Teacher Certification Research Articles

Context of Employing Non-English Language Major Teachers to Teach English Courses in High School: Implications for a Policy Note

Teaching English courses mainly improves students’ communicative competence for a successful integration into public life so English teachers should possess certain qualifications to deliver instruction well. This study aims to describe the causes and effects of employing non-English language major teachers to teach English courses in the Naguilian Cluster as basis in policy note formulation. It employed the descriptive survey research design and used a researcher-made questionnaire in gathering data. The study found out that none of the respondents pursued higher studies related with English since their baccalaureate degree is not English and they were underload. They believed that there should be strict hiring and selection of English teachers. Moreover, they greatly affect the quality of English language learning since they commit errors or mistakes in the production of learning resources or instructional materials in teaching English. Thus, English teachers should either have a bachelor’s degree related with English or a certification in English language teaching; should undergo intensive training to enrich their English language teaching pedagogy; and the preparation and development of learning resources or instructional materials in English teaching and learning should be led by English language teachers who are experts in this field. The study recommends the inclusion of a certification in English language teaching in the absence of a bachelor’s degree in English.

STRATEGIES FOR PARTNERSHIP WITH WORLD-CLASS PARTNERS TO ACHIEVE PIONEERS OF EDUCATIONAL EXCELLENCE

Introduction: Universitas Negeri Semarang (UNNES) has a vision of "World Reputable University and Pioneer of Educational Excellence with Conservation Insight". The field of Partnership has an important role in the strategy of realizing the vision and mission of Universitas Negeri Semarang in achieving its strategic goals. Partnership at UNNES in its implementation includes planning, implementation, monitoring and evaluation, and control. Practical implementation of international Partnership by promoting innovative products and services owned by strategic partners through exposure visits to partners, websites, social media, and other media, forming a task force to initiate and promote, as well as assisting the implementation process of Partnership through a partnership implementation and commercialization assistance team to world-renowned partners. Method: This research employs a qualitative approach. A literature review of sources related to the collaborative efforts between universities and partners at the national and international levels serves as the primary data source for the researcher. Results: Internationalization strategies can be implemented by providing international experience and competence in collaborative research and learning. Development towards internationalization with various methods, namely providing international teaching certificates, curriculum, planning, implementation process, and learning assessment. Partnership with reputable partners connects students and alumni with international partners to get experience and work in their fields of education and expertise. Conclusion: Practical implementation of international Partnership by promoting innovative products and services owned by strategic partners through exposure visits to partners, websites, social media, and other media, forming a task force to initiate and promote, as well as assisting the implementation process of Partnership through a partnership implementation and commercialization assistance team to world-renowned partners.

Estimating Missing Panel Data with Regression and Multivariate Imputation by Chained Equations (MICE)

Missing data may occur in various types of research. Regression and multiple imputation by chained equations (MICE) are two methods that can be used to estimate missing data in panel data types. This study aims to compare the accuracy of the missing panel data estimation using the regression and the MICE methods. The data used in this study are 161 random samples of senior high schools and vocational schools in DKI province for the year 2016-2020. Based on the results of the Chow test, Hausman test, and Lagrange Multiplier test on panel data regression, it shows that the appropriate model for the student-teacher ratio (X5) is random, the percentage of teachers who have an educator certificate (X6) is a fixed model with the specific effect of individual school and time, while the percentage of teachers who hold a bachelor degree (X7) is a fixed model with the specific effect of individual. Based on this model, the estimation of missing data is then carried out. The accuracy of the missing data estimation was carried out by comparing the MAPE, MAE, and RMSE values. The results show that the MICE method is quite good for estimating missing data at X5, quite feasible for estimating X6, and very good for estimating missing data at X7. In general, MICE is more accurate than panel data regression

The mathematics pipeline in England: inclusion and the excellence stream

Abstract In England, there is currently heightened political interest in increasing mathematics attainment and maximizing post-16 participation. The latter is not merely an issue for upper secondary but requires a long-view of students’ mathematical progress. This paper reports such a system-level overview of the mathematics education pipeline in England based on analysis of linked data from the National Pupil Database (NPD) and Higher Education Statistics Agency (HESA). A sequence of mixed-effect logistic regression models at each phase of the education pipeline are developed to predict attainment in General Certificate of Secondary Education (GCSE), A level and undergraduate mathematics and participation in post-16 and university mathematics. In particular, we focus on the impact of prior attainment and student demographics: gender, ethnicity and socio-economic status. The analysis identifies four important findings. Firstly, female participation and attainment in A level Mathematics and Further Mathematics is lower than that of male students, which impacts their representation in undergraduate mathematics, despite them marginally outperforming male students at both GCSE and degree level. Secondly, the attainment and participation of students of Asian ethnicity in GCSE and A level Mathematics is striking in its positive divergence from the trends of other ethnic groups, whereas White students have higher attainment than other ethnic groups at university. Thirdly, many students from poorer backgrounds fall behind their peers during years 7 to 11, and their participation and attainment in A level Mathematics is also reduced compared to their more affluent peers. Lastly, students who study A level Further Mathematics are more likely to study undergraduate mathematics, but they are no more likely to achieve a first-class degree, compared to those who haven’t studied Further Mathematics. The findings should be informative to policymakers and other stakeholders who can put in place enhancements and interventions to improve the outcomes for underrepresented groups.

Analisis Kebijakan Sertifikasi Guru dalam Meningkatkan Mutu Pendidikan di SMPN 47 Surabaya

This study examines the effectiveness of the teacher certification policy aimed at improving educational standards at SMP Negeri 47 in Surabaya, with a focus on how it affects teacher’s competence, welfare, and skills. The certification policy is hypothesized to play a pivotal role in elevating the quality of education offered. Employing a qualitative approach, this study examines the implementation and outcomes of the policy since its introduction. Data was collected through various qualitative methodologies and analyzed to ascertain the policy’s contribution to enhancing teacher welfare, competence, and professionalism. The findings reveal that the teacher certification policy at SMPN 47 Surabaya has been significantly instrumental in advancing educational quality aligning with the policy’s prime objectives. These insights hold wide implications for educational policy optimization at a broader level.

Us and IT: Capacity-building for blended learning

When Victoria University (VU) Australia, adopted a new learning management system (LMS) as part of its Blended Learning Strategy and Operational Plan in 2014, it introduced a range of support structures including a staff support and training program. Complementing this, the Graduate Certificate in Higher Education (the course providing professional development for early career academic staff) offered an elective AET4010 Blended Learning Design and Development fusing the pedagogical and theoretical aspects of blended learning to foster teaching as a design science. In this study we investigate the effectiveness of AET4010 in developing participants’ capacity to design and, develop blended learning. In this paper we report on the data from the first stage of this investigation. Data is derived from assessment rubrics. Complementary qualitative data will be collected in the second stage via interviews conducted after the participants complete the unit. We analyse our findings against the JISC Building Digital Capability Framework mapped to the UK Professional Standards Framework. This Framework identifies early career academics’ capabilities (Associate Fellows). The emerging findings indicated the value of capacity building through a structured unit of study enabling participants to experience learning from their own learner’s standpoint while reflecting on pedagogical perspectives and ‘teaching as design’.

Influence of Principals’ Promotion of Professional Development of Teachers on Learners’ Academic Performance in Kenya Certificate of Secondary Education in Kisii County, Kenya

Effective professional development should take cognisance of the needs of teachers, learners and school context. It has been established by research studies that divergent and overlapping policies as well as dysfunctional schooling cultures have frustrated impact of professional development of teachers on good quality learning outcomes. The purpose of this study was to investigate the Influence of Principals’ promotion of teachers’ professional development on learners’ academic performance in Kenya Certificate of Secondary Education (K.C.S.E.) in Public Schools in Kisii County, Kenya The objective of this study was to: explore the influence of Principals’ promotion of professional development of teachers on learners’ academic performance in K.C.S.E.in Kisii County. This study was anchored on Karl Ludwig von Bertalanffy General Systems Theory. Mixed method research design of explanatory sequential type with a prioritized quantitative approach in phase one followed by qualitative approach in phase two was applied in the study. The target population was 4,691 participants which included: 340 Principals, 1360 Heads of Departments (H.O.Ds) and 2,991 teachers. A sample of 451 respondents participated in the study. The researcher used proportionate stratified random sampling technique to select 85 schools, 114 H.O.Ds and 252 teachers. Census sampling to select national and special schools while 85 Principals of the selected schools were purposefully sampled. Questionnaires and interview guides were used to collect quantitative and qualitative data respectively. Content validity, Criterion validity, Construct validity and Face validity, of the research instruments were ensured through evaluation by the University supervisors and other experts while internal consistency reliability was estimated by using Cronbach’s alpha coefficient formula which yielded alpha coefficient of over 0.7 which was considered adequate. Quantitative data were analysed using Statistical Package of Social Sciences (SPSS) Version 29 while qualitative data were analysed thematically and presented using word verbatim from the respondents and integrated with the findings of phase one. Descriptive statistics were presented in tables and graphs while inferential statistics were presented in terms of Pearson’s correlation coefficients, Anova and Regression coefficients. The study found out a weak positive insignificant influence between promotion of professional development of teachers (r=.011, p≤.05; 2 tailed) and learners’ academic performance in K.C.S.E. Therefore, the null hypothesis were upheld. These results were supported by Principals’ interviews which indicated that professional development programmes are not context specific. It is hoped that the findings of this study would provide information that would form a base for corrective measures towards the unexpected low academic performance in the study locale. The study recommended that further research should be done on influence of principals’ leadership skills development on academic performance in K.C.S.E.

Peningkatan Partisipasi Guru Pada Pendidikan Dasar Melalui Sertifikasi Guru

In the field of education, teachers face latent problems related to economic welfare, so the government is trying to provide a teacher certification program. In an effort to increase teacher engagement in teaching students at the Islamic primary education level, this research will examine teacher certification. This type of research combines literature study methodology with a qualitative approach. Scientific literature which includes books, papers, seminars, and final assignments (thesis, thesis, dissertation) serves as a source of information and material for research analysis. This information comes from reliable sources such as Sinta and Google Scholar. The findings of this study indicate that the implementation of teacher certification is expected to improve teachers' competencies so as to improve educational standards. The four components of competence are; Pedagogical, character, professional, and social mentioned in the government regulation on national education standards (article 28) and the law on teachers and lecturers (article 10).

Characteristics of children with autism spectrum disorder in pediatric rehabilitation at a referral hospital in Peru.

Motivation for the study. Despite the prevalence of ASD, research in the field of Physical Medicine and Rehabilitation is scarce in Peru. Main findings. Of 120 children with a previous diagnosis of ASD, only 9.8% received inclusive education. The median age at diagnosis was 3.83 years. We also found that 78.4% had no disability certificate and 77.5% had incomplete psychological evaluation. The median time since the last physical, occupational, and speech therapy sessions was 3 months, 8 months, and 3.5 months, respectively. Implications. These findings highlight the need to enhance early diagnosis, inclusive education, and evaluation and subsequent certification of disability, as well as to establish more timely interventions. Autism spectrum disorder (ASD) is characterized by developmental disorders, difficulties in social interaction and communication, and restrictive and repetitive patterns of behavior. Despite its high prevalence, few studies have been conducted in rehabilitation settings. This study aimed to describe the characteristics of children with ASD from the Pediatric Rehabilitation Service of the Rebagliati Hospital (SRP-HNERM). Cross-sectional descriptive study. We reviewed the medical records of children under 14 years of age previously diagnosed with ASD from the SRP-HNERM during 2022. A total of 120 children with ASD were evaluated. The median age was 5 years. Most received regular education, but it was inclusive only for 9.8%. The mean age at diagnosis was 3.83 years. We found that 78.4% had no disability certificate and 77.5% of the participants had incomplete psychological evaluation. The median time since the last physical, occupational and speech therapy sessions was 3, 8 and 3.5 months respectively. The mean age at diagnosis of ASD was older than three years, and more than 75% of the patients had neither a disability certificate nor a complete psychological evaluation. The median time since the last rehabilitation therapy sessions was three months or more. Our findings highlight the need to improve early diagnosis, inclusive education and evaluation and subsequent certification of disability, as well as to establish timely interventions.

An Investigation into the Soft Skills of Prospective Teachers

Soft skills encompass personality, attitude, and behavior attributes, distinguishing them from formal or technical knowledge. Despite their pivotal role in ensuring success, these skills are challenging to showcase through traditional credentials like CVs, diplomas, or certificates, requiring specialized evaluation. Critical soft skills include communication, problem-solving, time management, teamwork, and leadership, which are particularly crucial for teachers given their central contribution to developing their societies. This quantitative study has investigated the soft skills of prospective teachers aiming to get a teaching certification in Morocco. It has employed a soft skills survey adapted from the Brookings Soft Skills Report Card to collect data. Participants’ responses to the five-point items were analyzed using SPSS 21.0. Results have revealed significant variations in perceived soft skills among future teachers based on their majors and seniority, with no discernible correlation between these skills and gender. The findings aim to enhance the literature on student-teachers, offering practical implications derived from the study's outcomes.

Implementation of Primary School Teacher Certification Policy

A teaching certificate serves as proof of recognition of a teacher's status as a professional. This study aims to determine the implementation model of the primary school teacher certification policy in Seluma Regency, Bengkulu Province. This qualitative research method collects data through a qualitative approach and descriptive approach to explain and describe the implementation of the teacher certification policy. The results obtained show that the lack of socialization facilities and infrastructure, coupled with the absence of socialization of teacher certification since 2012 until now, has made the primary school teacher certification policy in Sukaraja Sub-district, Seluma Regency, difficult to implement. Relevant parties from the Seluma District Education Office have not been able to offer the most effective solutions to the problems faced by teachers, especially in responding to regulations that are almost never consistent in the implementation of teacher certification.

Educert-chain: a secure and notarized educational certificate authentication and verification system using permissioned blockchain

Educert-chain: a secure and notarized educational certificate authentication and verification system using permissioned blockchain

Factors impacting science and mathematics teachers’ competencies and self-efficacy in TPACK for PBL and STEM

Science and mathematics teachers face the dual challenge of mastering subject-specific expertise and developing the pedagogical skills necessary for implementing integrated science, technology, engineering, and mathematics (STEM) lessons. Research indicates a deficiency in teachers’ pedagogical competencies, particularly in project-based learning (PBL) within STEM context. To address this, the study administered a questionnaire to 245 specialized science and mathematics teachers in Qatar, aiming to examine their competencies and self-efficacy within the realm of technological pedagogical content knowledge. The focus is specifically on its integration with PBL and STEM content. Additionally, the study explores the influence of demographic and contextual factors, including gender, teaching experience, major academic subject, possession of an education certificate, specialization in STEM disciplines, and workload hours, on science and teachers’ competencies and self-efficacy in technology integration when teaching through PBL and STEM approaches. The study’s findings highlight the pivotal role of gender, formal teacher education, and the unique expertise of teachers. Surprisingly, teaching experience and school level did not show significant differences among science and mathematics teachers. However, gender disparities persist, with male teachers scoring higher in technology integration, necessitating ongoing research. Discipline-specific differences underscore the need for tailored professional development. While workload does not significantly impact technology integration, a supportive school culture is crucial, especially in secondary schools. The findings not only deepen our understanding of these factors but also provide valuable insights for crafting targeted interventions, robust professional development programs, and support systems.

STAGES OF BECOMING A SPECIAL EDUCATION TEACHER IN FLORIDA

This article outlines the steps a teacher must take to obtain a special education teacher license in the state of Florida. It was established that there are different types of certificates: those that allow to carry out educational activities with students with general educational needs; to carry out educational activities with students with speech and language impairments; deaf and hard of hearing; and visually impaired children. To obtain a license, an applicant must complete a special education college program, complete an internship and write a coursework, pass the Florida State Teacher Certification Examination, and obtain a special education teacher certificate. The cost of college varies from state to state, but there are different types of financial aid available. Practice characteristics for special education teachers are also vary by program and course. A standard 4-year special education program involves a gradual intensity of student. After passing the practical part, a teacher pass the Florida State Teacher Certification Examination (FTCE), which consists of three different tests. The next step is obtaining a certificate (professional or temporary). There are many resources for special education teachers that are designed to support and advance the skills of special education teachers. Despite such a wide variety of professional development paths, there is an acute shortage of special education professionals in Florida. In order to eliminate the problem, the US government foresees an increase in wages and the number of jobs in the perspective of 2020‒2030. It was established that in addition to traditional classroom classes, professional development in the field of special education offers different opportunities for career growth. Knowledge of special education can also be used to work in positions funded by statewide programs aimed at meeting the needs of people with disabilities. Work experience in the field of special education gives an advantage among other applicants for teaching activities. The prospects for the work of a special teacher were outlined and the main shortcomings of this field of education were identified.

EFFECTS OF THE AVAILABILITY OF TRAINED TEACHERS ON STUDENTS’ ACADEMIC PERFORMANCE IN SELECTED PUBLIC SCHOOLS IN MANDERA NORTH SUB COUNTY; A CROSS-SECTIONAL STUDY.

Background: This study aims to explore the effects of the availability of trained teachers on students’ academic performance in selected public schools in Mandera North Sub County, Mandera County. Methodology: The study will adopt a cross-sectional research design because it entails observing two study variables to define a corresponding statistical relationship between the variables. The study area will be public secondary schools in Mandera North Sub County; where the target population will be 9 schools with 2239 students, 104 teachers, and 9 principals. Yamane’s formula will be used to determine students’ sample size totaling 339, simple random sampling determine teachers’ sample size totaling 10, while purposive sampling will be used to identify 3 principals giving a total of 352 respondents. Questionnaires, interviews, and document analysis will be used to collect primary data. Results: Regarding the students enrolled in this study, 115 (38.3%) were females while 185 (61.7%) were males. All the teachers (100%) agreed that professional qualification can affect their output in class. There were all indications that the schools did not have enough trained teachers, and most schools had stayed for one year (11.1%), 2-3 years (33.4%), or more than 4 years (44.5%) without enough trained teachers. It was interesting that the principals agreed that qualified teachers are more effective in teaching, lack of trained teachers creates teaching overloads, teacher qualifications affect students’ academic output, and lack of trained teachers leads to delays in syllabus coverage Conclusion: There were only five to eight trained teachers in the schools surveyed. Out of the 9 teachers interviewed, only 5 attested to have received formal training in teaching. Recommendation: More trained teachers should be recruited to improve student’s performance in the Kenya Certificate of Secondary Education.

Study on Mapping of Qualification, Occupation, and Competence in Human Resources Management to Improve Link and Match Between Industry and Education Program

This study aims to map qualifications, jobs, and competencies in the field of Human Resource Management (HRM) to improve compatibility between industry and educational programs. Using the Rapid Assessment Process method, this study identifies job structures that can be described in accordance with regional competency standards and national qualification frameworks. The results showed that there is a match between industry needs and educational outcomes in the field of HRM. The research successfully formulated an interface model between the structure of the job map, skill sets in the educational operational curriculum and certification schemes, allowing the identification of links and fits between industry needs and educational outcomes. Recommendations for advanced research include increased collaboration between educational institutions and industry in curriculum development, using competency-based approaches, and implementing standardization and accreditation for qualifications and competencies in various industries. This research presents important contributions in mapping qualifications, occupations, and competencies in HR relevant to current and future industry needs.

Research and Practice Exploration of Ideological and Political Elements in the Course Teaching of University Developmental and Educational Psychology under the Background of New Agricultural Science

Developmental and educational psychology is a general compulsory course in teacher education. It is a highly applicable course that focuses on students' psychological development and learning rules. It is also a component of the national teacher qualification examination. Teacher certification focuses on "student-centered, output-oriented, continuous improvement", and emphasizes the achievement of graduation goals of "practicing teacher ethics, learning to teach, learning to educate, and learning to develop". At present, the importance of thinking, politics, teaching and learning in high schools in our country is becoming more and more obvious, and science teachers should integrate thinking and politics into the whole process of teaching and learning management, and truly realize the development goal of educating people in all aspects. Based on the cumulative teaching and education of the curriculum of the development and psychology of education in high school in recent years, the basic characteristics of the growth of high school students in the new period are clearly confirmed. This paper explains how to improve the teaching quality and teaching effect and promote the education quality of college teachers based on the curriculum, thinking, politics and teaching guidance.

Results of a Competency-Based Approach to Prepare General Educators to Effectively Include Students with Disabilities

Research has shown that general educators may lack the competencies to effectively include students with disabilities, thus widening the gaps in outcomes between students with disabilities and their peers. In this study, we outline the development and implementation of a competency-based continuing education program, designed to equip general educators to effectively include students with disabilities (SWDs) and earn special education certification. This paper presents the results of a program evaluation conducted using both validated measures and author-developed instruments. Participants included general education teachers, instructional coaches, and those in similar roles. Results indicated that participants significantly increased their knowledge of professional standards, demonstrated knowledge in high-leverage practices, and showed high levels of self-efficacy to implement inclusive practices. We discuss these results, emphasizing the timeliness of this nontraditional approach and its implications for teacher preparation, research, and policy amid the troubling national special education teacher shortage. Namely, this approach epitomizes a model that allows leaders to strategically utilize their existing workforce to address vacancies in special education and emphasizes that the responsibility to support SWDs rests squarely upon all educators.

Comparative Analysis: Conceptualization of Teacher Quality in Indonesia and Singapore

Various countries have attempted to create standards of teacher competency that must be possessed with the ultimate goal of improving the quality of teachers and the education system in educational institutions. The purpose of this study is to analyze and compare the conception of teacher quality in the education systems of Indonesia and Singapore. The research method used in this study involves a literature review of articles and books that discuss the conception of teacher quality in Indonesia and Singapore. The steps in this research include topic identification, literature search, literature selection, literature evaluation, literature analysis, interpretation of analysis result, and article writing. The results of this this research indicate that Singapore is known to have one of the best education systems in the world, with a strong focus on teacher quality. Singapore has successfully developed high-quality teachers and provided strong support for the teaching profession. The teacher recruitment system in Singapore is highly selective and competitive, with high standars to ensure that prospective teachers have high competence. Meanwhile, Indonesia still faces challenges in improving the quality and welfare of teachers. However, there have been many efforts made to improve the education system and enhance teacher quality, namely through teacher quality improvement programs such as the Teacher Professional Education (Pendidikan Profesi Guru - PPG) and the Teacher Certification Program.

Exploring STEAM teachers’ trust in AI-based educational technologies: a structural equation modelling approach

In the rapidly evolving landscape of education, Artificial Intelligence (AI) has emerged as a transformative tool with the potential to revolutionize teaching and learning processes. However, the successful integration of AI in education depends on the trust and acceptance of teachers. This study addresses a significant gap in research by investigating the trust dynamics of 677 in-service Science, Technology, Engineering, Arts, and Mathematics (STEAM) teachers in Nigeria towards AI-based educational technologies. Employing structural equation modelling for data analysis, our findings reveal that anxiety, preferred methods to increase trust, and perceived benefits significantly influence teachers' trust in AI-based edtech. Notably, the lack of human characteristics in AI does not impact trust among STEAM teachers. Additionally, our study reports a significant gender moderation effect on STEAM teachers' trust in AI. These insights are valuable for educational policymakers and stakeholders aiming to create an inclusive, AI-enriched instructional environment. The results underscore the importance of continuous professional development programs for STEAM teachers, emphasizing hands-on experiences to build and sustain confidence in integrating AI tools effectively, thus fostering trust in the transformative potentials of AI in STEAM education.