In-service Teacher Training Program Research Articles

Does Teacher Training of ESD Help In-service Teachers to Implement ESD in School?

Education for sustainable development (ESD) has for decades been a focus internationally and has been embraced in the Japanese curriculum since 2008. Given UNESCO’s emphasis on teacher training for ESD and well-established in-service teacher training programmes in Japan, the aim of this study is to explore whether ESD teacher training could help Japanese in-service teachers to implement ESD in school. Semi-structured individual interviews with 12 in-service teachers from primary to lower secondary schools were conducted via Zoom due to the COVID-19 pandemic. It was found that in-service teacher training for ESD had a positive impact on transforming the teachers in both their professional and personal lives. However, challenges remain regarding the promotion of ESD in schools because of lack of common ground with other teaching colleagues and time constrains. The implications of implementing global ESD in schools are discussed.

Every teacher should be a language teacher for multilingual learners

The purpose of this pilot study was to understand which variables influence the triad of Beliefs, Knowledge, and Teaching Methods about linguistically inclusive teaching of in-service content teachers teaching multilingual learners in German Secondary schools. The non-probability sampling method used a questionnaire in four parts with mainly Likert-scale and multiple-choice questions and generated a small sample of 26 participants through an internet-mediated survey. Using IBM® SPSS Spearman’s rho correlational analysis, six variables were identified, and the results showed that the majority of content participants believed that they had a role in language teaching. The importance of changing content teachers' beliefs in their role in developing the academic language of their multilingual learners was confirmed as well as the importance of improving their knowledge in this field by continuous training. 77% of teachers had not had training in the last three years, and 76% felt under-prepared, while more than half of participants had expressed their need for specialised training in teaching multilingual learners. As a next step, a larger-scale quantitative study is proposed to gain representative data, and to develop an in-service teacher training programme. Enabling all teachers to be language teachers would start to level up the educational, and societal opportunities of multilingual learners in German secondary schools.

Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools

Information and Communication Technology (ICT) can improve science teaching and learning. However, understanding the contexts in which ICT is intended to be integrated for its effectiveness is limited. Therefore, the current study explored context-relevant strategies and challenges for ICT integration in the teaching and learning science subjects in secondary schools in Tanzania. Exploratory sequential design under mixed methods guided the study's conduct. 52 participants (45 science teachers, six heads of schools and one municipal education officer) were purposefully and conveniently involved. Data were collected in two phases: 1st phase was qualitative data through in-depth interviews, 2nd phase was quantitative data through a questionnaire. Thematic analysis guided qualitative data analysis where MS Excel in the form of pivotal charts were used to present the frequency of the responses. SPSS version 27 guided the quantitative data analysis, presenting the output descriptively. Participants presented various context-relevant strategies, including capacity building for teachers, building and equipping computer labs with ICT facilities, maintaining and repairing defective computers, deploying educational technology experts, and making ICT compulsory at all levels of education. On the other hand, participants identified a lack of ICT facilities, limited ICT training opportunities, and digital content as context-relevant challenges for ICT integration in science teaching and learning. The study recommends rigorous pre-service and in-service teacher training programmes on ICT pedagogical integration for science teaching and learning based on these findings. Again, we recommend the improvement of ICT infrastructure in schools to enhance the availability, access, and use of science teaching and learning. The study concludes that if sufficient infrastructures are available and science teachers are equipped with ICT knowledge, teaching and learning of science subjects will be effective.

EFL teachers’ perceptions of emotional literacy: A phenomenological investigation in Iran

The importance of emotional literacy (EL) in education is widely acknowledged, but the English as a foreign language (EFL) context has not been extensively investigated regarding how EFL teachers perceive their EL. To address this gap, this study adopted a phenomenological research design to explore EFL teachers' perceptions of EL in the Iranian EFL context. A purposive sampling technique was used to select 22 EFL teachers at secondary high schools in Borujerd City, including 14 males and 8 females. The required data were collected through reflective statements, classroom observations, and post-class discussions. The study's findings generated two overarching themes regarding the essence of EL: individual aspects (e.g., being motivated, being self-regulated, and being emotionally aware) and social aspects (e.g., being empathetic and being socially skilled). The results suggest that EL should be incorporated into pre-service and in-service teacher training programs to promote their teaching efficacy.

From Deficit to Difference: Understanding the Relationship Between K–12 Teacher Training and Disability Discussion

One major responsibility of K–12 teachers in United States public schools is to meet the needs of disabled students. While many preservice and in-service teacher training programs present educators with information related to service delivery as outlined in a student’s Individualized Education Program or 504 plan, they rarely address how to talk about disability with all students. This qualitative study examines 50 in-service teachers’ experiences related to disability training and explores the implications of this training on teachers’ disability discussion practices. Findings reveal that teacher training is primarily focused on compliance and “fixing” disability; training and prior experiences affect how teachers define disability; and training affects the framework that teachers use when discussing disability with their students. Based on the findings of this study, we offer recommendations to help programs reimagine training and view disability as a minoritized identity. Results of this study address a significant gap in preparing teachers for disability discussion.

EVALUATING THE IMPACT OF A PEDAGOGICAL TRAINING PROGRAM OFFERED TO AWARDED UNIVERSITY TEACHERS

A didactic grant competition for academics is organized annually at the West University of Timişoara (WUT), offering a grant to the winners of a public student-centered activity project competition. The teaching grant winners later take part in a program to develop their pedagogical skills in student-centered teaching based on the WUT’s reflexive-collaborative (i.e., RCL) instructional model. Next, during one academic semester, grant winners must implement the RCL instructional model in one specific subject matter. Based on a quantitative quasi-experimental design, this study examined the impact of a pedagogical program offered to the beneficiaries of the 2020 grant competition at both teachers’ and student levels. At the teachers’ level, we measured their conceptions of teaching, teaching approaches, and psychological resources. At the students’ level, we investigated their evaluation of their teachers’ teaching behavior and their learning approaches. Analyses such as Two-way mixed ANOVA, Quade’s ANCOVA, and Mann-Whitney U were conducted to investigate the gathered data. Academics in the EG reported statistically significant improvements in their conceptions of promoting active learning. According to their students, teachers in the experimental group employed more student-centered assessment methods and teaching behaviors that encouraged active learning. Our results also showed that academics in the control group reported higher resilience levels at the end of the academic semester, and according to their students, their more traditional teaching approaches seemed more effective in stimulating their students’ understanding of fundamental concepts. The results could have been more significant regarding the students’ learning approaches. Because of the beginning of the Covid-19 pandemic, we encountered several obstacles in the impact assessment process (e.g., high values at the pretest, the impossibility of matching students’ answers). Although our findings have some limitations, the present article has noteworthy implications for stakeholders involved in in-service teacher training programs, in particular, conducted in higher education institutions. Practical implications of the findings for both academic developers and future research are discussed.

In-service Training and Character Development in Relation to Islamization Initiatives in Selected Islamic Integrated Schools in Selangor

Integrated Islamic schools in Malaysia and elsewhere face acute problems in acquiring and developing teachers who facilitate the Islamization of education process as well as holistic character development (tarbiyatul akhlaq) of children. The purpose of this study is to assess the relationship between in-service teacher training programs with elements of Islamization, the character development of teachers, and their self-efficacy as murrabis in private integrated Islamic schools in Selangor. The study administered surveys to 161 teachers in six (6) integrated Islamic schools in Selangor. Due to Covid-19 related challenges in obtaining respondents, convenience and snowball sampling techniques were utilized. The study employed correlation analysis utilizing SPSS v21 statistical software to answer the research questions. A strong positive correlation was discovered between in-service training with Islamization elements and character development of teachers as well as with teachers’ self-efficacy as a murabbi. The value of this research lies in underscoring the importance and development of in-service training in empowering the teacher to Islamize acquired knowledge subjects as well as in empowering them to be effective murabbis. It provides a basis for future research, especially in the Malaysian context, on teacher performance as a murabbi and its impact on students. It would also highlight to policymakers and educational administrators the need to develop a structured professional development program on Islamization of curriculum and the development of murabbis.

The Role of Teacher Cooperation in Promoting Learner Autonomy: Perspectives from Focus-group Inservice Teacher Training

Learner autonomy in language learning and teaching has been a notable focus of interest, and there is an abundance of literate available on this topic. However, how learner autonomy is practised in the language classroom has not received much attention. To address this gap, the current study set out to investigate English language instructors' classroom practices in public and private universities, and the potential contribution of inservice teacher training (INSET) in promoting learner autonomy through quantitative and qualitative analyses. Findings revealed that there is partial learner autonomy in institutions and the type of university (public or private) did not differ in terms of classroom practices and teaching strategies. Analyses of reflective writing papers also showed that inservice teacher training plays a significant role in promoting learner autonomy in language classes. Perceived impacts, drawbacks, and envisioning the future implementations of INSET programmes are discussed as emerging themes from thematic analyses.

EFL In-Service Teacher Training Program in Indonesia: An Analysis of Teachers’ Self-Esteem and Task Perception Development

This study explores the impact of the "Guru Penggerak" program (PGP), a key component of Indonesia's "Merdeka Belajar" educational initiative, on the professional development of in-service English as a Foreign Language (EFL) teachers. Focusing on three EFL teachers who participated in PGP, the research examines the development of self-esteem and task perception during the training. Data were collected through semi-structured interviews, narrative frames, and examination of relevant artefacts. Results indicate that PGP effectively aids teachers in understanding and implementing the Merdeka curriculum, enhancing their self-esteem and task perception. Specifically, the study identifies two indicators of improved self-esteem: enhanced understanding of curriculum implementation and engagement in professional learning communities. Similarly, two indicators of enhanced task perception were noted: improved job performance and effective utilization of training modules in teaching. Additionally, the study highlights challenges faced by participants, including shifts in teaching beliefs, increased workload, and perceptions of their role in the program. These insights suggest avenues for refining in-service teacher training programs to better support EFL teachers' professional growth.

EFL Teachers’ Perceptions of the Challenges of Technology-Based Professional Development

Pre-service teacher professional development could assume an urgent part in raising teaching quality and learning outcomes. Evolving technologies allow for new and different forms of professional development. However, teacher professional development opportunities are limited and outcomes are controversial. In this study, to capture the challenges of a technology-based professional development, the researchers examined teachers’ perceptions of the barriers to technology integration and instructional practices. Three hundred participants were recruited through an online survey- Technology-Based Professional Development Questionnaire. Through employing Structural Equation Modeling (SEM), the researchers analysed the data. The results of the study indicated that the gap between information and the use of technology-based apparatuses was viewed as related with the difficulties confronting teachers with technology-based directions. Technology-literate teachers knew how to integrate their insight into their commonsense instructing and had higher students’ commitment and inspiration. In any case, technology-illiterate teachers had mechanical troubles that reduced their education. A few ramifications can be drawn from the review, for example, the requirement for teacher instruction projects to further develop teacher consciousness of new educational innovative learning strategies, and the significance of giving chances to get computerized proficiency. Our findings have both theoretical and practical implications for pre-and in-service teacher training programs. Based on these discoveries, suggestions for the plan of online professional development and gaps for future examinations are discussed.

Views of agricultural science teachers on in-service training needs in the Zambezi region, Namibia

In-service teacher training programs offer opportunities for teachers in both public and private schools to enhance their professional skills, particularly in the areas of required teaching skills, supplementary subject content knowledge, and teaching pedagogy. The lack of availability of in-service teacher training programs for teachers within the education system has undesirable consequences, particularly regarding the delivery of quality education to learners in public and private schools in the Zambezi region, Namibia. This paper discusses the perspectives of Agricultural science teachers on the need for in-service teacher training. To achieve the objectives of this paper, crucial data were collected from Agricultural science teachers in the Zambezi region through face-to-face interviews. Twelve Agricultural science teachers (comprising six from urban schools and six from semi-urban schools) were interviewed using face-to-face interview guides. The study revealed that the in-service teacher training programs attended by Agricultural science teachers were relevant to their teaching roles. Furthermore, the study emphasized that to maintain the relevance of in-service teacher training programs, components such as practical activities, projects, investigations, and subject content knowledge should be the focus, in order to continually enhance the capacities of Agricultural science teachers. The study recommends that the regional education directorate in the Zambezi region establish a policy for continuous in-service teacher training programs, including them in their annual financial plan, to improve teacher performance in the region. Lastly, to ensure the success of in-service teacher training programs, they should be conducted on an ongoing basis.

Teacher profiles concerning upper secondary school teachers' views on and use of digital learning resources for teaching – a cluster analysis

ABSTRACT The aim of this study is to characterize upper secondary school teachers’ views on and use of digital learning resources (DLR) for teaching and explore whether there are differences between teachers’ profiles in relation to demographic aspects. The data was collected through an online survey from a sample of 243 teachers from 23 upper secondary schools in Sweden. The survey included questions on why and how teachers used DLR for teaching. The data was analysed using exploratory factor, cluster, and post hoc analyses. Five different teacher profiles were identified: high, high general, medium, medium general, and low DLR capacity. These profiles differed significantly concerning self-reported skills, use, and purposes of DLR. Moreover, the five profiles also differ significantly on demographic factors such as teacher degree. These findings have important implications for the design of in-service teacher training and pre-service teacher education programs concerning teachers’ skills, didactic purposes, and use of DLR.

English language teacher trainers’ capacity building in sustainable development goals through MOOCs

PurposeThis study makes an enquiry of the existing sustainable development goals (SDGs) knowledge of English language teacher trainers (ELTTs), who remain an overlooked stakeholder in education for sustainable development. Despite the literature on SDG integration into traditional teacher education curriculum, how massive open online courses (MOOCs) can help with capacity building of ELTTs is unclear. This study aims to further explore how the knowledge and capacities of ELTTs on SDGs could be promoted through MOOCs.Design/methodology/approachFor the study’s action research approach, data of 28 ELTTs from higher education institutions in Ankara, Türkiye, were collected for six weeks using a survey, reflective reports and focus group interviews.FindingsELTTs with no previous training experience have a partially fragmented understanding of SDGs. MOOCs proved to be highly practical and cost-effective in building ELTTs’ capacity for building knowledge of and improving motivation to address SDGs in training programs. Further findings are drawn from ELTTs’ reflections on the lack of pedagogical content knowledge and collegial interactions in MOOCs.Originality/valueThere is little to no literature on ELTTs’ existing knowledge of SDGs and whether MOOCs can be used for their capacity building to achieve SDGs. The present findings may encourage higher education institutions to launch professional development programs that will equip ELTTs with the competencies to apply education for sustainable development in in-service English language teaching and teacher training programs.

Formação de professores em competências digitais para a avaliação formativa utilizando e-rubricas colaborativas

This study is based on the premise that the teaching profession is one of the professions with the greatest responsibility for educating citizens in digital competence, and as such we should focus on how to train these professionals. We carried out this research during an in-service teacher training programme in Ecuador and based it on the principle that we should train teachers in the same way as we expect them to teach their students. During the training programme, teachers acquire formative assessment skills using digital e-rubrics (teacher and peer assessment) and work in collaboration with other teams of teachers. We analysed the results of applying the same digital rubric to an oral competence exercise involving participating and course teachers, and conducted a correlational research design, obtaining a Cronbach's alpha of 0.953 from the 508 evaluations carried out with the same e-rubric. Based on the results, we present a digital rubric that has been validated to assess the oral presentation of educational projects. Moreover, we analysed the difficulties teachers had when using the rubric, as shown in the assessment of the quality of the resources. Examples of other practices and contexts for training teachers in digital rubric methods are also presented. Finally, we provide a set of web-based rubric tools as possible applications.

Adressing Linguistic and Cultural Heterogeneity in Chemistry Classrooms: Findings from the In-service Teacher Training Program

One of the challenges in the teaching science in Bosnia and Herzegovina is its plurality of languages and cultural diversity. In the previous initial teacher education, there was a lack of quality preparation for these modern challenges; opportunities to teach cultural and linguistic diversity were not recognized. Therefore, the challenge is to encourage experienced chemistry teachers to develop competencies for an intercultural teaching environment within the Educating Science Teachers for All (ESTA) project. The participants of the in-service professional development program were chemistry teachers from three cantons in Federation of Bosnia and Herzegovina. The aim of the program was to develop and improve professional competencies through workshops and work in groups, with discussions on selected topics and laboratory exercises with the use of modern laboratory equipment and ICT. Teaching opportunities were offered in linguistically diverse classes, as well as in classes with other forms of student diversity. The results showed that teachers are aware of the need to be sensitized for student differences. They expressed positive impressions and willingness to adjust the teaching material according to the needs of their students, but also the need for further support through collaboration with the university staff.

Implementation of Teacher Development Program for Integrating Climate Change Education: Natural Sciences Teachers View

The devastating effect of climate change (CC) on the environment all over the world has been a worrisome phenomenon. The effort by the government and other stakeholders at integrating climate change education (CCE) into the school curriculum in South Africa has not yielded the desired result because of the lack of teacher professional training programs for teaching CCE in the classroom. Using the pedagogical content knowledge (PCK) theory as lenses, this qualitative study investigated the implementation of the in-service teacher development programs and their role in enhancing the integration of CCE in Natural Sciences lessons. Five secondary schools out of twenty schools that participated in the in-service teacher training program conducted by one higher education institution (HEI) were purposely selected. Data for this study were generated through one-on-one semi-structured interviews conducted with four participating Natural Sciences teachers at the selected schools. It emerged from the data that the implementation of in-service teacher development programs helped Natural Sciences teachers to integrate CCE into their lessons. The data also revealed that Natural Sciences teachers’ content and pedagogical content knowledge on CC was lacking thus they were not adequately integrating CCE in their lessons. The study concludes that the teacher training programs are responsible for teacher improved pedagogical practice of Natural Sciences teachers in the classroom and the integration of CCE. The paper, therefore, recommends that teacher professional development programs on CCE for Natural Sciences teachers be organized on a continuous basis.

The effect of an in-service PE teacher training programme on the fitness levels of learners

Although physical education (PE) provides a school-based platform for the enhancement of learners’ physical health, implementation challenges can have a detrimental effect on learners’ motivation to participate in physical activities and their fitness levels. Within the framework of the Self-determination Theory (SDT), meeting learners’ basic psychological needs of autonomy, competence and relatedness in the PE class, can promote their fitness levels by enhancing their intrinsic motivation to be physically active. The purpose with this study was to investigate the effect of an in-service PE teacher training programme including needs-support teaching strategies on the physical and motor fitness levels of the learners of the participating teachers. Using a pre- and post-test experimental design, the fitness of 1 control and 4 experimental groups were assessed using standardised tests before and after the intervention programme. The intervention included implementing the needs-support teaching strategies acquired by the teachers during the once-off, 5-day teacher training programme, for 4 months while receiving continued support from the instructors of the course during those 4 months. The results show that the programme had a positive effect on the fitness levels of the learners in most of the tested fitness components, warranting the recommendation of SDT-based in-service training of PE teachers to support learners’ motivation towards physical activity and fitness.

The Participation Experiences of Chinese Teacher Trainees and Their Finnish Teacher Trainer on an In-Service Teacher Training Program Exported From Finland to China

Purpose This paper aims to examine the participation experiences of a sample of Chinese teacher trainees and their Finnish teacher trainer on an in-service teacher training program exported from Finland to Beijing, China. Design/Approach/Methods Six science teachers from Beijing and their Finnish teacher trainer participated in semi-structured interviews. From the ideological perspective of international education, a total of eight semi-structured interviews were analyzed through qualitative content analysis. Findings The results show that all interviewees were highly motivated to learn from the Other's education system and culture. Some participants benefited from a broader understanding of the Self's and the Other's education systems, while others did not. The interviewees also described some participation challenges, such as language barriers and practices that adapted learner-centered teaching approaches in Beijing schools. Furthermore, the interviewees mentioned future expectations of more in-depth communication between Finland and China. Originality/Value Some recommendations for better training outcomes, improving the quality of participation experiences, and reaching more mutual understandings were discussed at the end of this study.

Effect of a student teaching internship program on the self-efficacy of pre-service teachers in rural China

PurposeThe purpose of the present study was to examine the impact of a student teaching internship program on the self-efficacy of pre-service teachers in China.Design/methodology/approachWith 1,367 participants, structural equation modelling was used to evaluate the fit of the hypothetical model and a latent path analysis was conducted to identify the relationship among various variables.FindingsThe results suggested that the program had a significant impact on efficacy in terms of personal skills, general teaching skills and personal qualities of the student interns concerned. Although this study was set in rural China, the findings of this study offered insights for teacher education in other places.Originality/valueTo the best of our knowledge, no research studies have been conducted on this in-service teacher training program in a systematic and comprehensive way using a large sample size and involving all major stakeholders. The aim of the present study is to fill this gap, by exploring the experience of a large cohort of pre-service teachers participating in this student teaching internship program. Studying the experiences of these student teachers will illuminate some of the key challenges faced and how they impacted their teaching and learning during their teaching practices in rural areas. The findings may help teacher education institutions to review and enhance their existing approaches to teaching practices and professional development initiatives not only in rural China but in similar contexts in other countries.

Personality traits, role ambiguity, and relational competence as predictors for teacher subjective wellbeing.

The coronavirus pandemic has significantly reshaped the way teaching activities are carried out, thus intensifying the stress felt by teachers. The teacher-student relationship has also changed under the influence of social constraints. Together, these have affected teachers' work efficiency and redefined their connection with the school. The present study aims to examine the extent to which personality traits, role ambiguity, and relational competence predict teacher subjective wellbeing. The study sample consisted of 105 university teachers. Three hierarchical multiple regression analyses were conducted separately for each of the three criterion variables used in this research: teaching efficacy, school connectedness, and teacher subjective wellbeing. The results indicated that the personality traits emotionality, extraversion, and conscientiousness are significant predictors for all three variables, while honesty-humility, agreeableness, and openness to experience are not predictors for any of the variables. However, in the third step of the regression analysis, conscientiousness was found to lose its predictive quality for the variables school connectedness and teacher subjective wellbeing, its place being taken by emotionality. Both role ambiguity and relational competence are significant predictors for teaching efficacy, for school connectedness, and for teacher subjective wellbeing. Based on these results, universities can design some measures to reduce role ambiguity of teachers and can identify areas of training needed to increase their relational competence, while simultaneously reducing the costs associated with wellbeing and productivity problems. Several training modules and courses are proposed to be designed and included in the curriculum of initial and in-service teacher training programs, in order to contribute to increasing teachers' performance.