Teacher Development Programs Research Articles

The enculturation process in early childhood education and care: a mixed methods study

ABSTRACT The aim of this exploratory sequential mixed methods study was to examine the beliefs of Early Childhood Education teachers regarding the enculturation process of children. Eleven 2-year-old classroom teachers (M age = 40.64; DT = 7.43; 81.81% female) participated in the qualitative phase, and 256 teachers (M age = 42.25; DT = 9.78; 90.3% female) participated in the quantitative one. Based on interviews, four main themes were identified: Routines and habits, Values, Models of behavior, and Knowledge. Based on the qualitative results, an instrument was created to measure the teachers’ beliefs regarding enculturation in Early Childhood Education and Care. High convergence was obtained between the qualitative and quantitative results, supporting the idea that teachers are active agents of enculturation and social role models for children. We conclude that enculturation should be a curricular objective and that it deserves a greater presence in professional development programs for Early Childhood Education teachers.

Linguistic and literary educational field in the system of communicative field formation

This research investigates the linguistic and literary educational field and its impact on the formation of the communicative field. By analyzing key aspects such as state policies, pedagogical approaches, and the integration of linguistic and literary elements, this study aims to provide a comprehensive understanding of the field's features, principles, and significance in developing students' communicative abilities. Through a thorough literature review, this research highlights the importance of cultural competence within the educational curriculum. The incorporation of literature, history, and cultural disciplines allows students to develop a broader perspective and understanding of different cultures, thereby enhancing their ability to communicate effectively and respectfully in diverse settings. The study examines the role of digital technologies in the educational process. The utilization of digital tools and resources presents opportunities to enrich teaching methods and create engaging and interactive learning experiences. By embracing these technological advancements, educational institutions can equip students with the necessary skills for effective communication in a digitalized world. The research also emphasizes the significance of competent and well-prepared teachers in fostering communicative competence. Effective pedagogical practices, innovative teaching methodologies, and continuous professional development programs for teachers are essential in shaping students' communication skills and keeping pace with evolving language education trends.

STEM professional development programs for science and mathematics primary school teachers: A systematic literature review

In order to compete worldwide, the school system must be transformed by raising educational standards by implementing the science, technology, engineering, and mathematics (STEM) education approach. The purpose of the primary school curriculum is closely aligned with the teaching goals of STEM education, which is to develop each child’s full potential, foster an interest in learning and promote children to develop skills in life. Training qualified science and mathematics primary teachers through professional development (PD) programs is necessary to raise young children who are knowledgeable and skilled in STEM. Therefore, a systematic literature review examined the significance and implementation of STEM PD programs for science and mathematics primary school teachers. The Scopus and Web of Science databases were utilized to find articles written and published between 2018 and 2022. This review gathered 22 articles and produced 14 subthemes under the main themes: Significance and the implementation of STEM PD for primary school teachers. Recommendations for further research are stated at the end of this paper.

ESL Teachers’ Beliefs about Teaching Grammar

Teaching grammar is a crucial facet in the context of language teaching. Throughout history, various approaches including instructing based on rules, using examples, and employing texts have been utilized to teach grammar at various level. This qualitative study attempts to explore secondary level experienced ESL (English as a Second Language) teachers' beliefs concerning the teaching of grammar, employing an interpretive paradigm. In an effort to explore these beliefs, a sample of eight experienced ESL teachers participated in the investigation. I employed purposive sampling to select the participants. A semi-structured interview was employed as the primary research tool to capture their perceptions, pedagogical preferences, and underlying assumptions regarding grammar instruction from the participants. The collected data underwent rigorous thematic analysis to unveil recurring patterns, emergent themes, and variations in beliefs across the participant cohort. The study uncovers a diverse array of beliefs held by ESL teachers, spanning from the role of explicit grammar instruction to the integration of communicative approaches. Through the thematic analysis, common threads and discrepancies emerge, revealing the intricate interplay of factors shaping ESL teachers' pedagogical orientations. The implications of this research extend to the realms of teacher training, curriculum design, and educational policy. This study contributes to the broader discourse on teacher beliefs, offering valuable insights that can guide the development of tailored teacher development programs and evidence-based teaching strategies, ultimately enhancing the quality of ESL grammar instruction.

Frequency of Staff Development Programs and Teachers’ Job Performance in Kwara State Primary Schools, Nigeria

The study adopted a descriptive survey research design. The population of the study consisted of 14,206 public primary school teachers and 1,406 head teachers in the senatorial districts of Kwara State. The sample for the study comprised 440 respondents selected using a multistage sampling procedure. A self-designed, validated research instrument titled “Staff Development and Teachers Job Performance” (SDTJP) was used to collect data for the study. The reliability of the instrument was ensured with a coefficient index of 0.77. The collected data were analyzed using percentage scores and regression analysis. The result shows that the frequency of conducting the program for the Kwara State primary school teachers was once every session for some programs (88.4% and termly for others (68.2%) in Kwara State primary schools. Developmental programs significantly influenced staff job performance in the schools, 58.9% (Adj. R2 =.589). The study concluded that the development programs for teachers in Kwara state primary schools were carried out termly, while some other ones came up once in a session. It was also discovered that developmental programs significantly influenced staff job performance in the state primary schools. It was recommended that the government endeavor to add conferences as part of the professional development programs made available for primary school teachers in Kwara State to enhance their pedagogic skills and competence towards meeting the expectations of the general public.

Mathematics Teacher Educators’ Practices to Support Teachers in the Design of Mathematical Tasks

Since teachers have the greatest impact on student learning, it is crucial to consider how professional development programs (PDP) for teachers can enhance their contribution, especially in designing mathematical tasks for teaching. This paper focuses on identifying patterns of practices of mathematics teacher educators related to crucial aspects of two teacher PDPs: one conducted face-to-face and the other using a Massive Open Online Course (MOOC). The Meta-Didactical Transposition is employed as the theoretical framework for comparing the two PDPs and for identifying patterns of practices. The findings suggest that educators, both in face-to-face and online settings, consider certain practices to guide teachers in designing mathematical tasks. This paper aims to share experiences of good practices that can be implemented by other researchers seeking to guide teachers in task design, either alone or in small groups.

Ghanaian collegiate music students who play brass instruments’ music education experiences at the pre-tertiary level

In this qualitative study, we share the musical experiences of seven Ghanaian university music students who primarily play a brass instrument in a university band. The purpose of this study is to illuminate these students’ musical experiences during their pre-tertiary years to better understand what those experiences were and how they impacted their current musical abilities and understandings. The research questions for this study are: What were the formal musical experiences of Ghanaian university music majors who play Western-style brass instruments before entering university? What music teaching and learning methods did they experience prior to entering university? Who were the people who taught them music prior to entering university? Findings indicate that musical spaces were mostly outside of the regular school curriculum, including extra-curricular school regimental bands, church brigades, and town bands. Music learning was non-sequential throughout students’ pre-tertiary experiences. Lack of access to instruments outside of rehearsals was a barrier to individual practice. Participants showed a lack of clarity about their music teachers’ credentials, experience, and backgrounds but their answers suggest that professional development and training programs for teachers would be beneficial. It is recommended that Ghanaian brass band music education is restructured in places where it already exists and where pre-tertiary students choose to play, to include more comprehensive and sequential instrumental music education.

EVALUATION OF QUALITY TEACHING IN MAYPANGDAN NATIONAL HIGH SCHOOL: RESPONSE TO GLOBALIZATION

Quality of teaching in Secondary Schools in Borongan City Division: Response to Globalization SY 2022-2023 on performance status of the Secondary Public Schools as input to Teaching Development Program. Out of 57 respondents were distributed into two groups namely one (1) administrator principal/school head and fifty-six (56) teachers of the quality of teaching in Maypangdan National High School, Division of Borongan City. Descriptive research was used to conduct a survey investigation, description will be used for frequencies, averages, and other statistical calculations. The respondents are very satisfactory as to how seriously important the job performance appraisals prefer more autonomy in their work instead of being closely supervised, and job-focused rather than family-focused, they want their job to be challenging. The correlation of -0.19 shows a very weak negative correlation between the two, since -0.19, is very close to zero, it is safe to say that there is almost no correlation between the two, there is no significant relationship. The results show that whatever generation the respondents are in, they agree with the Quality of Teaching in the Secondary Schools in Borongan City Division: Response to Globalization, leadership program by coaching teacher-trainees, accountability, communication, and change management. The finding shows a deep level of respect the teachers regardless of their length of tenure and years of teaching experience. Teachers are the assets of the school and they should be given enough leeway and freedom to do their jobs for more creativity, innovation, and respect for each other work. KEYWORDS: Quality teachings, Globalization, Learning Environment, Professional Development

Creating a bioecooriented educational environment as a condition for the formation of students' creative natural science skills

Introduction. The relevance of the problem presented in the article is due to the need of modern society for an environmentally oriented person and the real situation with the study of natural disciplines in educational institutions.Of particular importance in solving this problem is the formation of creative natural science skills among students in the conditions of additional biological education within the framework of a bioeco-oriented educational environment. In this regard, a pedagogical analysis of domestic and foreign works on the study of the content of the main concepts on the research problem was carried out, which showed that such concepts as "creative natural science skills" and "bio-eco-oriented educational environment" were defined for the first time and introduced into pedagogical science; a typology of natural science skills has been developed. A study on the formation of creative natural science skills in students in the conditions of additional biological education has not been previously conducted. The purpose of the article is to identify the components, their content, the influence of this environment on the success of the formation of creative natural science skills of students in the system of additional education, to analyze the results of the pedagogical experiment.Materials and Methods. The leading methodological approach in solving the research problem is the environmental approach. In the process of work, theoretical (analysis of environmental, psychological and pedagogical literature, regulatory documents on the education and upbringing of an environmentally literate person; generalization, systematization, study of the pedagogical experience of teachers of additional education, modeling) and empirical (open observation, questioning, interviewing, conversation, testing , own observations of the authors, quantitative and qualitative analysis of the obtained data) research methods were used.Results. The result of the study was the author's interpretation of the key concepts of "creative natural science skills", considered in a two-vector perspective - creative and natural science; "bioeco-oriented educational environment" consisting of subject, information and creative components. The authors of the article analyzed the feasibility of creating a bioeco-oriented educational environment as a condition for the formation of these skills and empirically proved the effectiveness of its functioning. This environment includes a triad: subject, information and creative components, the functioning of which allows you to effectively influence the process of formation of an environmentally oriented personality and creative natural science skills. The results of the experimental work carried out at the Children's Ecological Center of Chelyabinsk testify to the effectiveness of the functioning of the created educational environment in terms of the formation of the studied skills.Discussion and Conclusions. Experimentally, the positive impact of the bioeco-oriented educational environment created at the Children's Ecological Center of Chelyabinsk on the process of forming students' creative natural-science skills was proved, which gives grounds to state the expediency of creating such an environment in organizations of additional biological education. In the course of the study, it was revealed that the information component of a bio-eco-oriented environment, which includes the author's program "A Fascinating World in the Eyepiece", is the most effective form of forming a harmoniously developed, creative personality. The next step of the research is the development of a professional development program for teachers of additional education and teachers of the natural science orientation of general education schools on the formation of creative natural science skills in students as the basis for the formation of an environmentally literate personality.

Teachers’ and principals’ perceptions of reading: Can they perpetuate inequalities in reading?

What teachers know about a subject that they teach and how well informed they are about the effective ways to teach it can affect the performance of learners in their classes. The aim of this study was to investigate teachers’ and principals’ perception about reading to examine possible factors that contribute to inequalities in reading. This study was conducted in four poorly resourced schools with low academic performance in the Zambezi region of north-eastern Namibia. The schools cater for learners from pre-primary to Grade 9, and most learners are from a low socio-economic background. Drawing on a componential interactive view of reading derived from the science of reading, a qualitative research method was used with two semi-structured interview guides (one for seven Grade 5 teachers and one for four school principals) in four schools, to investigate what the participants know about reading and how to teach it. The interview results show that the teachers and the principals had limited knowledge about teaching reading comprehension. The teachers tended to ‘do’ reading rather than teach it, and they did not provide necessary reading support to learners because they did not have enough knowledge and skills about teaching reading. The findings suggest that the Ministry of Education, Arts and Culture needs to strengthen teacher development programmes and that teacher training institutions need to examine the quality of their training.

Speech-Language Pathologists' Perceptions of Language and Literacy Instruction for Pre-K Children With Developmental Language Disorder.

Speech-language pathologists (SLPs) have multiple roles and responsibilities related to language and literacy instruction in schools. The purpose of this exploratory, qualitative study was to analyze school-based SLPs' perceptions related to effective language and early literacy instruction for pre-K children with developmental language disorder (DLD). The goal of this study was to inform development of a new language and early literacy professional development program for inclusive pre-K teachers. Eight school-based SLPs participated in a 1-hr virtual focus group conducted via Zoom recording technology. The researchers used a conventional content analysis approach to analyze the focus group data and identify themes from the discussion. The researchers developed two themes: (a) SLPs identified repeated exposure to books, peer interaction, and teaching vocabulary with visual supports and props as key elements of language and literacy instruction that can be integrated into a variety of contexts, and (b) SLPs want more time with parents and teachers to support their book reading and model specific language strategies. SLPs identified several instructional practices inclusive pre-K teachers could be taught to use during professional development programs to support the emergent literacy development of children with DLD. They also discussed the need for ongoing collaboration between SLPs, caregivers, and teachers to maximize children's early language and literacy experiences. Future research should explore the impact of partnerships with caregivers and teachers on children's language and literacy outcomes.

Write, talk and rewrite: the effectiveness of a dialogic writing intervention in upper elementary education

In this research, we developed and empirically tested a dialogic writing intervention, an integrated language approach in which grade 5/6 students learn how to write, talk about their writing with peers, and rewrite. The effectiveness of this intervention was experimentally tested in ten classes from eight schools, using a pretest–posttest control group design. Classes were randomly assigned to the intervention group (5 classes; 95 students) or control group (5 classes; 115 students). Both groups followed the same eight lessons in which students wrote four argumentative texts about sustainability. For each text, students wrote a draft version, which they discussed in groups of three students. Based on these peer conversations, students revised their text. The intervention group received additional support to foster dialogic peer conversations, including a conversation chart for students and a practice-based professional development program for teachers. Improvements in writing were measured by an argumentative writing task (same genre, but different topic; near transfer) and an instructional writing task (different genre and topic; far transfer). Text quality was holistically assessed using a benchmark rating procedure. Results show that our dialogic writing intervention with support for dialogic talk significantly improved students’ argumentative writing skills (ES = 1.09), but that the effects were not automatically transferable to another genre. Based on these results we conclude that a dialogic writing intervention is a promising approach to teach students how to talk about their texts and to write texts that are more persuasive to readers.

JOB SATISFACTION AND JOB PERFORMANCE AMONG ACADEMIC STAFF MEMBERS OF OMAN COLLEGE OF HEALTH SCIENCES: BASIS FOR STRATEGIC PLANNING

This study ventured on discovering the association between job satisfaction and job performance among academic staff members at Oman College of Health Sciences. Respondents were generally satisfied when it comes to the work environment, relation and cooperation, training and development, adequacy of resources, and job security. Respondents were unsure if they were satisfied or dissatisfied with job autonomy, corporate culture and environment, remuneration and reward, and amenities. Respondents demonstrated strong task and contextual performance. Respondents demonstrated a low level of unproductive work behavior. There was no significant difference in work satisfaction among faculty members based on gender, civil status, rank, educational achievement, or length of service. When faculty members were divided into groups based on college branch and country, there was a considerable variation in work satisfaction. There was no statistically significant link between academic staff members' work happiness and job performance. The findings of this study might be used by college officials as a foundation for policy-making and program planning for basic education schools, increasing teachers' work performance and job happiness, as well as administrators' professional progress toward better education. This will serve as the foundation for establishing teacher development programs that will lead to teacher professional growth. It will also aid them in identifying particular demographic traits of instructors that may impact work performance and job satisfaction.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0045/a.php" alt="Hit counter" /></p>

Exploring the Landscape of Teaching and Learning English as a Second Language in India

This systematic review examines the challenges, opportunities, and ways forward for teaching and learning English as a second language in India. The study explores the current landscape of English language teaching in India, considering factors such as policy, curriculum, teaching methodologies, and technology integration. The review identifies the significant challenges learners and teachers face, including linguistic and cultural barriers, inadequate infrastructure, and limited teacher training. The study also highlights the opportunities and potential solutions to overcome these challenges, such as utilizing innovative teaching strategies and digital technologies. Based on the findings, the study suggests a way forward for developing English language teaching in India, emphasizing the need for comprehensive language policies, teacher development programs, and a learner-centered approach

Cognitive Levels of Questions By Indonesian Teachers of English

<em>According to the 2013 English curriculum (K-13), teachers were required to create English test items covering higher-order thinking skills (HOTS). By answering HOTS questions, students are expected to understand information deeper rather than only focusing on recalling facts. This case study aimed to find the cognitive levels of questions used in teacher-made English final tests in a private senior high school in Sampit, Central Kalimantan, Indonesia. Using the revised Bloom's taxonomy, this qualitative study investigated the written documents of teacher-made English final tests for grades X and XI in the academic years 2018-2019 for social and science programs. The findings showed that the cognitive levels of questions in the final test were dominated by the lower order of thinking skills (LOTS), with understanding as the highest level, followed by remembering and applying. The researchers identified potential sources of preference for LOTS questions. The paper concludes with research recommendations and a professional development program for English teachers.</em>

EFL Teachers’ and Experts’ Perspectives Toward Assessment Literacy in Digital Environments

Despite a large number of studies on teachers’ assessment literacy (AL) and the increasing interest in digital assessment, there is a paucity of research on teachers’ AL in digital environments (TALiDE). To bridge this gap, the current study explored the effects of the COVID-19 pandemic on TALiDE, the roles, and competencies underlying TALiDE, and whether technology needs to be considered in the conceptualization of AL. The data were collected from an open-ended questionnaire and a set of interviews investigating the perspectives of 27 participants (12 experts and 15 EFL teachers). The findings, inferred from content and thematic analyses of data, reflected teachers’ raised awareness as a result of the COVID-19 pandemic experience, which resulted in an understanding of new approaches to assessment and increased value of TALiDE. Furthermore, compared to the existing literature on AL, roles and competencies underlying TALiDE corresponded to five main subthemes: teacher as a knower, implementer, confident technology user, moral agent, and learner. Finally, findings speculated a potential role for technology in the AL concept. This study can provide teacher trainers, educational policymakers, and course designers with implications for designing teacher development courses and programs to integrate TALiDE into their training practices.

Transformative Influence of Continuing Professional Development (CPD) on Teaching Approaches: A Case Study of Secondary School Teachers in Makran Division, Balochistan, Pakistan

This study examines the impact and effectiveness of Continuing Professional Development (CPD) programs for secondary school teachers in Makran Division, Balochistan, Pakistan. The study employs a mixed-method approach, the study collected data from 38 head teachers and 220 secondary school teachers who participated in CPD programs. The research investigates the influence of CPD on teachers' knowledge, teaching methods, technology integration, professional growth, and reflection on teaching practices. Additionally, the study explores the effects of CPD programs on student performance. The findings indicate that participating in CPD programs positively affects teachers' knowledge and teaching approaches, particularly in terms of modern teaching methods and assessment techniques. However, the study highlights the need for improvement in addressing diverse learning needs, fostering a supportive and inclusive classroom environment, and enhancing the quality and engagement of facilitators. The results of hypothesis testing using regression analysis demonstrate a significant positive impact of CPD on student performance (β = 0.160, p < 0.05). The conclusions emphasize the overall benefits of CPD programs for teachers' professional development and underscore the importance of refining these programs to address specific needs, improve facilitator quality, promote active engagement, and align with local educational contexts. By implementing these recommendations, educational institutions and policymakers can effectively support teachers' growth and contribute to improved student performance.

Training and Development of Productive Teachers in Improving Work Skills for Vocational High School (SMK) Level Students in Sigli

Teacher guidance and development is urgently needed to improve the professional abilities of teachers in improving learning processes and outcomes through the provision of professional service-style assistance to teachers. Productive teachers will provide learning material that begins with making a Learning Implementation Plan which then evaluates the process and improves the learning system in the classroom by prioritizing material that can support students to be active, think creatively and be innovative. The purpose of this study was to find out an overview of the coaching and development of productive teachers in improving work skills for students at vocational high schools (SMK) in Sigli. This study used a qualitative approach with a descriptive research type. Data collection techniques using observation, interviews, and documentation. The data analysis technique used is descriptive qualitative analysis with data reduction techniques, data presentation, and drawing conclusions. Based on the research findings, it was found that: (1) Coaching in improving productive teacher performance skills at Sigli Vocational High School includes: coaching through MGMP, IHT (in the house training), teacher coaching through supervision, and pedagogical and professional competency development; (2) Productive teacher development strategies in improving work skills, namely by: continuing education, participating in training/workshops, promotions, development through promotions, assigning teachers to apprentices in industry to improve abilities/upskilling and update skills/reskilling; and (3) teacher participation in productive teacher training and development programs carried out by school principals has been very good. Teachers participate in every activity, are able to adopt ideas or programs to support the teaching and learning process, teachers also attend training to improve teacher competence.

Corrigendum to Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

Corrigendum to Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

So what? Can we learn anything about university teaching from jazz?

This paper examines whether teachers in universities can learn from the practices and structures of jazz music as they try to prepare students for an uncertain future. It outlines the fundamental characteristics of jazz and how these have been applied by jazz musicians. The paper focuses on four of the building blocks of jazz: improvisation, mistakes, collaboration and leadership, and examines how these translate to university teaching. It concludes that effective learning, like the best jazz, is collaborative and occurs where the freedom to improvise and make mistakes is integral. Additionally, as with the best jazz bands, there must be some structure where the teacher, although leading, is fully involved in the collaborative act of discovery with the learners. The author argues that the lessons learned from jazz should be incorporated in professional development programmes for new university teachers.