool (a questionnaire) included different components such as attitude towards e-learning, readiness, challenges, infrastructure etc.
 It was found that e-learning tools were more effective for more female teachers. Hence, the year of experience did not significantly affect e-learning materials with reference to two groups of teachers. The study also revealed that the age of male and female teachers does not contribute to the use of e-learning materials. Moreover, digital material exploitation is more easily done by the younger generation than the traditional teachers. The research findings are beneficial in redefining e-learning/virtual learning and redesigning compatible curricula, especially teaching strategies that would incorporate blended learning. In addition, teacher development activities will be initiated, keeping the teachers’ needs in view. Extension research at the doctoral level may be conducted to further support the findings by undertaking research with a larger sample. A tool should also be developed and employed to study online learning and associated factors, especially in the Taif region.

PROFESSIONAL DEVELOPMENT ACTIVITY AND TEACHERS’ LEARNING EXPERIENCES IN THE MIDST OF THE COVID-19 PANDEMIC

This paper descriptively discusses the type of professional development activities attended by teachers during the Covid-19 pandemic and what learning and experience they obtained from the activities. The data are gathered qualitatively from open-ended questionnaires. The participants involved elementary school teachers from several regions in Indonesia. The participants (N=56) described various types of professional development activities they attended during the Covid-19 pandemic, which consisted of webinars, training, seminars, workshops, teachers gathering and networking, online courses, and supervision. The teachers also state that they obtained benefits from the professional development activities they attended. It is recommended that further researchers can study various aspects of professional development activities for teachers in Indonesia, especially in the contexts of elementary school and pre-service teachers.

The Reality of Management of Professional Training Activities for Teachers at Preschools in an Giang Province, Vietnam Country

Author has conducted a survey on the management of professional development activities for preschool teachers in An Giang province. The survey results show the strengths, limitations and causes of the management of professional development activities for preschool teachers in An Giang province in the past times. Thereby, it is the basis for leaders to research measures to foster professional skills for preschool teachers in An Giang province to meet the requirements of improving teaching quality in preschools of An Giang province.

Secondary School Principals' Perceptions and Support of Professional Development for Science and Mathematics Teachers in Zamfara State, Nigeria

This qualitative study sought to find out the perspectives of secondary school principals regarding their roles in organizing school-based professional development activities for science and mathematics teachers and the related challenges at school level in Zamfara State, Nigeria. Twenty secondary school principals were purposively sampled for the study from the four educational zones in the state. Collection of data was done through structured interviews, and data obtained were analyzed through content analysis. The findings of the study revealed that despite the crucial role of principals in promoting professional development, the majority of them do not fulfill their role optimally in this respect. Professional development activities organized by few principals are limited to workshops and seminars, and there are not sustained as ongoing opportunities. Challenges faced by principals in organizing school-based professional development include inadequate funding, lack of support from higher authorities, inadequate training of principals, and lack of motivation among teachers. The study concluded that, the poor involvement of principals in promoting professional development has significant implications on the quality of teaching and learning of science and mathematics in Zamfara State. The study recommends that government and education stakeholders provide adequate funding and support to principals to enable them organize sustainable and relevant professional development activities for teachers. Additionally, training and motivation programmes should be developed for principals to enhance their capacity in promoting professional development among teachers.

What makes online professional development effective? The effect of quality characteristics on teachers’ satisfaction and changes in their professional practices

The number of online professional development (PD) activities for teachers has increased over the past decade. While there is evidence on characteristics of effective face-to-face PD, little is known about the quality of online PD activities. The present study investigates the quality of online PD activities as perceived by teachers, and the association of PD quality with teachers' satisfaction and their changes in practice. The study is based on survey data from N = 387 teachers who participated in a formal online PD activity. Our results indicate high levels of cognitive activation, as well as high clarity and structure of the online PD activity, and moderate levels of collaboration among participants in online PD. While all quality characteristics predict teachers' satisfaction, only cognitive activation and collaboration in online PD predict changes in teachers’ professional practices.

Quản lý hoạt động phát triển năng lực chuyên môn cho giáo viên tiểu học đáp ứng chương trình giáo dục phổ thông 2018

Professional capacity development for elementary school teachers to meet the 2018 General Education Program is a matter of both theoretical and practical importance. In order to effectively develop the professional capacity of elementary school teachers, it is necessary to strengthen the management of these activities. In this paper, the need for management of professional development activities for elementary school teachers is clarified, in which specific contents have been scientifically analyzed to meet the 2018 general education program. The need, orientation and content of professional capacity development for elementary school teachers to meet the 2018 General Education Program need to be mastered by management entities for effective management.

Digital Language Teaching 5.0: Technologies, Trends and Competencies

Digital Language Teaching 5.0, a new language teaching paradigm that applies the digital pedagogies and technologies of the fifth Industrial Revolution (Industry 5.0), is expected to transform the English language teaching and learning landscape soon, as the world continuously seeks innovative solutions to the educational challenges brought by the COVID-19 pandemic. As a new concept, it draws inquiries and discussions on how it will influence language curriculum, instruction and assessment in the post-pandemic digital age, what technologies and practices will be adopted in schools to align with its purposes, and what competencies pre-service and in-service language teachers will need to be able to actualize it in their own contexts. This paper aims to address the foregoing issues by discussing relevant concepts, trends and practices. It begins by providing a brief background about Education 4.0, its key features, technologies and trends as applied in English language teaching. It then proceeds to the discussion of Education 5.0 and Digital Language Teaching 5.0 with their distinct features, purposes, technologies and practices. Lastly, it explores the skills and competencies under Digital Language Teaching 5.0 and discusses how pre-service and in-service language teachers can develop and enhance such competencies through various formal and alternative language teacher development activities. It concludes with insights on some issues raised and recommendations for successful implementation.

THE PERFORMANCE OF THE TEACHER AKIDAH AKHLAK IN DEVELOPING THE STUDENTS' CHARACTER AT MTs SWASTA BUSAK BUOL REGENCY

The goal of this study was to provide an explanation for how moral akidah teachers at private MTs in Buol Regency were able to help pupils develop their character. The research method applied is qualitative research, the approach used is a psychological approach The informants of this research are the head of Madrasah, teacher of Akidah Akhlak, teacher of Al-Quran Hadith, and other general teachers. The data is collected through observation, interview, and documentation. Data analysis techniques used are data reduction, data presentation, and conclusion drawing. While testing the validity of the data is done by triangulation. The findings of this research indicated that although the Akidah Akhlak teachers at MTs Swasta Busak Buol Regency did an excellent job of developing their students' character, character development is still subpar and not at its best. The approach of habituation of everyday activities and spontaneous activities, example, and extracurricular activities used at MTs Swasta Busak Buol Regency to create student character Supporting elements at MTs Swasta Busak that help students develop their character include a dedication to the stringent enforcement of Madrasah laws and time management. Then, the limiting factor is made up of two elements: external ones, such teachers' lack of participation in activities, and internal ones, like the community's and the Madrasah's surroundings, particularly parents, who are not cooperating. The character development will have a major impact, if the Akidah akhlak teacher is prepared to develop students' character in a way that is appropriate for the subject matter. The second implication is that if the teacher of Akidah akhlak exercises management skills with regard to both classes and students as well as using various methods in accordance with the characteristics through character building, there will be an efficient process for fostering the character of students. The third implication will result in significant changes if madrasah leaders consistently carry out quality development activities for teachers, particularly Akidah Akhlak teachers, through coaching and training.

Research Trends and Development Perspectives in Early Childhood Science Education: An Overview

This article serves as a critical approach to both the emergence and the identity formation of Early Childhood Science Education (ECSE) as a new scientific field, consolidated within the association of certain research divisions of Early Childhood Education, various branches of Psychology dealing with learning, and of Science Education. Consequently, we present research trends, orientations, and currents in ECSE, such as the study of children’s mental representations, the development of teaching activities, teachers’ perspectives, the preparation of teaching materials, scientific skills, diversity and inclusive education, the influence of the family, etc. Finally, we formulate some concluding remarks on research perspectives and the epistemological formation of ECSE.