General Education Teachers Research Articles

Проблема изучения конкурентоспособности педагога высшей школы и педагога общего образования в контексте современных вызовов и угроз цифрового мира

The relevance of the problem under study is determined by the fact that the global growth of digitalization of all spheres of economic activity accelerates the transformation of higher and general education and requires urgent “reassembly” of the skills of professional activity of university teachers and schoolteachers, adaptation of the entire education system to the demands of the digital economy and digital society. The aim of the article was to define the conceptual apparatus of the problem of competitiveness of a higher education teacher and a general education teacher in the context of modern challenges and threats of the digital world. The source of information for the analysis were academic studies of domestic and foreign authors on the designated problematics, placed in the lens.org database. VOSviewer program is used as a means of bibliometric analysis. The sample of the study consisted of 136 academic scientific publications from 2018 to 2023, indexed in domestic and foreign bibliographic and abstract databases of peer-reviewed scientific literature. As a result of the study, the definition of competitiveness of a university teacher and a schoolteacher is formulated; a list of factors determining the development of teacher competitiveness is presented; competencies (abilities, skills, abilities and qualities) of competitiveness of a university teacher and a schoolteacher are identified.

English as the medium of instruction and mother-tongue-based translanguaging: Challenges and prospects for tertiary education in Bangladesh and China

The paper explores whether mother tongues should be given a sustainable chance to thrive as mediums of instruction in tertiary education in Bangladesh and China. In the Bangladesh context, four universities located in Dhaka, the capital city of Bangladesh, were included in this qualitative research study. Eight teachers of English, law, general education, and business participated in interviews. In the Chinese context, two international universities located in China’s Greater Bay Area (GBA) were also chosen for study. Six teachers were observed in their classrooms to understand their classroom practices and were interviewed to determine their perceptions about implementing mother-tongue instruction in classroom interactions. The data show that teachers are aware that English, on the one hand, limits students’ learning, fosters improper learning strategies, and marginalises them in academia while on the other hand, compromises students’ opportunities to develop critical thinking skills. However, they do not believe introducing the mother tongue will prompt significant changes in higher education learning and teaching. The paper concludes that introducing mother-tongue-based translanguaging that challenges the monolingual biases towards English seems a utopian ideal that may take a long time to be accepted and implemented in these two Asian countries. However, fostering mother-tongue-based translanguaging by recognising the need for the mother tongue within a broad linguistic repertoire that promotes a de-colonising pedagogy and equality in education could be a promising approach in tertiary education in the Global South.

A review: Effective strategies for preparing general education teachers to work with students with disabilities

A review: Effective strategies for preparing general education teachers to work with students with disabilities

Research on Classroom Teaching Practice of General Education Course of "Fine Analysis + Strong Thinking" Driven by Cases Based on OBE Concept

This paper discusses the reform and practice of general education teaching based on OBE concept. According to needs of general education curriculum and society for personnel training, it puts forward a teaching mode with "fine analysis + strong thinking" as the direction and case-driven as the main body, from the aspects of teaching content, teaching design and teaching mode selection, assessment and implementation effect. By comparing the traditional teaching method with the reformed teaching method, it shows that the reformed teaching method can stimulate students' interest in learning and improve their learning effect and comprehensive quality.

Measuring the Impact of Capacity Building Workshops for Ensuring Inclusive Education Practices Using Kirkpatrick's Evaluation Model in Sindh, Pakistan

The study examines the failure of implementing inclusive education programs in Sindh province schools. It developed a unique training scheme for special and general education teachers, incorporating learning modules, instructional resources, and a virtual platform. The project was initiated in 2022, and 423 participants were trained in inclusive education practices. The study found that competency-based inclusive education workshops significantly boost teachers' positive attitudes towards inclusive education, confirming previous findings on integrating students with disabilities into mainstream classrooms. The study emphasizes the importance of continuous professional development for teachers in the face of rapid technological advancements.

일반고등학교 특수교사의 진로·직업교육 경험에 관한 현상학적 연구

General high schools continue the academic tradition in South Korea. This phenomenological study aimed to determine the meaning of career and vocational education experiences for nine general high school special education teachers. Data were collected from interviews, vocational education documents, special classes management plans, literary works, and vocabulary representing the subject. To ensure research integrity, it underwent participant review, peer review, review through the Relational Responsive Community, and IRB review. The organization and interpretation of the collected data consisted of a circular structure that expanded the epistemological and ontological horizons of the research question by creating new questions through hermeneutic circulation and conducting interviews again. The study results found that the essential themes were ‘Bottom of rank: General high school ecosystem cannot be sympathized with,’ ‘Special classes in schools within schools,’ and ‘Special teachers who grow with an existential understanding of students with disabilities’. Through this study results, we discussed disabled students should be able to have valuable experiences that lead to social integration through general high school life, special classes should be restructured, and special teachers should run special classes with an existential understanding of disabled students and the need to grow in self-understanding.

Cambodian Teachers’ Experiences of Inclusive Education for Students with Neuro-developmental Disabilities

As the educational system recovers from destabilization following the Khmer Rouge, Cambodia gradually progresses toward sustainable and equitable education. Yet, inclusive educational access remains challenging for many rural Cambodian students with disabilities, especially those with neuro-developmental disabilities (NDD) (e.g., autism spectrum disorder [ASD], Down syndrome [DS]) due to lack of resources, teacher attainment and retainment, insufficient professional development in disability and inclusive education, teacher efficacy, and shortage of professionals specializing in inclusive and disability education. This paper explores how 19 general and special education teachers support ASD and DS students’ learning and sense of belonging across five rural primary schools in Kampot, Cambodia. Employing a qualitative phenomenological approach with in-depth focus group interviews, participants shared understandings and experiences of working with ASD and/or DS young people, shedding light onto the essence of school belonging within the phenomenon of inclusive education. Emerging thematic findings highlighted (1) cultivating a climate of inclusion within schools; (2) ways of enhancing inclusive education; (3) navigating dilemmas of inclusion. Within this particular Southeast Asian context, participants conveyed insights regarding the complex terrains of inclusive education, raising questions about suitability of inclusion ideals in light of Cambodia’s socio-cultural/political/historical context.

Comparison of Special Education Teachers' and General Education Teachers' Metaphors Regarding the Perception of Special Education Teacher

Bu araştırmanın amacı özel eğitim öğretmeni algısına ilişkin özel eğitim öğretmenlerinin ve genel eğitim öğretmenlerinin kullandıkları metaforları karşılaştırmaktır. Bu amaçla bu araştırmada nitel araştırma yönteminden yararlanılarak özel eğitim öğretmeni algısı sistematik metafor analizi yoluyla incelenmiştir. Araştırmanın katılımcıları amaçlı örnekleme yöntemlerinden ölçüt örneklem kullanılarak belirlenmiştir. Bu araştırmaya, 48 özel eğitim öğretmeni ve 49 farklı branştan genel eğitim öğretmenleri katılmıştır. Bu araştırmanın verileri bir soru ve sorunun cevabı için boşluk doldurma bölümleri içeren bir form aracılığıyla toplanmıştır. Elde edilen veriler tümevarımsal yöntemle analiz edilmiştir. Araştırma sonucunda, özel eğitim öğretmenlerinin en çok sabır taşı/küpü, anne, gökkuşağı ve sihirli değnek metaforlarını kullandıkları belirlenmiştir. Genel eğitim öğretmenleri ise en çok melek, sabır taşı, güneş ve anahtar metaforlarını kullanmışlardır. Her iki gruptaki öğretmenin kullandığı metaforlar karşılaştırıldığında, her iki gruptaki öğretmenlerin metaforlarından oluşan altı tema belirlenmiştir. Aynı zamanda sadece özel eğitim öğretmenlerinin metaforlarından oluşan bir tema ortaya çıkmıştır. Bu altı tema sırasıyla; ender bulunan ve mucizevi bir varlık, çevresini ve öğrencilerin geleceğini aydınlatan bir kaynak, güvenli ve kapsayıcı bir ortam yaratan biri, sebatkâr biri, kompetan biri ve değeri anlaşılmayan biri olarak özel eğitim öğretmenidir. Bu temalardan farklı olarak sadece özel eğitim öğretmenlerinin metaforlarından oluşan bir bütünün önemli bir parçası olarak özel eğitim öğretmeni teması da araştırma sonucunda ortaya konulmuştur.

Inclusion of autistic students in schools: Knowledge, self-efficacy, and attitude of teachers in Germany.

Nowadays, autistic students are often enrolled in mainstream schools. To successfully include autistic students in general education, teachers need to possess knowledge about autism, feel competent in teaching autistic students, and have a positive attitude toward their inclusion. However, in Germany, little is known about the knowledge, the self-efficacy, and the attitude concerning autism among teachers working at mainstream schools. Therefore, we conducted a study in which we used items to assess knowledge, self-efficacy, and attitude. A total of 887 general education teachers participated in the study. The results showed that the level of knowledge about autism was moderate among teachers. Similarly, teachers did not hold overwhelmingly high self-efficacy beliefs. However, their attitude toward inclusion of autistic students was rather positive. At the same time, teachers who had experience with teaching autistic students possessed more knowledge and higher self-efficacy than teachers who had no experience with teaching autistic students. In addition, female teachers were more knowledgeable about autism and felt more competent in teaching autistic students than male teachers. In contrast, knowledge, self-efficacy, and attitude were rather similar among teachers from different types of schools. The findings suggest that teachers in Germany should possess more knowledge about autism and feel more competent in teaching autistic students. Therefore, it is important to systematically include autism trainings in teacher education programs.

Development of basic approaches to organizing methodical work to eliminate deficities in professional training of teachers based on informal education

Introduction. Intensive and global changes in the education system that have occurred in recent years, the conditions of digitalization and convergence of education, changes in value orientations and a decrease in interest in learning among the younger generation place ever-increasing demands on the professional competencies of teachers and the development of their personal qualities. One of the significant ways that can significantly improve the professionalism of teachers and improve the quality of education in general is methodical support for the process of eliminating professional deficits of teachers based on informal education. Based on the above, the purpose of this article is to develop and substantiate the main approaches to organizing methodical work to eliminate deficiencies in the professional training of teachers based on informal education.Materials and Methods. The research was carried out by analyzing scientific literature on the research problem, analyzing regulatory sources, and summarizing our own practical experience on this topic. Studying the scientific literature on this topic, the history of the formation of the methodical service in Russia, the current state of methodological work in general education, and the results of an empirical study aimed at assessing the methodical competence of general education teachers were analyzed. Research methods: analysis of theoretical and regulatory literature, historiographic analysis, generalization, formulation of conclusions, analysis of practical experience, questionnaires, method of expert assessments.Results. To summarize the above, the generalized characteristics of the methodological service during the period of its modernization can be described as internally contradictory. On the one hand, the processes of humanization of education contributed to the revelation of the creative potential of talented teachers, who at that time created a number of original schools, enriching pedagogy with a number of new approaches to teaching and upbringing, new methods and technologies of teaching. The results of the study, confirming the presence of deficiencies in certain components of professional training of teachers, have updated the task of finding measures to solve pressing problems for the regional education system. The competency improvement project developed for these purposes was based on the use of informal education.Discussion and Conclusions. A condition for the effective implementation of methodical work by means of informal education is the formation of a digital educational environment, which provides the opportunity to diagnose the professional competencies of a teacher and develop personalized learning trajectories based on diagnosis. Informal education of a teacher should be implemented in formalized organizational and managerial conditions that make it possible to track the individual dynamics of the teacher, identify areas of his professional difficulties, and provide expert support if necessary.

Arts, crafts, and dance - developing aesthetic learning processes in arts and crafts through a general teacher education and higher dance education collaboration

The context for this research is a collaboration that took place in 2021 between the general teacher education study program in arts and crafts at the NTNU Norwegian University of Science and Technology and the University College of Dance Art in Oslo, Norway. The higher dance education institution visited the general teacher education institution with the workshop KROM, an anagram for body and spaces in Norwegian. KROM was developed at Rom for dans (Dancespaces) and is a well-established workshop project that has been touring schools in Norway widely. The KROM workshop visiting the teacher education institution became an educational design research project guided by the question: How can a workshop collaboration with the topic “body and spaces” carried out by an educational design team from a primary and secondary teacher education institution and a higher dance education institution produce insights about aesthetic learning processes in arts and crafts? An educational design team consisting of six members from the two involved institutions designed, carried out, and researched the project. Central insights offered as an outcome of the collaboration are as follows: the quality of the collaboration in the design-team itself is of crucial importance; active connections to the traditions and pedagogies of the hosting subject, in this case arts and crafts, need to be made by the hosting teacher educators in order to support the teacher candidates’ learning; and, dance engages specifically the elements of body, space, embodied collaboration, and play in arts and crafts aesthetic learning processes.

Impact of Social Media on Academic Performance of Pupils. A Case Study of Chipepo Secondary School in Gwembe District

The study was the impact of social media on academic performance of pupils. A case study of Chipepo secondary school in Gwembe District in Southern Province, Zambia. The researcher used the descriptive quantitative research method supported partly by qualitative data. The population for the study consisted of 110 purposively selected grade 12 pupils in one (1) purposively selected secondary school (Chipepo) in Gwembe district in Zambia. A total sample of 40 grade 12 pupils were simple randomly selected using balloting from Chipepo secondary which was included in this study. The instrument used for the study was a thirty (31) item close ended questionnaire and an interview guide for research question 4. The data collected was coded and analyzed using descriptive statistics. Findings from the study revealed that male pupils used social media more than their counterparts the female pupils. Moderate time 61-90 minutes was spent by pupils on social media per day. The use of social media did not distract academic performance of pupils instead it helped them to improve academic performance. Pupils who used social media were middle aged to younger. Google was commonly used by pupils also WhatsApp and Facebook. It was therefore recommended that the Ministry of General Education and head teachers institute incentives that might help to encourage the use of social media in schools.

Teachers' needs for an FASD-informed resource: a qualitative interview needs assessment based on the ADAPT-ITT framework.

Fetal alcohol spectrum disorders (FASD) represent a wide range of neurodevelopmental differences associated with prenatal alcohol exposure and are highly prevalent. The current study represents the initial stages in adapting the Families Moving Forward (FMF) Program, an evidence-based behavioral consultation intervention for caregivers of children with FASD, to a website for teachers. To understand teachers' needs and preferences for an FASD-informed intervention website and to assess the goodness of fit of the FMF Program to teachers and the school setting. Twenty-three teachers with experience teaching students with FASD were interviewed. Interviews were conducted via Zoom and lasted about 53 minutes on average. Data were transcribed verbatim and analyzed using qualitative content analysis in Dedoose. Three overarching themes represented teachers' needs for an FASD-informed resource: teachers need evidence-based FASD information and strategies, teachers have very little extra time, and the needs of special and general education teachers vary. Teachers were positive about the concepts of the FMF Program and felt they would have good fit. Teachers need an evidence-based FASD-informed intervention that is easy to use, concise, and responsive to varying needs and levels of experience. Results will inform the adaptation process of the FMF Program.

Preparing Teacher Candidates in Classroom Management Prior to Entering the Teaching Profession

The purpose of this quasi-experimental study was to evaluate the promise of a specialized curriculum designed to prepare general education teacher candidates to effectively implement classroom management strategies within a multi-tiered systems of support (MTSS) framework. Participants were 110 teacher candidates enrolled in a student teaching internship course. Fall participants (intervention group; n = 69) received the specialized curriculum that focused on implementation of classroom management strategies for students with emotional and behavioral disorders and attention-deficit/hyperactivity disorder (ADHD), in concert with their internship; spring participants (comparison group; n = 41) did not. All participants completed pre- and postquestionnaires, which included measures assessing knowledge of classroom management principles, knowledge of ADHD, and self-efficacy. Measures of satisfaction with the curriculum were also collected. Fourteen teachers (seven intervention group, seven comparison group) participated in follow-up observations in their first teaching semester. Results demonstrate significant differences in knowledge of classroom management principles and ADHD between groups from pre- to postinternship, and high levels of participant satisfaction with the curriculum. Preliminary observations reveal greater use of evidence-based classroom management strategies in the intervention group. Implications for further program development and educator preparation as well as suggestions for future research are discussed.

Educational Environment in the Inclusive Space of Mush: Problems and Ways to Solve Them

The article presents research on educational environment in an inclusive space. Emphasis is placed on identifying problems faced by heads of general secondary education institutions, parents, teachers, and psychologists. It is emphasized that all problems arising in educational institutions have certain solutions that need to be solved.
 The research indicates that heads of educational institutions, being in an administrative position, understand their functionality and responsibilities and strive to make the educational space of students safe and comfortable. Like any other participant in the educational process, the administration of an educational institution faces certain difficulties or problems that must be responded to quickly enough and find ways to solve them. We identified a number of problems faced by the administrator of the educational institution; however, the personnel potential is significant.
 The article presents the position of parents regarding the educational environment in an inclusive space. Parents should be oriented in the informational space of social networks, providing informational support and considering the expediency of cooperation at the level of parents and inclusive resource centers. A significant problem for parents identified in the study is the lack of knowledge among parents about the impact of correctional and developmental work on children with special educational needs.
 Working in an educational institution, a pedagogical worker may have a problem in the direction of the absence of a teacher’s assistant and a child’s assistant. The presence of such an employee in the educational institution will allow to plan the educational process in a modern way and to establish communication with the students of education. In the future, the close interaction of a pedagogical worker, a teacher's assistant and a child’s assistant will significantly improve the educational process and help the child adapt to the conditions of the educational space faster.
 Among the main problems faced by psychologists, it is important to determine the work with parents to resolve the conflict in the classroom with adults who are not ready to send the child to school, a class where there is a child with special educational needs. To solve this problem, the psychologist should conduct lectures, individual conversations, both with parents and with the class teacher and children.
 Complex interaction and close cooperation of the administration of the educational institution, teaching staff, psychologists and parents will allow to create comfortable conditions in the inclusive space of the New Ukrainian School, which further motivates the students to study.

Sham Education? Survival Strategies for Ukrainian Refugee Students and Teachers (Based on Feedback from General Education Teachers)

Abstract The aim of the article was to describe the strategies used by refugee students from Ukraine and teachers in upper secondary schools after Russia’s aggression against Ukraine. Under these extraordinary conditions, students were enrolled in a school that differed in structure, organization, curricula, assessment system and culture. The article is based on qualitative research in an interactionist perspective, which was conducted by means of interviews among teachers of various upper secondary schools. Teachers had to face previously unknown challenges related to the implementation of the teaching process with students who do not speak Polish. The article describes the strategies of students and teachers that were created to cope with this situation and their functions in the context of the educational process. The identified strategies of students include: the strategy of distancing, avoiding engagement and the strategy of not learning Polish. The article also contains a description of the strategies implemented by teachers who had to face the problem of teaching refugee students. In their everyday educational practices, they developed and applied the following strategies: bracketing students, minimizing expectations, and the strategy of double standards. As a result, these strategies have led to the production of façade education and practices that exclude students from the educational process.

Politici de formare continuă a cadrelor didactice din învăţământul general

This article defines the concepts of "education", "continuing education", "continuing pedagogical education". The structure of continuing pedagogical education is considered. General pedagogic and private pedagogic conditions were established for the training of teachers' professional training.

강원도 통합학급 및 특수학급 교사의 통합교육 인식 및 지원 요구

This study aimed to investigate the perceptions of inclusive education, practices related to Individualized Education Plans (IEPs), the current status of inclusive education implementation, and support needs among special education teachers and inclusive classroom teachers in Gangwon Province. Surveys were conducted using questionnaires designed for special education teachers and inclusive classroom teachers working in elementary, middle, and high schools in Gangwon Province. A total of 126 inclusive classroom teachers and 164 special education teachers participated in the online survey. The results of the analysis of the survey were as follows: Firstly, both inclusive classroom teachers and special education teachers expressed strong support for inclusive education. The highest proportion of respondents believed that when inclusive education is successfully implemented, it will create a sense of community that cares for and supports a diverse range of students. Secondly, most respondents reported that special education teachers primarily wrote individualized education plans (IEPs) after communication with general education teachers. Inclusive and special education teachers identified the most significant difficulty in creating and implementing IEPs as 'linking IEP goals with instruction at inclusive classroom instruction.' Thirdly, a high percentage of inclusive classroom teachers and special education teachers reported no experience participating in inclusive education training. Notably, both groups of teachers indicated that they rarely implemented co-teaching in inclusive education. The most frequently mentioned support needed when teaching students with special needs in inclusive classrooms was 'support for behavioral problems. Based on the research findings, implications were suggested regarding several supports to enhance the quality of inclusive education in Gangwon Province.

Использование средств новых медиа в процессе популяризации психолого-педагогической науки

The article analyzes the use of new media in the process of popularizing psychological and pedagogical sci-ence to improve the quality of continuing pedagogical education. The purpose of popular science materials for subjects of the process of lifelong education (schoolchildren and students, teachers of preschool and general education, teachers and researchers of higher education), associated with their pre-professional or profession-al development, is revealed. The specifics of new media are analyzed, types of content and requirements for the development of popular science content are determined, channels for distributing popular science content are revealed based on the goals of popularizing science. It is shown that the use of new media is an integral component for the popularization of psychological and pedagogical science in the system of continuous peda-gogical education. The following methods were used: the method of theoretical analysis of scientific sources, the survey method (questionnaire).

‘One child, two schools’: Teachers' perspectives on the dual enrolment of students with disabilities in private special and inclusive schools in the United Arab Emirates

AbstractThere are efforts being taken to provide students with disabilities access to education in a dual context, namely, some days at inclusive schools and others at special schools. However, there is limited information regarding how teachers are contending with such practices. This study explored teachers' perceptions of students with disabilities' education in the dual enrolment education system of the United Arab Emirates (UAE). Specifically, the social education model was conceptualised to understand teachers' perceptions, collaborative efforts, resources and challenges in terms of dual enrolment practices. The study's sample consisted of 10 teachers at private schools, consisting of five special education teachers and five general education teachers, recruited from Al Ain, the third largest city in the UAE. Despite the participants' positive responses concerning dual enrolment, the results showed the system's poor implementation for students with disabilities. This was the result of a lack of collaboration, communication and a shared plan to support the development of children with disabilities across schools. This study concludes by recommending a national framework to guide the implementation of a dual enrolment system in the UAE.