Teacher Education Research Articles

THE STRUCTURE, CONTENT AND POSSIBILITIES OF TEACHING STUDENTS TO PLAN THEIR PROFESSIONAL CAREER IN PEDAGOGICAL HIGHER EDUCATION INSTITUTIONS...

The landscape of education continues to evolve, necessitating a profound examination of the preparatory frameworks that guide future educators. In this context, fostering professional career planning skills stands as a pivotal component of teacher education programs. Such skills not only enhance individual career trajectories but also contribute to the overall effectiveness and adaptability of the teaching workforce. As educational institutions prepare to meet the diverse challenges of contemporary classrooms, there is an urgent need for systematic approaches that embed career planning within teacher training curricula. This scientific article aims to explore the intricacies of developing professional career planning skills among future teachers, delving into pedagogical strategies, stakeholder roles, and the broader implications for educational practice. By addressing these dimensions, a comprehensive understanding can be established, highlighting the significance of intentional career planning in the formation of competent, reflective, and responsive educators.

Questioning to Elicit Inferential Responses: A Study of Teacher-Child Linguistic Interactions During Block Play Activities in Chinese Kindergartens

ABSTRACT Research Findings: This study employed a mixed-methods approach to examine how kindergarten teachers in China stimulate literal and inferential responses during block play. The quantitative study analyzed interactions in 17 randomly sampled classrooms from Guangzhou, observing one teacher per classroom. Using visual recording and non-participatory observation, we found four key results from ANOVA analyses: (1) teachers produced more utterances (n= 4,629) than children (n= 1,798), with 61.55% being comments and 38.45% questions; (2) teachers predominantly asked literal questions (78.77%), mirrored by children’s responses (75.71% literal); (3) a significant alignment existed between teachers’ inferential questions and children’s responses, termed “responsive interaction”; and (4) degree-holding teachers asked more questions, fostering more interaction and child responses. The qualitative study examined four successful and three unsuccessful cases to understand how teachers’ questions either scaffolded or failed to scaffold children’s inferential responses. These findings suggest that teachers’ inferential questioning elicits more inferential responses, with degree-holding teachers facilitating more responsive interactions. Practice or Policy: Degree-holding teachers’ inferential questioning enhances children’s inferential responses, emphasizing the importance of teacher education in fostering responsive interactions.

The Influence of Learning Styles on the Learning Outcomes of IPS Students Semester II of PGSD Uhkbpnp Study Program

This study aims to determine the effect of learning styles on the learning outcomes of students of the second semester of the Elementary School Teacher Education Study Program, UHKBPNP. This study is a quantitative study that is correlational in nature, which involves a variable that is related between one variable and another. Location of the study This research will be conducted at HKBP Nommensen University, PEmatangsiantar on students of the second semester of the Elementary School Teacher Education Study Program. The data collection technique used is the Learning Style Questionnaire and Documentation. The data analysis technique uses statistical data with the product moment correlation formula, namely the correlation test used to determine the degree of closeness of the relationship between 2 variables with interval and ratio scales. In testing this prerequisite test, IBM SPSS is used. The results of the calculation of the analysis of variance on the differences in social studies learning outcomes between students who have a visual learning style and an auditory learning style with an average = 76.28 and = 70.35. Based on F h = 64.80 and the table value for a= 0.05 with dk (1) it is obtained F t = 3.97 so that it can be stated that F h (64.80) > F t (3.97). Thus the research findings conclude the research hypothesis which states: the learning outcomes of social studies students who have a visual learning style are higher than the learning outcomes of students who have an auditory learning style at a confidence level a= 0.05 has been proven to be true.

TECHNOLOGY FOR IMPROVING THE COMPETENCES OF ASSESSING THE QUALITY OF EDUCATION OF FUTURE PRIMARY EDUCATION TEACHERS

This paper examines the multifaceted role of technology in enhancing the competencies of prospective elementary teachers in the assessment of educational quality and explores various technological interventions and their potential implications for teacher education. By exploring the secret, we explore the transformative potential of technology in shaping the future of elementary education.

Gauging growth in undergraduate information literacy: A case study in library-faculty collaboration

How do academic librarians and teaching faculty assess the impact we exert on students' capabilities as researchers? This paper describes the authors' unique six-week approach to incorporating library instruction into a research assignment for students in introductory Teacher Education and American Politics classes. We constructed a pre- and post- instruction survey that measured change in students' attitudes toward 1) their own level of information literacy, 2) their skills as researchers, and 3) the usefulness of the library's resources. The survey consisted of statements regarding students' attitudes toward the aforementioned categories, measuring agreement on a 6-point scale. We conducted this survey over three consecutive semesters (N = 208). We find that students began the project with high degrees of confidence in their own knowledge and abilities, but also increased their confidence in all categories. Moreover, the change between the pre- and post-project survey was statistically significant on all questions, as assessed by a difference of means test.

Lack of Eye Gaze and its Effects on Spoken Interaction in Synchronous Online Communication

The importance of oral interaction in language learning is well recognised, and this paper examines the factors that hinder English as a Foreign Language (EFL) learners’ active participation in online discussions during Synchronous Online Communication. Using focus groups with 51 Cypriot Greek-speaking students from three tertiary institutions in Cyprus, thematic analysis revealed that the perceived prominent factor inhibiting oral interaction in the online environment was the absence of eye gaze and its associated social functions. Specifically, eye gaze was identified as a signal for turn-taking, turn-yielding, and turn-denying, whose absence hindered learners’ ability to interpret their peers’ and teachers’ intentions and expectations. The paper concludes with pedagogical implications for technologists, software developers, students, language teachers, and language teacher educators.

Incorporating augmented reality into teaching marketing strategies: Perspectives from business education teachers and students

This study investigates the perceptions of business education instructors and their students regarding using augmented reality (AR) for teaching marketing strategies. Given the changes in education technologies in recent times, teaching strategies and approaches have changed. The study foresees that using AR, a digital resource essential for exposing students to real-life learning experiences, may improve students' learning experiences. The study employed a mixed-method research design to gather information from 112 individuals on the study's objectives. The researchers collected and evaluated data to investigate the participants' perspectives on utilizing augmented reality. The findings of this study reveal that although most studies assert that AR is effective in improving students' learning experiences, students and teachers acknowledged several drawbacks. This study indicates that if AR is used without effective teaching procedures and methodologies, it may not achieve the desired learning outcomes. Other findings were used to make conclusions on the study's objectives.

Attitudes of Instructors Toward the Use and Implications of Artificial Intelligence in Online Higher Education

The purpose of this study was to assess the attitudes and perceptions of instructors toward the use and implication of artificial intelligence (AI) in online higher education spanning bachelor’s through doctorate level classroom instruction. 104 online higher education instructors were recruited through LinkedIn and the Colorado Technical University Teaching & Learning Center to complete a survey. Nonparametric statistical analysis was used to assess close-ended question responses and open-ended question responses were categorized. A significant difference in instructors’ concern for being displaced by AI in the next 2 years compared to the next 5 to 10 years was found at the bachelor’s level (p=0.04846). At the doctorate level, support for the use of AI in higher education was moderately correlated with concerns for being displaced by AI (rho=0.493, p=0.01058). Support for the use of AI in higher education by the instructor was moderately correlated with support for use of AI in the classroom by students (rho= 0.58199, p<0.001). Instructor support for allowing students to use AI in the classroom was not found to be dependent on the perception of the university employer providing instructors with the policies, procedures, and training to appropriately and ethically adapt to AI in the higher education classroom (p=0.7336). However, most participants recommended that the university develop strong policies regarding the use of AI. The findings indicate a positive preference toward the use of AI by both faculty and students, with some significant exceptions. Support and research toward adopting AI in the classroom are recommended.

Professional and personal development of newly-qualified teachers as a factor in sustainable development of the region

Introduction. The article is devoted to the problem of newly-qualified teachers’ professional development. The aim of the study is to identify the difficulties of novice teachers during their adaptation in educational settings of the region and to substantiate the ways to improve the quality of initial teacher education in the system of continuous teacher education. Materials and Methods. The methodological basis of the study consists of contextual biographical and cluster approaches. The contextual biographical approach involves studying teachers’ professional biographies in the system of continuing education, taking into account complex external conditions. The cluster approach defines the principles of interaction between various stakeholders within the regional community in order to ensure the sustainable development of the regional educational system. In order to achieve the research goal, the following methods were used: theoretical (analysis of scholarly literature, comparison, generalization) and empirical (online questionnaire, focus group method, method of independent expert assessments). Results. Based on the analysis of scholarly literature, the authors provide their definition of professional and personal teachers’ development as a basic component of their professional development during the period of initial teacher education and at the initial stage of professional development. The authors argued that the main difficulty of novice teachers during the adaptation period is their interaction with various subjects of the educational process at school - students and their parents. The article substantiates the necessity of creating a regional educational cluster as an effective mechanism for improving the quality of initial teacher education at different stages of continuous teacher education. Conclusions. Based on the authors’ idea about professional and personal development of teachers as a basic component of their professional development in the initial period of their working life, the study reveals the main difficulties of novice teachers during their adaptation in educational settings of the region, overcoming of which requires changes in the system of psychological, teacher and methods education at universities and colleges. As an effective mechanism for improving the quality of teacher education, the authors substantiated the idea of creating a pedagogical scientific and educational cluster in the region, which unites the participants of the territorial educational community interested in providing the regional education system with highly qualified teaching staff.

Professional development in teacher education: (Vocational) teacher students’ descriptions

This article focuses on a learning objective, as part of a teacher education course at a Swedish university, where student teachers should be able to discuss their own professional development and identify further development needs. Since both research and policy documents highlight professional development as an important part of teacher education, it is important to study professional development from the perspective of student teachers. The theoretical starting point is Communities of Practice (CoP), and the study focuses on knowledge and learning within a social community. Ten subject teacher students and six vocational teacher students are interviewed about their descriptions of what the professional development for teachers in teacher education means for them, which results in six prominent themes: 1) the developmentof identity formation, 2) the development of subject specific and vocational knowledge, 3) the development of leadership, 4) the development of relationship-building, 5) the development of knowledge about policy documents, laws, rules and regulations, 6) the development in relation to changes in the society. Despite common denominators in the students’ descriptions of professional development, there are also nuanced differences that can be understood by positioning actors about the (vocational) teacher education community. The vocational teacher students frequently connect their professional knowledge to industry and working life, whereas the subject teacher students often connect their subject knowledge to university courses and research. Both the vocational teacher students and the subject teacher students in the study describe that they need to stay up-to-date and continue developing their competence in pedagogy. However, the vocational teacher students specifically highlight the need for pedagogical knowledge within the school environment, rather than in the context of working life and workshop settings. This may be because some vocational teacher students are accustomed to training and teaching interns in these environments as part of their professional practice.

Continuing ‘reforming’ policies in teacher education internationally: what can we learn from current accounts?

ABSTRACT This article discusses common geopolitical issues, such as globalisation, decolonialisation, and economic pressure that affect the development of teacher education policy in England, Canada, South Africa, New Zealand, Russia, Israel, Jamaica, Portugal, Japan, Poland, and China. It goes on to describe these nations’ responses to these pressures and the challenges that they have and continue to face in developing their teacher education systems and building the profession. The article concludes with consideration of the ongoing struggle for the soul of teacher education, especially in England.

가치교육에 대한 유아교사의 인식 및 실행과 요구

Objectives In this study, we examined early childhood teachers' perceptions of value education and explored the implementation of value education in early childhood education institutions, and explored demands for value edu-cation improvement. Methods For this purpose, from May 21 to August 5, 2023, a total of 20 individual interviews were conducted twice per person for 10 teachers in kindergartens and daycare centers in Seoul and Gyeonggi for 4~5 year olds, and researcher journals, research participants journals, and other data were collected and analyzed. Results Early childhood teachers’ perception of value education was divided into ‘education to create a foundation for behavior’, ‘education for forming the right personality’, and ‘essential education for living together’. Also, early childhood teachers' value education implementation was divided into ‘reading values i n play and daily life,’ ‘informing various values through value activities,’ ‘transmitting value through modeling,’ and ‘continuing value education with family.’. In addition, the demands for improving value education for early childhood teachers were divided into ‘activation of value understanding education for teachers,’, ‘support for value education implementation materials for young children’, ‘providing a place for communication between teachers to share value education ex-periences’, and “support for improving parents’ and society’s perception of value education.” Conclusions This study is meaningful in that it understood how early childhood teachers perceive value education, how they implement value education, what their needs to improving value education by exploring early childhood teachers' perception, implementation, and demands of value education. Through this, it is expected to be provided as basic data to understand the practical measures of early childhood teachers for early childhood value education and prepare support measures for more effective value education implementation.

유아교육 전공 대학생들의 셀프리더십, 학습태도, 학업성취와의 관계에 대한 연구: 플립드러닝을 적용한 교직수업을 중심으로

Objectives As learner-centered teaching methods emerge as a new paradigm in education, the flipped learning approach is increasingly being utilized in universities. This study aims to identify the relationship between flipped learning attitudes and self-leadership among university students majoring in early childhood education, partic-ularly within teacher education courses. It seeks to determine which specific self-leadership strategies sig-nificantly influence learning attitudes and academic achievement. Through this analysis, the study intends to ex-plore the potential for effectively utilizing self-leadership in flipped learning in the future. Methods The subjects of the study were 61 first-year students majoring in Early Childhood Education at B University in Seoul. Data collection took place from March to June 2024. The collected data were analyzed using Jamovi 2.25 for correlation analysis, multiple regression analysis, and ANOVA. Results A positive correlation (r = .53) was found between flipped learning attitudes and self-leadership. Among the three self-leadership strategies, the constructive thought pattern strategies significantly influenced flipped learning attitudes. Differences between academic achievement groups were confirmed, particularly between the A-grade group and the B-grade group, in terms of flipped learning attitudes, self-leadership, and the constructive thought pattern strategies as a sub-strategy of self-leadership. Conclusions Self-leadership, particularly the constructive thought pattern strategies, plays an important role in the effective application of flipped learning and can enhance students' academic achievement. Instructors need to develop support measures that can strengthen this self-leadership for the successful implementation of flipped learning. The significance of this study lies in confirming the influence of self-leadership, especially the con-structive thought pattern strategies, in a flipped learning environment. Based on these findings, universities could establish strategies for teaching and learning and support students by utilizing self-leadership.

테크놀로지통합교육을 위한 체육 교사 교육 전략 탐색

The purpose of this study was to explore and suggest teacher education strategies that train physical education (PE) teachers effectively integrate technology into their teaching. To achieve this, the study first analyzed the various barriers that PE teachers may face when applying technology in PE settings. Next, strategies to overcome these obstacles were thoroughly examined from the perspective of teacher educators. Finally, the study suggested systematic and practical teacher education strategies aimed at developing teachers who are capable of implementing technology into PE class. The barriers to technology integration are broadly categorized into primary and secondary barriers. This paper focused on presenting strategies to overcome secondary barriers and proposes teacher education strategies that take into account various knowledge systems and levels of integration.

Examining the Implications of Islamic Teacher Education and Professional Learning: Towards Professional Identity Renewal in Islamic Schools

Teachers in Islamic schools are often required to navigate complex identities. They balance personal and/or school-based religious obligations with contemporary secular-based commitments to meet organisational demands for institutional compliance. Behaviourally, the motivations and attitudes of teachers play a vital role in shaping a learning environment that fosters a sense of community and caters to the needs of students. However, recent studies on Islamic education suggest a real struggle in managing such complexities. Consequently, scholars have called for specialized programs to counter such issues, focusing on the need for schools to renew their commitment to promoting educational values, principles and practices that are rooted in the Islamic tradition. Several higher education institutions have responded to this call by establishing programs in Islamic studies and Islamic education. Nevertheless, there is limited knowledge of the organisational and behavioural significance of such programs on the professional identity of teachers. Using semi-structured interviews, this article presents findings from four teachers who had completed a postgraduate qualification in Islamic education at an Australian university. The six-phase thematic data analysis, informed by Muslim identity and an Islamic worldview, revealed that secular teacher education provided participants with ‘a license to teach’ but lacked in ‘nurturing a purpose for teaching’. The findings also revealed a distinct connection between Islamic teacher education, professional learning and professional identity, whereby Islamic-based pedagogies ‘enlightened and empowered’ teachers toward becoming ‘faith-centred’ in their professional practice. While the study was limited to four teachers, it contributes knowledge to the Islamic education, organizational and behavioural fields of inquiry in two ways, by underlining that (i) the professional identities of Muslim teachers are shaped by a knowledge-seeking mindset, and (ii) Islamic teacher education and professional learning create pathways towards the renewal of teachers’ professional identities in Islamic schools.

Strategies for the Effective Implementation of Information and Communication Technology (ICT) in Colleges of Education, Enugu State

The purpose of this was to identify the effective strategies for implementing Information and Communication Technology (ICT) in Enugu State Colleges of Education. It assessed ICT implementation strategies in three colleges of education in Enugu State, concentrating on their scope, gender disparities, and techniques used across federal, state, and private colleges in the state. The study aimed to identify research variables based on behaviorist, cognitivist, and constructivist theories and their application in ICT and teacher education. The target population consisted of 2,500 100-level pre-service teachers from the three colleges of education. A proportionate stratified random sampling technique was used to select the sample from the three colleges of education in the state. 125 pre-service teachers participated in the study. The study used a descriptive survey research design, and pilot testing was conducted to ensure the validity and reliability of the questionnaire. The data were analyzed using both descriptive and inferential statistics using the Statistical Package for Social Scientists (SPSS). The results showed that ICT implementation in colleges of education is not fully utilized, resulting in low educational objectives. Based on the findings, it is recommended that the government, curriculum planners, in-service and pre-service teachers, and educational institutions be more proactive in adopting strategies that enhance the effective implementation of ICT in colleges of education.

A Path Forward: A Critical Race Mixed-Methods Study of Social Justice Teacher Education

Teacher preparation programs are being called to comprehensively engage preservice teachers (PSTs) in expansive learning about equity issues beyond one “diversity” course or superficial approach. Our interdisciplinary faculty collaborative within a Midwestern predominantly-white institution met this call by implementing a Critical Social Justice Teacher Education (CSJTE) framework, redesigning three foundational PST courses around social justice. We then conducted a critical race mixed-methods (CRMM) study to measure the impact upon PSTs’ social-justice dispositions and commitments to action in their future classrooms. The results yielded findings that were both expected and unexpected and present a path forward for critical social justice work in teacher education.

Ethnic studies and student development: Cultivating racially marginalized adolescents' critical consciousness.

There is debate around offering ethnic studies to high school students. Ethnic studies connects learning to students' lives and analyzes the workings of racism to construct avenues toward equity. As the debate unfolds, it is critical to examine ethnic studies' implications for youth development and the mechanisms that link it to student outcomes. One of ethnic studies' long-stated goals is fostering students' critical consciousness. Critical consciousness refers to critical reasoning around inequality (critical reflection), motivation to challenge inequality (critical motivation), and action taken to disrupt inequality (critical action). Little research has examined youth critical consciousness development within ethnic studies-a consciousness-raising system. Consequently, this longitudinal mixed-methods study examines students' critical consciousness development in ethnic studies and sheds light on the contextual characteristics (i.e., critical school socialization) that foster critical consciousness. Analyses of 459 ninth-grade students' (52% girls, 4% nonbinary; 1% Asian, 1% Black, 4% multiracial, 64% Latinx, 7% Native American, 15% described their own race, 7% skipped the question; Mage = 13.92) survey data, and focus group data with 19 students, revealed that ethnic studies-enrolled students grew more in their critical reflection than nonenrolled students. However, the quantitative data demonstrated decreasing critical motivation among all students, whereas the qualitative data suggested emergent critical motivation among ethnic studies-enrolled students. Furthermore, critical school socialization and teacher pedagogy were key to ethnic studies consciousness-raising. Altogether, this study highlights that ethnic studies fosters youth critical consciousness-a worthwhile outcome that should be considered in policy debates about ethnic studies. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

An educational needs analysis of sustainable dietary education for nutrition teachers: an application of the IPA, Borich needs assessment and The locus for focus model

Objectives: This study aimed to investigate the importance and performance levels of sustainable dietary education across the health, environment, and society domains as perceived by nutrition teachers and evaluate the needs and priorities for sustainable dietary education.Methods: An online survey was conducted for 151 nutrition teachers in Jeollanam-do. The survey included 20 questions across the health, environment, and society domains. The data were analyzed using a paired-sample t-test, the importance-performance analysis (IPA), the Borich needs assessment model, and the locus for focus model. Results: Overall, the average importance levels of the 20 items of sustainable dietary education were significantly higher than their average performance levels (4.44 vs. 3.68). The examination of each educational domain revealed that although the importance of education in the health domain was recognized and actively practiced by the nutrition teachers, the performance was comparatively lower in the environment and society domains. The Borich needs assessment and the locus for focus model identified education on biodiversity conservation, plant-based protein, and the use of local food as the top-priority group in the environment domain along with fair and ethical food, food security, regional food culture, food policy and trade, and family dining culture as the second-priority group in the society domain.Conclusions: The results of this study underscore the need to support the nutrition teachers’ perception and practice of sustainable dietary education in the environment and society domains. We believe that the educational needs and priorities proposed in this study will be considered in the future development and modification of sustainable dietary education programs.

The Impact of Aligning Kolb’s Experiential Learning Theory with a Comprehensive Teacher Education Model on Preservice Teachers’ Attitudes and Teaching Practice

The Impact of Aligning Kolb’s Experiential Learning Theory with a Comprehensive Teacher Education Model on Preservice Teachers’ Attitudes and Teaching Practice