Teacher Preparation Research Articles

Correlation between Teacher Readiness, Infrastructure and Learning Media towards the Implementation of Independent Curriculum in Elementary Schools in Prambanan Sub-District

Correlation between Teacher Readiness, Infrastructure and Learning Media towards the Implementation of Independent Curriculum in Elementary Schools in Prambanan Sub-District

Characterization of the Competencies of Future Mathematics Teachers in Ecuador

Objective: To analyze the graduation profile of teacher training programs to identify and describe the specific skills that teachers should acquire during their initial training. Theoretical Framework: The study is grounded in the theory of teacher training competencies, which asserts that teachers must possess cognitive abilities to adapt to different educational contexts, procedural skills to address specific professional challenges, and ethical attitudes to guide their educational practice. Method: An ex post facto study was conducted with a mixed exploratory and descriptive approach, using as the study population the 13 Ecuadorian universities that offer teacher training in mathematics. Results and Discussion: A total of 198 competencies grouped into 17 categories were identified. The most frequent category pertains to mathematical knowledge. Variations among the universities analyzed were observed, with some focusing more on content knowledge and others on competencies directly related to teaching practice. Research Implications: The results can be used to enhance teacher training programs by integrating key competencies and developing more effective educational strategies. Additionally, they could influence the formulation of educational policies that establish clear standards, thereby improving educational quality and preparing teachers for current challenges. Originality/Value: This study provides a mixed exploratory and descriptive approach to examine the graduation profile of teacher training programs in mathematics in Ecuador. It also offers guidance for the preparation of future teachers, ensuring alignment with current and future educational demands.

Successful Practices of Novice Urban Physical Education Teachers

Purpose: Guided by the cultural relevance cycle, this study examined experiences of two novice physical education teachers in urban schools. We focused on successes that teachers encountered while navigating their novice years. Methods: Two purposefully sampled participants completed five journal entries and five semistructured interviews lasting between 45 and 90 min each. To promote trustworthiness, we utilized multiple coders, a peer debriefer, and triangulated data from multiple sources. Participants reviewed themes and responded to researchers’ interpretations. Results: We present the results through three major themes. The first theme involves knowledge of students and community. The second theme describes belonging in the school and community, and the third theme discusses curricular realignment. Discussion and Conclusion: By focusing on elements that empowered novice teachers to find success, initial teacher preparation programs and in-service teacher mentoring programs in urban school districts might identify teaching experiences that may contribute to novice teacher retention.

Productive Struggle as a Boundary Object between Co-Teachers in Grade 6 Mathematics Classrooms in the United States

Teachers’ attitudes are prerequisite to the implementation of inclusive practices, and teachers’ professional development through their teacher preparation programmes is important for inclusive classroom practice in schools. This study investigated pre-service teachers’ understandings of inclusive practice in Scotland and Finland. The aim was to have an in-depth understanding of some pre-service teachers’ views with examples and gain ideas that could count as evidence of inclusive practice, contributing to the dialogue about good inclusive practice. Data were drawn from focus group interviews with second- and fourth-year pre-service teachers from both countries. The findings indicate that a focus on values and pedagogy in both teacher preparation programs is needed with more explicit links between key ideas and practice. It is suggested that the idea of inclusion is embedded in the programs rather than focusing solely on special education modules. This study offers empirical evidence and contributes to inclusive education research, teachers’ professional preparation, policy goals and practice.

KESIAPAN GURU PENDIDIKAN AGAMA ISLAM DALAM TAHAP IMPLEMENTASI KURIKULUM MERDEKA BELAJAR SEKOLAH DASAR ISLAM TERPADU TAHFIDZUL QURAN

This research explains the readiness of Islamic Religious Education teachers in each stage of the implementation of the Merdeka Belajar Curriculum at Sekolah Dasar Islam Terpadu (SD IT) Tahfidzul Qur'an in Majene Regency. The purpose of this study is to understand the categories of each stage, namely the initial stage, the developing stage, the ready stage, and the advanced stage of Islamic Religious Education teacher readiness. The type of research used is qualitative to study and understand social phenomena, individual or group behavior, and natural conditions. The data in this study were obtained through data collection through three techniques, namely interviews, observation, and documentation. The results showed that the readiness of Islamic Religious Education teachers at the implementation stage of the Merdeka Belajar Curriculum at SD IT Tahfidzul Qur'an was divided into four stages, namely the initial stage, namely the teacher using an example prepared by the government. At the developing stage, the teacher adjusts to the examples provided by the government. At the ready stage, the teacher makes changes to the examples provided by the government. At the advanced stage, teachers develop by adjusting the needs of schools and students.

Preparation of future preschool teachers for interaction with children in a natural environment

Preparation of future preschool teachers for interaction with children in a natural environment

LEARNING EVALUATION OF THE LINK AND MATCH PROGRAM WITH THE WORLD OF BUSINESS/INDUSTRY ON LIGHT VEHICLE ENGINEERING SKILLS COMPETENCIES AT KARSA MULYA VOCATIONAL SCHOOL PALANGKA RAYA

This research aims to evaluate the Link and Match learning program in the Light Vehicle Engineering Competence, with ofocus on its integration with the business/industry. The evaluation covers aspects of context, input, process, and product, conducted at the school and the business/industry partner (DUD/), namely PT. Murni Ber/ion Motor Palangko Rayo (Mitsubishi Motors). The respondents include 30 students, 3 teachers/school administrators, and 3 representatives from the business/industry partner. Research data wos collected through surveys, interviews, and documentation, followed by descriptive analysis. The research findings indicate, firstly, that the implementation of the Link and Match program in the business/industry sector for the competence of light vehicle engineering is considered good based on teacher readiness, teacher competence, student preparedness, facilities, ond the collaboration between the vocational school and the business/industry. The evaluation of input by both students and teachers falls into the good category, with an overage score of 18.00. Secondly, the execution of the Link and Match program in the business/industry sector for the competence of light vehicle engineering is considered good based on the facilities and infrastructure of the industry class, the role of teachers, the role of students, and on-site work practices at the business/industry, with an average score of 17.07 by students ond 19.00 by teachers. To support the smooth implementation ond enhance the quality of the Link and Match program, it is recommended to provide more varied preparation for students' understanding of the material and to conduct in-depth evaluations of students' comprehension of the competence in light

Peluang dan Tantangan Implementasi Kurikulum Merdeka Belajar: Sebuah Studi Interview di Sekolah Penggerak dan Mandiri Berubah

The implementation of the Merdeka Belajar curriculum in State Elementary Schools (SES) in Kendari city marks a progressive step in adapting education to contemporary needs. This study aims to understand the implementation of this curriculum in SES Kendari city and identify the challenges and opportunities associated with its implementation. The research employs a qualitative approach through interviews with seven informants, including teachers and school principals from SES involved in the evolving independent school program. Interview data are analyzed through transcription, coding, and reflective analysis. The findings indicate that despite facing challenges such as teacher readiness and resource availability, the Merdeka Belajar curriculum has a positive impact on increasing student engagement and teacher creativity. Support from the Department of Education also emerges as a key factor in the successful implementation. Therefore, this research provides a deep understanding of the implementation of the Merdeka Belajar curriculum in SES Kendari city and highlights the importance of enhancing support and implementation strategies to achieve more inclusive and responsive educational goals.

Short report: Parents’ perspectives on inclusive schools for students with disabilities in Saudi Arabia

BackgroundEducational inclusion of students with disabilities has benefits for students with and without disabilities. However, general classroom education remains inaccessible for students with disabilities in Saudi Arabia despite policy reforms in the country. AimTo examine the perspectives of parents of children with and without disabilities on inclusion in general education classrooms. Methods and proceduresA cross-sectional survey investigated parents’ (N = 225) perspectives on inclusion in general and across four dimensions, namely impact on students with and without disabilities, and on parents and families of students with and without disabilities. Outcomes and resultsAlthough all participants support inclusion, parents of students with disabilities agreed more strongly with statements supportive of inclusion than parents of students without disabilities. Parents of students with severe disabilities expressed the least agreement with statements supporting inclusion. Conclusions and implicationsAll parents supported inclusion but were concerned about the preparation and provisioning of teachers as a key factor in the success of inclusion.

Novice Teacher Recruitment and Retention in a Midwestern State: An Exploration of Contextual Factors

Teacher recruitment and retention consistently emerged as problematic in research and practice. This was particularly true in difficult-to-staff areas, such as rural school districts in the United States. As the teacher pipeline continued to decrease and various challenges plagued the field, this problem quickly became a crisis. The present study aimed to lift novice teachers' voices in rural and remote rural areas of a Midwestern State better to understand individuals' experiences in a rural setting and contribute to the current knowledge base of rural teacher recruitment and retention. Eleven participants in this qualitative phenomenological study aimed to uncover the specific contextual factors that influenced their experiences as novice teachers in a rural Midwestern State. Interviews revealed the need for direct support from administrators and colleagues to create a sense of belonging, which was imperative to positive novice teacher experiences. The need for appropriate preparedness within their preservice experiences and coursework, as well as solid induction and mentoring programs once hired, surfaced during the interviews. Rural-specific field experiences paired with comprehensive induction and mentoring programs focused on specific feedback prepare preservice teachers and novice teachers for successful rural teaching and living. Intentional recruitment efforts, including grow-your-own programs for future teachers and partnerships between rural school districts and teacher preparation programs, boosted the pipeline of novice teachers for rural areas.

Ideal Work Practices for Students in Distance Universities to Improve the Quality of Education and Career Preparation: a case study of the Taxation study program

Ideal Work Practices for Students in Distance Universities to Improve the Quality of Education and Career Preparation: a case study of the Taxation study program

Community Mapping in Teacher Preparation: Developing Undergraduate students’ Knowledge of Community Assets

ABSTRACT This study investigated the impact of a course-based community asset mapping (CAM) project on undergraduate students’ capacity for identifying and understanding assets within communities surrounding specific schools. The mapping project was grounded in the literature on culturally sustaining pedagogy and experiential education and involved teacher education students (n = 45) collaborating to complete and report on an analysis of local community assets. Findings indicated participants gained improved knowledge and competence regarding CAM, were able to provide more accurate and detailed explanations of assets and the asset mapping process, and were able to identify various assets available to PK-12 students and families in particular communities within the local school district. The discussion highlights participants’ success in inventorying physical, tangible assets, and notes where they fell short of recognizing other assets. We also discuss how coursework could have better supported the project and could have allowed the potential of CAM to be more fully realized. The conclusion addresses implications for teacher preparation, particularly for connecting candidates with communities and for the implementation of assignments similar to the community asset mapping project studied herein.

Place, empire, environmental education, and the Community of Inquiry

Place-based education is founded on the idea that the student’s local community is one of their primary learning resources. Place-based education’s underlying educational principle is that students need to first have an experiential understanding of the history, culture, and ecology of the environment in which they are situated before tackling broader national and global issues. Such attempts are a step in the right direction in dealing with controversial issues in a democracy by providing resources for synthesising curriculum though theory (curriculum content, including traditional subjects) and practice (practical learning as experiential education). Nevertheless, many place-based accounts discount Indigenous conceptions of place, which are integral to Indigenous ways of knowing, being and doing, especially in relation to the ontological relationship to Land and Country. Indigenous philosophy has the potential to inform what place-based education means by students developing a ‘sense of place’ when engaging with local communities as their ‘own’ place. In this article we re-imagine the community of inquiry as a place-responsive pedagogy by learning from Indigenous philosophy, and recentring Indigenous notions of place in experiential learning. In addition to exploring the pedagogical potential of a place-responsive account of the community of inquiry, we look to the implications for teacher preparation.

Pedagogical Reflection is a Tool for the Professional Development of Future Pedagogical Speciаlists

In modern scientific concepts of reflection, it is given many characteristics. Reflection is a thought process aimed at analyzing, understanding, perceiving oneself, one’s actions, order, words, experiences, feelings, states, characteristics, behavior, attitudes towards oneself and others, etc. According to research scientists, the importance of developing professional reflection of future educational psychologists for the effective formation of their professionalism is emphasized. At the same time, a person’s conscious attitude to his actions, to himself, is formed through reflection, since reflection makes it possible to identify his attitude with an understanding of the essence of truth. It can be concluded that professional reflection can be considered as the highest opportunity in the preparation of a future teacher. Firstly, the future teacher-specialist interacts with other subjects in the process of communication and reflects the communicative aspects of professional reflection. Secondly, the subject is in feedback, where professional reflection characterizes the intellectual aspect. Professional reflection contributes to the formation of generalized ideas about the profession, the content and structure of activities among future teachers and psychologists. The types of reflexes in abstinence of the future personality are also determined. In the context of our research, the problem of the relationship between professional activity and reflection his important theoretical significance, it opens the way to the development of intellectual reflection, personal reflection aimed at self-organization through self-knowledge and introspection, interpersonal reflection through actions on the joint activity of a partner.

Building international standards for Islamic education teacher candidates with reference to CAEP guidelines

PurposeThis paper aims to develop precise statements (standards) to describe the knowledge and skills that should be possessed by Islamic education (IE) teacher candidates who receive their initial preparation in various international higher-education institutions. These statements must be compatible with the requirements and guidelines for building specialized standards set by the Council for Accreditation of Educator Preparation (CAEP), so that they can be used for accreditation and improving quality.Design/methodology/approachTwo panels of IE experts participated in developing and validating the standards, using a combination of Delphi and content validity methods. Alongside this research activity, management activity ensured that the process ran smoothly, as the researcher coordinated panels, allocated resources and tracked progress during standard development.FindingsTwenty-six components divided into five standards were developed into a final list based on the panels.Originality/valueThis study provides standards for the preparation of IE teachers in higher-education institutions that can be applied in different countries and geographical regions. Furthermore, it aims to make the subject of IE more comparable with other academic disciplines, and appropriate for CAEP accreditation.

Preservice teachers’ beliefs toward online learning and future teaching: Redesigning teacher training

Global health and political crisis lead to the development of educational practices. This study examined pre-service teachers’ beliefs concerning online learning and their future teaching in online environments. Seven hundred sixty four participants responded to online questionnaires at three points in time during the Covid-19 period. It was found that the average level of beliefs in readiness for future online learning and teaching is moderate. Whereas, the level of beliefs in online teaching is consistently high compared to beliefs in online learning. Three of the four components of the Dynamic Change of Personality Traits Theory (DCPT) showed higher levels of Pre Service Teacher (PST) beliefs in future online teaching than beliefs in their ability to learn online. Findings of this study propose that radical changes in learning environments impact the formation of beliefs. As beliefs contribute to the construction of motivation they must be acknowledge as essential for future teaching environments.

Comparing STEM and Non-STEM Teachers’ Self-Efficacy in Multicultural Classrooms: Insights from TALIS 2018 U.S. Data

AbstractDrawing on U.S. data from the Teaching and Learning International Survey (TALIS) 2018, this study first compared STEM and non-STEM teachers’ self-efficacy in multicultural classrooms (TSMC), then identified the factors related to TSMC for each group of teachers, and lastly explored the similarities and differences among the factors. Results from general linear model univariate analysis revealed that STEM teachers scored significantly lower in TSMC than their non-STEM counterparts. Results from multilevel modeling analysis indicated that gender and professional development needs were significant predictors of TSMC for both groups; factors such as initial teacher preparation, professional development topics, and school instructional leadership emerged as significant predictors only for non-STEM teachers. The implications and significance of these results were discussed.

Language investment and identity construction trajectory amongst ethnic minority preparatory undergraduates in China: a narrative inquiry

ABSTRACT China has adopted preferential policies, such as the Ethnic Preparatory Education Program, to promote the opportunities of ethnic minority students from underdeveloped regions to receive high-quality education, which has caused great tension in the identity construction of these students. This study adopted a qualitative narrative inquiry approach to investigate the investments and identity construction of three ethnic minority preparatory undergraduates (EMPUs) throughout their language learning process in the preparatory stage. The findings indicate that these participants have shown varying types and degrees of investment in language learning and constructed dynamic identity as a trajectory influenced by their language learning experiences in various contexts. Their language investment and identity construction have an impact on one another and are shaped by their aspiration to participate in an imagined community and realise an imagined identity.

APPLICATION OF INNOVATIVE TECHNOLOGIES IN THE PROCESS OF THEORETICAL AND PRACTICAL TRAINING OF FUTURE TEACHERS FOR PROFESSIONAL ACTIVITY IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

The article substantiates that the formation of future teachers' readiness for inclusive education should take place in an organized educational process, subject to rethinking the technology of conducting all types of classes and the systematic use of innovative technologies. It is proved that the modern educational process is not only to provide knowledge, form professional skills and abilities of future specialists, develop their thinking, but also to teach them the forms, methods and means of independent knowledge acquisition. The professional training of higher education students becomes more realistic and purposeful when innovative rather than reproductive technologies are used. The content of technologies such as «case coaching», «e-coaching», «brainstorming», «online discussion », «master class» is revealed, the basis for which is the modeling of educational, quasi-professional, research and socially significant situations of professional activity in an inclusive educational environment, their discussion, analysis and evaluation, which allows future teachers to master the subject and social aspects of inclusive education, the system of relations and problems that are characteristic of the inclusive educational environment of an educational institution. The study focuses on the results of training future teachers for inclusive education, which depends on the environment of the educational institution, and the variety of pedagogical technologies (for example, technology strategy, modeling of pedagogical situations, technology for designing an individual correctional educational route, group work technologies, etc.), which are interrelated, can be revealed and combined in the hands of an experienced teacher, because the conditions for their use depend on many factors, and the constructive combination of Examples of the implementation of innovative technologies in the process of training future specialists for inclusive education in an educational institution are considered in detail.

INTEGRATION OF TECHNOLOGY IN THE PRE-SERVICE TEACHERS FOR EDUCATIONAL MANAGEMENT; THROUGH CURRICULUM IN GHANA

This study aims to investigate the integration of technology in the preparation of prospective teachers for educational management through the curriculum in Ghana. Utilizing a qualitative approach, the study analyzes how technology is embedded in learning and how prospective teachers respond to it in the context of education management. The main focus of this research is on the concept and use of technology in the educational process to enhance the understanding and skills of prospective teachers. However, the study found that the curriculum policies, structure, and guidelines for pre-service teachers lack a clear vision for effectively integrating technology. Interviews with policymakers indicated their recognition of the importance of technology integration but also revealed the lack of investment hindered its progress. Drawing on the study's findings and existing research, context-specific recommendations are proposed, focusing on promoting innovative technology-based pedagogical models and developing effective leadership. The study involved participants from a teacher preparation program in Ghana, with data collection conducted through in-depth interviews, classroom observations, and curriculum document analysis. Data were analyzed using an inductive approach to identify common patterns in technology integration and prospective teachers' responses to it. The results of this study are expected to provide insights into the extent to which technology is integrated in the teacher preparation curriculum in Ghana, as well as its impact on teacher candidates' readiness to manage education. The practical implications of this study can provide recommendations for improving the teacher education curriculum, adapting teaching strategies to technological developments, and increasing the effectiveness of teacher preparation in the digital era. The findings can provide valuable guidance for policy makers, educational institutions and educators to ensure that prospective teachers have the relevant and necessary skills to face future educational demands.