General School Teachers Research Articles

MUSIC THERAPY AS A HOLISTIC APPROACH

This abstract summarizes a quantitative and a qualitative study that explored the typology of activities in music therapy for the inclusion of children with special educational needs. The aim of this research study is to test the possible relationship between musical acoustics and vocal discrimination in children of typical development and in children with special educational techniques of preschool and primary school age, as well as in comparison with each other. Moreover, to offer a thorough understanding of music therapy in order to explore how general school teachers perceive and approach the integration of music therapy within a single inclusive school environment. Data were collected through demographic questionnaires, assessments of music audibility, phonemic discrimination tests and semi-structured interviews. Notably, we utilized the L-a-T-o Criterion, a psychometric test tailored for the Greek language, alongside Gordon's Elementary Measures of Music Audibility. The findings of the research revealed that there is a positive impact of music in education and well-being of children, particularly those with special needs. Differences among groups were established (Typology), and also the research demonstrated the educators' positive attitudes toward integrating music therapy into the school curriculum. Quantitative results supported qualitative claims about the positive correlation between musical experiences and phonemic awareness. Both approaches identify challenges, such as the need for better infrastructure and trained music therapists. The outcomes of this research confirmed the existing theory on the profound impact of Music, both tonal and rhythmic, on Children's development in Greece, highlighting that phonological awareness, a crucial skill for language development and reading, is significantly influenced by musical audibility in young children and identified positive attitudes toward integrating music therapy into the school curriculum, despite limited awareness in Greece.

The role of personal and contextual factors when investigating technology integration in general and vocational education general and vocational education

This study aims to investigate the extent to which perceived personal and school-related factors influence the quality of technology integration in teaching at the upper secondary level and how this differs between general and vocational education. The quality of technology integration was operationalised through the different activities supported by technology according to the ICAP model. We used data from a survey of 1660 teachers from 106 upper secondary schools in Switzerland to construct structural equation models of the interplay between school-related factors, teacher-related factors, and technology integration. Apart from confirming that technology integration is generally high across all school types, the study shows that among school-related factors, goal clarity is a significant predictor of constructive learning activities and of all the three personal factors considered in the study: teachers’ positive beliefs, technological knowledge, and technological pedagogical content knowledge. Moreover, these personal factors, in turn, constitute significant predictors of all the four types of learning activities. Both full-time and dual vocational schools integrate constructive and interactive activities more than general schools, and vocational teachers report significantly higher beliefs and lower technological pedagogical content knowledge than general school teachers. These findings confirm the importance of considering the interplay between personal and school-related factors when training teachers in technology integration, with interesting differences across school types that seem to depend more on the contextual culture than on the curriculum organisation.

A comparative study of technological pedagogical content knowledge between special education and general education in China

ABSTRACT This study examined the technological pedagogical content knowledge (TPACK) profiles of teachers at special education schools for the blind and at general elementary schools in China. A total of 113 teachers in special schools and 193 teachers in general elementary schools were enrolled. A questionnaire was used as a quantitative method of data collection and analysis. The modified scale is appropriate for this investigation and has great reliability and validity. The results revealed that, regarding each dimension of TPACK, the competence of the general school teachers was significantly superior to that of the teachers in special schools. Data showed that most pathways to TPACK as proposed were supported, but there were some differences between the two groups of teachers. This study hopes to contribute some insight regarding the assistive technology application in curriculum teaching and design for teachers both at special schools and at general schools.

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

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

고교학점제 도입에 따른 중등 일반교사의 진로연수 참여 경험에 대한 합의적 질적 연구

This study aims to prepare basic data to secure career education expertise for general school teachers by confirming the experience of secondary school general teachers participating in career training following the introduction of the high school credit system. To this end, first, what is the motivation for secondary school general teachers to participate in career training following the introduction of the high school credit system? Second, what is the process of secondary school general teachers participating in career training following the introduction of the high school credit system? Third, what are the results of secondary school general teachers’ participation in career training following the introduction of the high school credit system? This study was analyzed through Consensual Qualitative Research (CQR). This method is useful for structurally identifying and explaining the themes, structure, and correlation of general teachers’ career training participation experience following the introduction of the high school credit system (Hill, Thompson, Williams, 1997). The results of this study are as follows. First, the motivation for secondary school general teachers to participate in career training following the introduction of the high school credit system was derived into two categories and six subcategories: ‘difficulty in career education’ and ‘interest in career subject classes’. Second, the process of participating in career training for secondary school general teachers following the introduction of the high school credit system is divided into three categories and nine subcategories: ‘acquisition of career education-related information’, ‘recognition of career education as a teacher’s role’ and ‘application of career education to practice’. Third, the results of secondary school general teachers’ participation in career training following the introduction of the high school credit system were divided into three categories and nine subcategories: ‘Improvement of career subject teaching capabilities’, ‘Formation of beliefs about career education’, and ‘Leap forward as career teachers’. The results of this study will confirm the career education-related responsibilities and tasks of secondary school general teachers and provide practical implications for the detailed curriculum composition of career training ahead of the full introduction of the high school credit system in 2025.

일반학교와 혁신학교 교사의 마을학습 교육과정에 대한 인식 차이

The purpose of this study is to analyze the difference in perception of village learning curriculum between teachers of general schools and innovative schools. To this end, a survey was conducted on a total of 802 elementary and middle school teachers in B area, and the necessity, operation principle, content, and method of village learning curriculum recognized by general and innovative school teachers were analyzed through reliability analysis, frequency analysis, average analysis, cross analysis, and t verification. The results are as follows. First, there was a statistically significant difference between general schools and innovative schools in all questions about the necessity and expected effect of the village learning curriculum. Second, in the operating principle of the village learning curriculum, all nine questions showed statistically significant differences between general schools and innovative schools. Third, there were statistically significant differences between general schools and innovative schools in all questions about the content and method of the village learning curriculum. Lastly, there were no statistically significant differences in the remaining five questions except for the lack of interest and understanding of teachers, lack of support from school managers, opposition from parents, and lack of available facilities. Based on these results, discussions and conclusions were presented focusing on ways to improve the village learning curriculum derived.

Job Stress among General and Special School Teachers in Jahrom City, Iran

Introduction: Teaching is among the careers which are associated with a lot of stress. Occupational or job stress is an unfavorable mental state which is caused by the workplace environment and can seriously impede employees’ performance. Objectives: The purpose of this research was to compare occupational stress among general and special school teachers. Methods: 84 teachers (42 were general school teachers and 42 were special school teachers) from Jahrom, Iran were selected as study samples. Special school teachers and general school teachers were chosen using convenience sampling and multistage random sampling methods, respectively. Parker and DeCotiis’s job stress scale was used to assess job stress. The collected data were analyzed by two-way analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA). Results: Results showed that job stress and its subscales were significantly higher among general school teachers than special school teachers (p <0.05); however, there was no significant difference between male and female teachers in terms of job stress and its subscales (p<0.05). Conclusion: According to the findings of this study, the Ministry of Education is recommended to prevent job stress by improving the level of services where general school teachers work and holding workshops with the aim of offering teachers some coping strategies to deal with stress in schools. Keywords: Job stress, occupational stress, teachers, general schools, special schools

CÁC VẤN ĐỀ LÍ LUẬN VỀ BỒI DƯỠNG CHUYÊN MÔN, NGHIỆP VỤ CHO GIÁO VIÊN Ở CÁC TRƯỜNG PHỔ THÔNG CÓ HỌC SINH KHUYẾT TẬT HỌC HÒA NHẬP THÔNG QUA HÌNH THỨC HỌC TẬP CỘNG ĐỒNG TRONG NHÀ TRƯỜNG VÀ MẠNG LƯỚI TRƯỜNG HỌC KẾT NỐI

Professional training development for teachers in general schools including students with disabilities has been carried out in recent years. In addition to the traditional forms of in-service training, a number of new forms have been used and shown to be advantageous and effective in meeting the requirements of teachers' professional development and implementation of the current general education program 2018. The content of the article focuses on studying some theoretical issues of the research topic, on that basis, giving instructions for the implementation of professional development for teachers through the forms of community learning and blended network schools for teachers in general schools including students with disabilities in order to effectively and qualitatively meet current practical requirements in schools of the country.

Organizing a training process of school football class for children of elementary school age

The relevance of the problem under research is determined by the fact that the modern physical education of children of elementary school age requires an efficiency improvement. The schools’ physical education curriculum is aimed at utilization of general forms of physical activity during the day (such as morning gymnastics, athletic pauses, therapeutic exercise, walks, etc.), but the substantial content of these forms of physical activity does not allow for full accounting of the abilities of children of this age group and does not facilitate the efficient development of most physical qualities. The purpose of this article is to elaborate a method to improve football techniques by developing the selected fundamental elements. This article presents a special set of exercises for young football players to help them master the techniques for faster and finer results in less time. The proposed exercises for training process were aimed at perfecting of fundamental technical actions of football players: individual – shots on target, dribbling; and team actions – passing the ball on the run. The materials of this article may be found useful by physical education students, physical education teachers of general schools, secondary and higher educational institutions, as well as by teacher of vocational education.

Training of pedagogical personnel for inclusive education children with disabilities

With the spread of inclusive education, new requirements are imposed on a teacher, including their readiness to teach, educate, and help with the development of children with special educational needs. Scholars recognize the need to amend the training of general education teachers (primary school teachers and subject teachers) to form their readiness to teach school children with disabilities. The study presents an analysis of modern Russian research on this issue using methods of analysis, systematization, and comparison of modern approaches to teacher training for inclusive education of children with disabilities. The study reveals Russian scholars’ understanding of the term “readiness for inclusive education of children with disabilities” and a list of professional and personal qualities, value-semantic guidelines, and professional competencies that an inclusive education teacher should have. Scientific approaches to the training of such a specialist (competency-based, integrated) and proposed forms of education are critically analyzed, and issues of content and new technologies used in preparing a teacher for this type of professional activity (contextual, project-based learning) are considered. The study reveals the shortcomings of the modern situation in the preparation of a general school teacher for inclusive teaching of children with disabilities, and the authors’ view on changing the form of such training is proposed. As a result of the analysis, prospects for further research in the field of teacher training for inclusive education of children with disabilities are highlighted.

MODEL OF THE STEAM-ORIENTED EDUCATIONAL ENVIRONMENT FOR GENERAL SCHOOL TEACHERS’ INFORMATION AND DIGITAL COMPETENCE DEVELOPMENT

The article deals with the STEAM-oriented educational environment as a tool for teachers’ digital competence development. To achieve the goal of the article, methods of systematic and comparative analysis of scientific literature and project reports on the processes of designing pedagogical models of STEAM-oriented educational environment were used; as well as theoretical methods of synthesis and generalization to formulate conclusions and proposals for creating a model of STEAM-oriented educational environment of general schools for the development of information and digital competence of teachers. Based on the scientific literature analysis, a model of STEAM-oriented educational environment for the development of information and digital competence of general school teachers has been developed. The model includes the following main components: goal, organizational and content, technological, result and diagnostic. We concluded that the design and implementation of STEAM-oriented educational environment for the development of information and digital competence of general school teachers is one of the important solutions to develop and support STEAM education, promote professional mobility of teachers by providing opportunities to learn at any age, at any time; increasing students’ motivation to study within STEAM branches, etc. A specialized course «Creating and using STEAM-oriented educational environment of general school» can facilitate this process, providing research participants on the implementation of STEAM-education in care through the content, forms, methods and tools as components of using STEAM-oriented educational environment for the development of information and digital competence of general school teachers’. Methodical support of teacher training process in the course, which is provided as instructions for the use and creation of electronic educational resources, video lectures, answers to general and most frequently asked questions, is mandatory. Prospects for further research are the analysis of the effectiveness of the model of information and digital competence of teachers through the creation and use of STEAM-oriented educational environment, which should be implemented through the course «Creating and using STEAM-oriented educational environment of general school».

СТАТОКІНЕТИЧНА СТІЙКІСТЬ ТА ІНШІ ФІЗИЧНІ ЯКОСТІ СПОРТСМЕНІВ ПОЧАТКІВЦІВ

The article examines the empirical studies of the influence of increasing statokinetic stability on other physical qualities of 6-7 years-old sportsmen of the initial training group. The relevance of the work is determined by the significant rejuvenation of many sports and the need to increase statokinetic stability in young school age, which is sensitive to increase this important quality where the basic static, dynamic and spatiotemporal parameters of children's movements are formed. The static and dynamic balance indicators after dosed vestibular irritations were used to determine statokinetic stability and how they affect the flexibility, agility, speed, strength and static endurance, and speed and physical qualities of children. Although, statokinetic stability and almost all other physical qualities were low before the pedagogical experiment. All the physical qualities of sportsmen, both girls and boys, significantly improved after a six-month experiment. All beginning sportsmen showed good and excellent results, both statokinetic stability, and other physical qualities, except the speed and physical qualities of boys who showed average (satisfactory) estimates, according to state standards. It is also important that sportsmen who systematically attended training stopped being sick. The results of the study may be useful for coaches of primary school sportsmen and physical education teachers in general schools.

The Importance of Teachers’ Universal Design for Transition Principles Knowledge in Preparing Students Who Are Deaf and Hard of Hearing for the Life after School in Saudi Arabia

This research sought to establish the importance of teachers’ UDT knowledge in preparing students who are deaf and hard of hearing (DH/H). The study targeted DH/H in general schools in KSA. The main objective of the study was to examine whether the concepts of UDT are understood and successfully incorporated into the activities of teachers, who teach Deaf and Hard of Hearing students in general education schools of Saudi Arabian educational system. The paper relied on both secondary and primary data. It sampled some teachers in general schools who teach both normal and Deaf and Hard of Hearing students. The research used interviews as the main tool for collecting primary data while secondary data were achieved from previous works by scholars. The paper targeted schools in Riyadh City in Saudi Arabia. The findings of this research will aid educational policymakers in striking a balance in the education system between normal students and those living with disabilities. The findings of this research indicate the teachers are not well equipped with skills in UDT principles hence the need to prepare seminars and in-service training programs to train the teachers and at the same time incorporate UDT programs in teachers’ training courses.

Etninės kultūros integravimas į ugdymo procesą: nauda ar mada?

Although ethnic culture is considered to be the cultural background of each citizen of Lithuania, the Lithuanian schools of general education did not have an established comprehensive system of ethnic culture education until 2012. In order to improve this situation, on April 12 th. 2012 the Minister of Education and Science of the Republic of Lithuania issued Order No V-651 On the Approval of the Ethnic Culture Programme in the National Curriculum of Basic Education and the Ethnic Culture Programme in the National Curriculum of Upper-Secondary Education (Official Gazette, 2012, No. 46-2252). According to the aforementioned act, from the 1st of September in 2012 the syllabus of ethnic culture education had to cover all areas of formal and non-formal education related student activities in all schools of general education in Lithuania. The focus of this article is the integration of ethnic culture into the educational process of general education schools. The aim is to evaluate the state of the integration of ethnic culture into the educational process in the implementation of the most recent national ethnic culture programmes and the effectiveness of the aforementioned order drawing on the experience of the general school teachers of the city of Klaipeda. Thus we aim to find answers to the following problem questions: How motivated and able are the teachers to integrate ethnic culture? How do they integrate it into the subjects they teach? What does integration of ethnic culture mean? What is the benefit of this integration: to enhance understanding or to show the significance of ethnic culture as part of our identity (and state) or, on the contrary, this integration (in) directly indicates that ethnic culture is only a remnant in the contemporary education system and society? The methods used in the research include analysis of scientific literature and content analysis of documents, the analytical method, a questionnaire survey and semi-structured interview. The research was conducted in 2014. Using a questionnaire designed by the author, 81 general school teachers of the city of Klaipeda were interviewed. All teachers integrated ethnic culture into a number of subjects in forms 5 to 12. The findings of the research show that the model of integration of ethnic culture into all school subjects and most activity areas of the general education schools in the city of Klaipeda since 2012 has ensured flexible implementation of the principle of continuity in ethnic culture education and enhanced effective learning of school subjects in forms 5 to 12. However, the achievement of comprehensive integration of ethnic culture and benefits thereof requires to address the issues of the insufficiency of professional development and training for the teachers of other subjects, the shortage of dissemination of good practice of motivated qualified teachers and competent specialists of ethnic culture, the gaps in methodological materials and coursebooks, and poor resources. There needs to be a close dialogue between the administrative staff and the community of the school, which could ensure consistent communication of ethnic culture, increase the teacher motivation for ethnic culture education and develop positive student attitudes towards ethnic culture. Keywords: ethnic culture, integration, education, a holistic view. DOI: http://dx.doi.org/10.15823/su.2017.12

공립 대안학교 교사와 일반학교 교사의 소진, 임파워먼트 및 직무만족도 비교

본 연구의 목적은 공립 대안학교 교사의 소진, 임파워먼트 및 직무만족도를 일반학교 교사와 비교하여 살펴보는데 있다. 이를 위해 공립인 대안학교 교사 24명과 일반학교 교사 38명을 대상으로 연구를 진행하였다. 연구대상인 공립 대안학교 교사가 소수임에 따라 양적 연구를 바탕으로 질적 연구로 보조하는 혼합 연구를 실시하였다. 혼합 연구의 전략 중 순차적 변형 전략을 선택하여 연구를 진행하였다. 우선, 양적 연구를 위해 자기보고식 설문으로 소진, 임파워먼트 및 직무만족도의 수준을 측정하여 그 결과를 비교하였다. 다음으로 질적 연구를 위해서 대안학교 교사와 일반학교 교사를 대상으로 비교한 양적 연구결과를 바탕으로 심층면담을 실시하였다. 분석 결과는 다음과 같다. 첫째, 대안학교 교사와 일반학교 교사의 소진을 비교한 결과, 대안학교 교사와 일반학교 교사의 소진은 유의한 차이가 나타나지 않았다. 둘째, 대안학교 교사와 일반학교 교사의 임파워먼트를 비교한 결과, 대안학교 교사의 임파워먼트가 일반학교 교사의 임파워먼트보다 유의하게 높은 것이 확인되었다. 셋째, 대안학교 교사와 일반학교 교사의 직무만족도를 비교한 결과, 대안학교 교사의 직무만족도가 일반학교 교사의 직무만족도 보다 유의하게 높은 것이 확인되었다. 이상의 결과를 토대로 연구결과에 대한 통합적 논의와 시사점을 전개하였다.

An Analysis of Inter-relationship among Interest, Understanding, and Cooperative Learning in the Special Education Introductory Course for the Pre-service Teachers in General Schools

An Analysis of Inter-relationship among Interest, Understanding, and Cooperative Learning in the Special Education Introductory Course for the Pre-service Teachers in General Schools

Inglês

Inglês

Career cycle of general and special school teachers in Serbia

The specificities of general and special school teachers? work might influence their career differently. The aim of the study was to examine the career cycle of these teachers. A survey was conducted on a sample of 120 teachers from general and 95 from special schools. Five stages of career cycle were discovered: induction, competency building and enthusiasm, career frustration, stagnation, career wind-down. Results indicate that age, gender, intrinsic, and extrinsic factors of career choice can influence teachers? career cycle. When these factors are controlled, special school teachers experience less enthusiasm and more willingness to retire than general school teachers.

Noise Exposure of School Teachers – Exposure Levels and Health Effects

Abstract Faculty of Natural and Technical Sciences and Faculty of Medical Sciences starting from December 2012, launched joint study in order to investigate personal noise exposure and associated health effects in general school teachers population, starting from kindergartens up to high schools in Stip, Macedonia. In order to determine workplace associated noise exposure and associated health effects in this specific profession, a full shift noise exposure of 40 teachers from 1 kindergarten, 2 primary and 2 high schools were measured in real conditions using noise dosimeters. A-weighted equivalent-continuous sound pressure levels (LAeq) of each teacher were recorded during single activities (classes). Normalized 8-hours exposure, termed the noise exposure level (Lex;8 h) was also computed. Daily noise dose is another descriptor for noise exposure that was determined as a measure of the total sound energy to which workers have been exposed, as a result of working in the varying noise levels. Health effects were assessed trough a full scale epidemiological study which included 231 teachers from the same schools. Specific questionnaire was used to extract information about subject’s perception on occupational noise exposure, as well as theirs occupational and medical history.

An Integration of Methodological Resources into Learning Object Metadata Repository

The number of digital resources to be used and reused for learning (learning objects) is constantly increasing, therefore describing learning objects with metadata is important to enhance learning object search, retrieval, and usage. Learning objects can be considered not only as resources, providing learning content, but as methodological resources, including teachers' experiences, reflections, examples or instructions of usage of content objects, and descriptions of learning methods. However, existing standards and specifications for learning objects metadata are not intended for including methodological resources and learning method descriptions together with content objects. In this paper, we present the results of a study, carried among general school teachers, which present a view of teachers on methodological resources and their importance, and propose a new model of learning object metadata for the learning object repository to include methodological resources, descriptions of learning methods and their links with content objects.