In-service Teacher Training Research Articles

The academy of pedagogy: From a teacher training college to a vibrant university

Based mainly on archival documents gathered from Bahir Dar University (BDU) record office and the UNESCO Head Office in Paris, this qualitative study chronicles and analyzes the history of the Academy of Pedagogy from its inception until it transformed itself into Bahir Dar University. The establishment of the Academy of Pedagogy was the result of a meticulous but ambitious feasibility study conducted by two education experts from the University of London employed by UNESCO as consultants. The consultants recommended the establishment of a college specializing in training teacher educators in a four-year program in Bahir Dar. The study also recommended the construction of a primary school and a teacher training institute to enable teacher trainers to undertake teaching practice, curriculum revision, and action research. Other recommendations included the installation of an educational broadcasting service and the commencement of in-service training for primary school teachers. The study was so ambitious that it suggested the establishment of a Child Development Research Unit, an Ethiopian Arts Center, a Textbook and Journal Publishing Unit, a Comparative African Studies Institute, a Rural Sociology Research Unit, a Health Education Unit, an Evaluation and Archives Unit, and a Model Community. However, the outbreak of the Ethiopian revolution in 1974, forced the academy to follow a different path. Since then, a lot of changes including curriculum revision took place. In 1980, the Academy was renamed Bahir Dar Teachers College (BDTC). Finally, in 2000, BDTC joined the Polytechnic Institute to form Bahir Dar University.

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.

In-service training governance, for elementary school teachers in Indonesia

This research seeks to explore the governance of in-service training for elementary school teachers so they can be involved in various types, techniques, and training materials. The research design was categorized as mixed methods using both quantitative and qualitative methods. Applied to the concurrent transformative strategy model. The author analyzes perspectives from various frameworks, to get comprehensive results. The finding is that there are still a group of elementary school teachers who have not received in-service training, some have repeatedly received in-service training, and some have even received in-service training more than 5 times. The governance of in-service training in the form of a roadmap has the values of fairness, equity and proportionality in distributing training services to elementary school teachers which are supported by digital-based platforms. So that teachers can easily access, download, document training materials and evidence, and the government as teacher managers can use their track record to assess professionalism and give them the opportunity to become teacher leaders.

CIPP Evaluation Model: Online In-service Teachers Training Program Conducted at English Language Education Study Program of Bengkulu University

This study aims to evaluate the implementation of the teacher professional education program for teachers in positions that are carried out online at the Faculty of Education and Teacher Training at the University of Bengkulu. This research was conducted from September to November 2022 as a qualitative descriptive study. The instruments used were documentation, interviews, and questionnaires. Interviews were conducted with lecturers, PPG students, tutors, and school/madrasah policyholders. The questionnaire is used to see student or participant responses to the implementation of the online learning process. The CIPP evaluation model used focuses on evaluating the context, inputs, processes, and products. Sources of data were obtained from program managers, supervisors, PPG students, school/madrasah principals, tutors, and monitoring and evaluation (monev) results. The data analysis technique used is descriptive data analysis by interpreting the data from each evaluated aspect, then compared with predetermined criteria. Viewed from the context aspect, the FKIP UNIB PPG study program is under the Standard Operating Procedures as the organizer of PPG activities. From an input perspective, the PPG study program is supported by adequate human resources. All lecturers involved, educational staff, tutors, and students are by the program implementation guidelines. In the process aspect, the PPG FKIP UNIB study program has carried out PPG program activities following the SOP. This is evidenced by all the stages carried out in a structured and well-organized manner so that starting from the preparation and implementation processes go well. All well-patterned processes have an impact on the products produced. Referring to the high passing percentage of PPG participants and achieving a passing percentage proves the success of the PPG FKIP UNIB study program in implementing the PPG program. Other successes of the PPG study program have been accredited Superior.

Teaching Accommodations: The Experiences of Teachers Handling Learners with Hearing Impairment

Inclusive education is now prevalent in the Philippine education setting. The goal of inclusive education is to include all learners with special needs in general education, specifically learners with hearing impairment. Thus, the experiences of teachers were revealed in this study including the accommodations that were implemented to cater to the needs of learners with special needs. In gathering data, depth, interviews were the main evaluating instrument in collecting the preferred information intended for this study. Five teachers from Midsayap North Cotabato were interviewed. The interview focuses on their difficulties and experiences in handling learners with H.I. The result shows that the most common problem of the teachers is their competence in teaching, especially the use of sign language. Their difficulties include their communication with H. I learners and give instruction. Multimedia, videos, giving classroom-writing strategies, and one-on-one teaching are the most effective accommodations for teaching learners with hearing impairment in general education classrooms. The research suggested that in Service Training for Teachers (INSET) on SPed Content and Pedagogy for the direct understanding of Special Needs Education (SNED) is needed, training and workshop to capacitate mainstream teachers, especially in handling hearing impaired learners in inclusive classroom settings is suggested since most of the teachers handling learners with H. I am a novice in using sign language, and integration of Assistive Technology like applications and software integrated during lessons and parental involvement is suggested to support the present program in Special Needs Education (SNED). By understanding the experiences of teachers in this domain, we can work towards creating inclusive educational environments that empower learners with hearing impairment and enable them to reach their full potential.

An Assessment of the Structural and Process Quality in pre-Primary Education in Tanzania: The case of Rural Schools

In recent years, there has been an increase in the demand for early childhood education (ECE) in lowand middle-income countries, including Tanzania. There is also growing awareness that unless ECE is of high quality, children may attend school but may not learn. This study sought to establish the quality of ECE programmes. It was, therefore, important that the researcher investigates whether the ECE programmes were meeting the expectations of the quality indicators and consequently the holistic needs of children in the early years. The study utilized a descriptive survey design. Data were collected throughan observation schedule and questionnaires administered to 45 pre-primary education teachers in Dodoma, Morogoro and Mwanza regions, Tanzania. Data were analyzed descriptively using frequencies, percentages, means and standard deviations.Findingsrevealed that infrastructure, teachers’behaviours, school leadership and child-protection measures were generally fair. While teachers’ qualifications, classroom characteristics, parents’ participation in school activities, equipment and materials were found to be unsatisfactory. By way of conclusion, unsatisfactory structural and process quality of ECEin rural areas calls forregular in-service training for teachers, improving classroom characteristics, increasing parents’ involvement in school activities, and increased budget allocations to pre-primary education (PPE). Addressing these areas can lead to better educational outcomes for children and contribute to their overall academic success.

Transfer of learning factors model applied to in-service teachers of early childhood care and education in Puebla, Mexico

Research has shown that early childhood care and education (ECCE) can improve children’s development. Training of in-service teachers is a good strategy to maximize the quality of ECCE, but in Mexico, teachers consider that in-service training is not particularly relevant. To counter this tendency, The Mexican Educational System designed and implemented an in-service training policy. The aim of this study was to analyse the impact of individual factors on learning transfer during the COVID-19 pandemic. It followed a longitudinal, non-experimental design. Two instruments were applied at different times. In May 2021, during the COVID-19 lockdown, the Puebla Ministry of Education offered five online courses aimed at early childhood and preschool teachers. 6,562 teachers enrolled, but only 2,865 successfully completed the courses. Upon completion of the courses, we applied the transfer of learning factors model (Quesada- Pallarès et al., 2018). The model predicted that teachers devise plans and strategies for applying the contents learned, guided by their own desire to transfer. In this regard, it might be asserted that the will to transfer is steered by teachers’ autonomous drive to transfer.

Using Paralympic School Day as a Model for an Adapted Physical Education Professional Development for Physical Educators

The successful inclusion of children with disabilities into general physical education (PE) depends in large part on the attitudes and competence of general PE teachers. Unfortunately, many PE teachers’ undergraduate preparation is insufficient when it comes to including children with disabilities. In-service professional development can provide specific information about inclusion that can make up for the lack of training during undergraduate training. This paper presents a guide for the use of the Paralympic School Day (PSD) program, a disability awareness program targeting school-age children without disabilities, in the development of an in-service PE teacher training. It begins with a summary of PSD and contact theory, on which PSD is based. This is followed by specific information on the development of a PSD-focused in-service training that uses Paralympians and PSD activity stations to reduce prejudicial beliefs and help general PE teachers understand the importance of supporting students with disabilities in their programs.

TEACHERS' CHALLENGES AFFECTING THE IMPLEMENTATION OF THE NEW BUSINESS SUBJECTS’ CURRICULUM IN SELECTED SECONDARY SCHOOLS IN UGANDA

The study aimed at identifying the teacher challenges that affect Business Subjects teachers’ preparedness in the implementation of the new Business Subjects curriculum in selected secondary schools of Kabale district, Uganda. Based on the pragmatist perspective, a concurrent triangulation research design was adopted. Data were collected from 37 business subject teachers and 13 directors of studies across 13 secondary schools in Kabale district, making a total of 50 participants. Semi-structured interview schedules and closed questionnaires were used for data collection. Quantitative data were analysed using descriptive statistics while qualitative data were analysed using a thematic analysis approach. Findings indicated that teacher challenges that affected the implementation of the new Business subject’s curriculum included: lack of adequate teacher in-service training; limited competent human resources among others. The quantitative findings as Business Subjects indicated that they were being faced with both inside and outside school challenges while in the implementation of the new Business Subjects curriculum This denoted also a high percentage of over 67% that was posted by all the items that were used to measure teacher challenges that affected Business Subjects teachers’ preparedness for the implementation of the new Business Subjects curriculum in both private and public secondary schools.

Incorporating Capacity Building as a Pathway to Environmental Stewardship for Public Schools in Kenya

Education has been touted as a major driver toward the achievement of Sustainable Development Goals (SDGs). However, environmental stewardship takes a peripheral position in the pre-service and in-service training of teachers. As a result, most teachers and school heads that are supposed to champion stewardship activities in schools remain poorly equipped to undertake such activities. More so, a review of the literature finds glaring gaps in research in that most studies have only concentrated on student performance, teacher-student ratio, student discipline, etc. This study, therefore, sought to survey to establish the rationale for incorporating capacity building as a pathway to environmental stewardship in public schools in Kenya. The study sampled 260 public school teachers in the Githunguri Sub-county of Kiambu County in Kenya. Data from the teachers was collected using a structured questionnaire while 15 principals were also interviewed. Secondary data was collected through desktop reviews. The study established that the majority of the teachers had neither received pre-service (88.8%) nor in-service (90.4%) training on issues around environmental stewardship. A correlational analysis also established positive linear associations for capacity building, leadership roles, and stewardship activities (R = 0,803) and (R = 0,874) respectively. As a consequence, this hampered stewardship activities in schools within the study locality. For instance, the study established that most of the schools did not have a proper waste management system (88.1%) or even an environmental policy (75%). This study will inspire policy frameworks for future training of teachers to ensure that Kenya meets her SDG targets.

Policies, Strategies, and the Evolutionary Logic of Large-Scale Teacher Training in China

Purpose Based on a systematic review of policy documents in China related to teacher training over the past four decades, this paper identifies and analyzes the main policy shifts and strategies in terms of teacher training in China. Design/Approach/Methods Using quantitative trend analysis, high-frequency word analysis, and content analysis, this study presents the policy changes in and reform of China's national teacher training system and elucidates the reasons for such changes. Findings Chinese teacher training and practice reforms resonate with the paradigm shifts of international teacher training and development, particularly those based on real-world scenarios. However, innovations have also been made in response to the problems of Chinese in-service teacher training and development, such as the lack of time for teachers and the separation between learning and practice. Such innovations reflect the government's efforts to narrow the gaps between theory, policy, and practice by improving China's macro policy design. Originality/Value This study contributes to the longitudinal study of policy shifts in teacher training in China.

Interaction Between Home and School

This study undertaken as part of the project AHIC (Addressing Challenging Health Inequalities of Children and Youth between two Karelias 2013-2014), aimed to explore the interaction between home and school from a cross-cultural perspective. The study sample comprised 60 parents and 18 teachers from two schools in North Karelia, Finland, and 154 parents and 51 teachers from two schools in the Republic of Karelia, Russia, in May 2013 using questionnaires. The results indicated that teachers on both sides of the border had quite similar views about the interaction between home and school. Parents’ views, instead, differed more between the countries, since Finnish parents viewed the characteristics of home-school collaboration more positively than Russian parents did. Comparisons within the countries reveal that parents and teachers in both countries held several contradictory views about home-school collaboration, mainly in the areas of communication and parents’ participation (Finland), and in the areas of parents’ role and participation in the school community (Russia). The findings underline that in-service training for teachers is recommended to help them recognise the different characteristics for efficient home-school collaboration and include them into their everyday work. School procedures involving parents in the school community needs to be clarified.

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.

Rationalization of Teachers’ Behavioral Expectations from Secondary School Girls in Lahore: A Phenomenological Study

The focus of this article is to understand the gender-based socio-cultural attributes which influence teachers' expectations from high school female students in their classrooms and schools. For the purpose, qualitative phenomenological research was designed to understand the differences between single-sex and coeducation school teachers’ behavioral expectations from secondary school girls. Two teachers of single-sex and two teachers of coeducation school system participated in detailed open-ended interviews. The findings suggested that teachers’ own academic experiences as a student influenced their perceptions and expectations from secondary school girls. The gender-neutral expectations of teachers largely depended upon their critical reflection on their own experiences that they had when they were studying in schools. The in-service teacher training focused on critical reflection on teachers’ social and cultural gender related experiences will help the teachers to identify gender-based expectation from students as well as to learn the strategies to maintain a more inclusive academic environment.

The Influence of In-Service Teachers Training Programs on the Professional Development of School Teachers

This study was conducted to find out the impact of in-service teacher training on teachers’ professional development. The survey approach was chosen because it was the most practical and cost-effective way to collect data from such a large population. Questionnaire for this studywas self-developed by the researcher and based on a literature review. Data collected from 1200 participants was analyzed using descriptive and inferential statistics. There were insignificant differences between male and female teachers in training goals, observation, assessment, and evaluation. There were also statisticallyinsignificant differences between districts in how teachers felt about in-service teacher training. School leaders, organizations that train teachers and teacher trainers should put teachers at the center of training programs to get teachers more involved and meet current needs. Financial or other kinds of incentives should be used, and teachers may need to get certification for in-service teacher training to improve their skills.

The Work Environment and Its Influence on Learning Transfer in Virtual In-Service ICT Training for Teachers and University Professors

This study seeks to analyse which factors in the work environments of students undergoing virtual in-service ICT teacher training facilitate the initial transfer of learning. Deductive categories were first defined based on previous studies. A qualitative analysis was then conducted to triangulate three data sources—two reflective training activities and interviews with students—using NVivo 12 software. This enabled us to determine how important some of these factors are for learning transfer within the context of techno-pedagogical distance teacher training, such as the predominance of social support over organizational categories.

Non-linear maker pedagogy in Finnish craft education

This research explores the use of a non-linear maker pedagogy for implementing a major change in the Finnish national core curriculum. The latest curriculum change (2014) introduced so-called transversal competences, but also a major change for the subject of crafts: ‘multi-material’ crafts that involve former separately taught textile and technical crafts both now introduced to all pupils. These changes set the stage for in-service teacher training, as well as for pedagogical solutions, such as a non-linear maker pedagogy and closer collaboration between technical and textile craft teachers. A non-linear maker pedagogy refers to an approach combining several features: a shift from individual learning and solo teaching to collaborative knowledge-creating learning, opportunities for collective invention and improvisation, pupil-centred situated inquiry and the creation of artefacts that combine material and digital realms. In this collective case study, we interviewed six teachers who co-taught non-linear maker projects in six different schools. Through a qualitative content analysis, we identified successes and challenges regarding the use of a non-linear maker pedagogy, pupil collaboration and teaching digital skills through robotics and e-textiles. In the interviews, teachers reflected on their work mainly by describing their pupils’ accomplishments, reactions and learning. These reflections indicated similar challenges and successes, suggesting that the variation between pupils and pupil groups was larger than that between schools. Furthermore, we discuss whether the selected pedagogical approach was unduly ambitious. Despite all the challenges, most of the teachers expressed their commitment to developing their teaching practices along the lines of a non-linear maker pedagogy.Keywords: Co-teaching, Curriculum change, Digital skills, Non-linear maker pedagogy, Pupil-directed situated inquiry

Influence of In-Service Training of Teachers on Teachers’ Motivation in Public Secondary Schools in Chato District, Geita Region, Tanzania

In-service training is an essential component of teacher professional development, which helps teachers to improve their knowledge, skills, and instructional practices. The aim of this paper was to determine the influence of in-service training of teachers on teachers’ motivation in public secondary schools in Chato District, Geita Region, Tanzania. The study used descriptive research design and targeted 140 teachers. A sample size of 103 respondents was attained through the use of Krecjie and Morgan formula. Proportionate and simple random sampling was used to select the 103 teachers while purposive sampling was used to select 6 school chairpersons. Validity was attained by consulting experts in the field of educational management while reliability was tested by pilot testing the research instruments and calculating Cronbach Alpha. A Cronbach value of 0.912 was obtained and thus the instruments was considered reliable. For interviews, the researcher ensured that data collected information did not have any minor errors. Quantitative data was analyzed using frequencies, means and standard deviations while thematic analysis was used to analyze qualitative data. there was a significant positive correlation between in-service training and teachers’ motivation in public secondary schools in Chato District, Geita Region, Tanzania was (r = .587 ; p = .000). This means that at 95% confidence level the r value for in-service training was .587 showing a moderate correlation with teachers’ motivation. The paper concluded that there was a significant positive correlation between in-service training and teachers’ motivation in public secondary schools in Chato District, Geita Region, Tanzania showing that enhanced teacher in-service programs enhances teachers’ motivation. It was recommended that policymakers and educational institutions should invest in effective in-service training programs to support the ongoing professional development of teachers Key words: In-Service; Training, Teachers, Motivation, Public Secondary Schools DOI: 10.7176/JEP/14-9-12 Publication date: March 31 st 2023

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.