Teacher Training Research Articles

English Language Teachers’ Perceptions and Experiences on Formative Assessment in Nepal

This study explores English language teachers’ perception of formative assessment, their execution in the classroom, and the opportunities and challenges they faced while implementing it. We employed narrative inquiry to investigate the formative assessment practices of teachers working in public schools in Kathmandu. Four teachers from two public schools were purposively selected. We interviewed them to derive in-depth information on formative assessment. Later, we analyzed the interview transcript thematically. The findings highlight significant obstacles such as teachers’ unpreparedness, infrastructure limitations, and alignment issues with curriculum guidelines. Despite these challenges, formative assessment positively impacts student learning outcomes by fostering engagement and personalized learning experiences. The study recommends targeted teacher training, resource allocation and policy alignment to optimize formative assessment practices in the public schools in Nepal.

Feminist Identity and Expression among Female Normal School Students in China

Female normal school students are a special group of university students with intersecting identities of "teacher trainee" and "female". Studies have found that women face gender dilemmas in their professional studies, career development, and social life. In the face of such dilemmas, feminist ideas have been widely disseminated, but people's feminist identity is still developing. Currently, there is still a research gap for Chinese female normal school students ' gender dilemma and their feminist identity. Therefore, through the literature review method, this study combs through the gender dilemmas of female teacher educators in their professional learning, career acquisition, and career development, delving deeply into their feminist identities and expressions. This study finds that the gender dilemmas of female normal school students stem from the student's lack of individual subjectivity, unequal opportunities in society, the "masculine policy" in school recruitment, the glass elevator effect in career development, and the social expectations of women's roles. Under the guidance of the teacher training program and the influence of women's self-awareness awakening, the feminist identity of female normal school students gradually manifests itself through teaching practice and social life. They are using their efforts to spread gender equality awareness and change the stereotypical image of female teachers.

Integrating Intercultural Communicative Competence in College EFL Teaching in China: Roles and Challenges for Teacher

Under the background of globalization, the necessity and importance of intercultural communication have become increasingly prominent. As one of the worlds major economies and a populous country, Chinas cultivation of talents with intercultural communication competence (ICC) deserves attention. This scholarly review examines the pedagogical implications and complexities faced by English language instructors in fostering ICC within Chinese tertiary education. Through a comprehensive analysis of both domestic and international scholarly literature, this investigation elucidates the conceptual framework, constituent elements, and significance of ICC. The study synthesizes existing research to illuminate the pivotal function of educators in facilitating intercultural competence within the English as a Foreign Language (EFL) instructional paradigm. The challenges in intercultural English teaching include an overemphasis on language and cultural knowledge at the expense of intercultural communication skills, excessive reliance on textbooks, and insufficient practical experience and training for teachers. To augment educators' ICC, it is crucial to enrich their knowledge base, amalgamate cultural education with language pedagogy, and refine training programs centered on intercultural communication.

Research on the Interactive Relationship Between the Development History of Education and Social Development in Modern China and the United States

The purpose of this article is to examine how social development and educational advancement interact in contemporary China and the US. It demonstrates the critical role that education plays in advancing social progress and how societal shifts impact the creation and application of educational policies through a thorough examination of historical data and current research findings. As the cornerstone of social development, education's transformation is often closely related to the socio-economic situation, cultural needs, and political background. In addition, this article also discusses the impact of educational cooperation and competition on the socio-economic development of the two countries in the context of globalization. With the opening up of the global education market, exchanges and cooperation between China and the United States in education concepts, curriculum design, and teacher training have become increasingly frequent. This not only promotes the development of education between the two countries but also provides new opportunities for bilateral economic cooperation. However, competition in the field of education has also prompted both countries to constantly reflect on and optimize their respective education systems to maintain competitiveness in the context of globalization.

Corpus-Based Approaches to Cuban Higher Education English Language Teaching and Teacher Training: Needs Assessment

Corpus-Based Approaches to Cuban Higher Education English Language Teaching and Teacher Training: Needs Assessment

Empathy beyond the classroom: transforming trainee teachers through direct interaction with adults with intellectual disabilities

Empathy beyond the classroom: transforming trainee teachers through direct interaction with adults with intellectual disabilities

The challenges of challenging behaviour: early childhood educators’ understandings of child behaviour and impact on occupational wellbeing

ABSTRACT Challenging child behaviours can disrupt teaching effectiveness in early childhood education and care (ECEC) settings, limiting the learning of the child exhibiting these behaviours and those of classmates. Challenging behaviours are also stressful for educators. We examine early childhood educator’s interpretations of children’s challenging behaviours and how these are associated with their occupational wellbeing. Analysing data from a national sample of Australian educators (N = 1291) we find those most likely to experience challenges are younger and less experienced. Applying attribution theory to code educator’s qualitative descriptions of challenging behaviour (N = 132), we find most (83%) see challenging behaviour as having a cause outside their professional responsibility, nearly half (42%) believed the problem was changeable, but few (12%) saw such change as within their control. Findings also indicated that behavioural policies determined at an organisational level were associated with low perceived control. We conclude there are three important actions required to support educators encountering behaviours that challenge: (1) targeting of supports for new entrants to ECEC, (2) increased focus on behavioural challenges in initial- and in-service teacher training, and (3) development of evidence-based resources targeted to specific presenting problems, rather than generalised organisationally determined behaviour management policies.

Assessing the Effectiveness of Current Mainstream English Teaching Methods in Economically Disadvantaged Regions of China

While extensive research has explored English teaching methods in urban China, their applicability and effectiveness in rural areas remain underexamined. This study addresses this gap by analyzing the challenges and effectiveness of mainstream methods such as Grammar-Translation Method (GTM), Communicative Language Teaching (CLT), and Task-Based Language Teaching (TBLT) in economically disadvantaged regions. The research utilizes theoretical analysis, drawing on secondary data from prior studies and applying frameworks like Krashens Input Hypothesis and Vygotskys Sociocultural Theory. It examines rural students' learning environments, including resource deficiencies, underqualified teachers, and limited English exposure. The findings indicate that while GTM is effective for improving grammar and reading, it fails to build communicative competence or sustain student motivation. CLT and TBLT show potential but are constrained by resource and expertise deficiencies prevalent in rural settings. The study concludes that integrating online technology, enhancing teacher training, and fostering community-based initiatives could improve the efficacy of English teaching in rural China, bridging the educational gap between urban and rural areas.

A Study of the Impact of Science and Technology in Education on Teaching and Learning Implementation

In the era of scientific and technological development, science and technology have also begun to enter the academic world, and more and more classrooms have begun to use science and technology to help teaching and learning. The impact of science and technology has received widespread attention, but the pros and cons of this still need to be discussed. This paper analyses the use of science and technology in classroom teaching. The analyses show that science and technology can break the limitations of traditional teaching and learning, which are reflected in the teacher's teaching methods, teaching techniques, and feedback. In addition, the use of technology can also enrich the classroom teaching form, expanding teaching resources. At the same time, there are many problems and challenges associated with the use of technology. Misuse of technology and low-quality technological environments pose significant challenges. Many teachers have low information awareness and poor IT skills. For this reason, this paper suggests that there is a need to examine the pros and cons of technology and to use it appropriately. On the part of teachers themselves, in-service teacher training and the promotion of information awareness or digital literacy are also needed.

Study on the Problems and Integration of Intercultural Education Development in the Perspective of Globalisation of Education

In the wave of globalization, intercultural education is seen as a vital bridge linking diverse cultures, but its promotion is not without challenges. Despite its widely acknowledged importance, practical implementation faces several issues, including conflicts arising from cultural differences in classroom management, difficulties merging local and foreign cultural elements, and the education system's limited capacity to embrace multiculturalism fully. This article conducts an in-depth analysis of these problems and identifies, through research, that intercultural education can facilitate the international reform of education systems and significantly improve education quality. As a necessary direction for education in a globalized world, intercultural education is critical in cultivating individuals with global awareness and intercultural competencies. To this end, institutions must prioritize enhanced curriculum design and robust teacher training programs. This study also reveals that the implementation of intercultural education varies widely across regions, with noticeable disparities and imbalances. To address these challenges, the article introduces an innovative and inclusive education model aimed at overcoming cultural barriers, fostering global cultural coexistence, and charting a new course for the future of intercultural education.

An educational beit midrash as a bridge between religious and secular identity

This qualitative-phenomenological study presents the contribution of the educational beit midrash, a setting that is centered on a multidimensional engagement with Jewish and modern Hebrew texts. This unique preoccupation with Jewish canon texts also expresses educational-pedagogical innovation because it is neither bound by the religious-orthodox study limitations nor subject to predetermined educational goals. The research tool was an in-depth interview, conducted with 17 Bible teachers. Content analysis revealed three innovative realms of the educational beit midrash – pedagogical space, instruction, and learners. The pedagogical realm is pluralistic and egalitarian, based on collaborative interdisciplinary learning and listening. Instruction is characterized by professional freedom, and the learners’ realm reveals a varied learners community that enjoys introspection, individual and subjective thinking, and forming a Jewish-Israeli identity and belonging to the immediate and broader community. These research findings are significant for both teacher training and professional development, and the beit midrash method may enable a deep, inquisitive, and formative experience of intellectual dialogue.

Pre-Service Special Education Teachers’ Perceptions of Applying Technologies in Education

The role of technology in special education is of great significance, yet few studies have targeted pre-service special education teachers as users of educational technology. The aim was to explore such teachers’ technology perceptions: (a) purposes of and reasons for applying technologies in education; (b) factors they see affecting the use of technology in education; and (c) how these perceptions evolved between 2017 ( N = 111) and 2022 ( N = 86). The perceptions of students in two cohorts were investigated with quantitative and qualitative methods. Quantitative results indicated that students’ perceptions of applying technologies for various educational purposes became more positive in the 2022 cohort. All students saw multiple factors affecting the use of technology in education. Qualitative results showed students’ multiple considerations regarding both educational purposes and advancing factors. The results suggest that teacher training should provide knowledge, examples and authentic learning experiences with different technologies for the purposes of special education.

Family aggression and domestic abuse cause psychotic trauma to female students: insights from Pakistani schools and community

Purpose The purpose of this study to explore the teacher’s perception about family aggression and domestic abuse that can cause students psychotic trauma. Also, this article will further highlight the mitigating strategies for teachers to overcome those challenges which they faced while dealing with such female students. Design/methodology/approach In this exploratory study, a qualitative data collection tool semi-structured interviews were used. This research interviews were conducted from public school teachers of Pakistan. For data analysis thematic analysis approach was used to answer the targeted research questions. Findings The findings of the study reveal that the family aggression and domestic abuse have severe negative effect on female students’ mental health which cause them trauma and also negatively impact of their educational progress and overall growth. Also, several challenges have been identified from the findings such as difficulty in identification of such female students, lack of support and counselling skills and social constraints. Similarly, this study also suggests some interventional and mitigating strategies to overcome these challenges faced by teachers such as, awareness sessions for parents and society, teachers training for such skills, including such contents in curriculum etc. Practical implications The results of the current study are beneficial for the teacher and school administration to handle such female students they are affected due to abuse and domestic violence and improve their mental well-being and growth. Originality/value This is a unique study because there is very limited research done in the context of Pakistan which addresses this burning social issue, particularly adding the voices of teacher’s about identifying and dealing such female students they are victim of family aggression and domestic abuse.

Heuristic Processes and the Development of Metacognition in Mathematics Teaching and Learning

Objectives: This study aims to explore the conceptual and procedural elements of using heuristics in the teaching of Experimental Sciences and their impact on strengthening students' cognitive and metacognitive competencies. Heuristic strategies such as analogy, working backward, and problem segmentation are analyzed to determine their role in metacognitive development. Theoretical Framework: The theoretical framework emphasizes heuristics as a set of methods and strategies that foster discovery and problem-solving. These tools are essential for promoting active and reflective learning, as well as addressing current academic and professional challenges. Methodology: This study adopts a qualitative-descriptive approach based on action research. Heuristic strategies applied in educational contexts were analyzed through interviews with students and teachers, along with systematic classroom observations. Results and Discussion: The findings reveal that integrating heuristic processes into teaching enhances the understanding of complex concepts, fosters autonomous learning, and promotes critical reflection among students. Additionally, teacher training in these strategies is identified as crucial to maximizing their effectiveness in educational settings. Research Implications: This study highlights the importance of incorporating heuristic strategies into educational programs to strengthen students' metacognitive competencies and improve reflective learning. Future research should explore the adaptability of these strategies across different cultural and educational contexts. Originality/Value: This work stands out for its detailed analysis of heuristics as a key tool in developing metacognitive competencies. It provides empirical evidence supporting the relevance of these strategies for education in Experimental Sciences and offers a conceptual foundation for future research.

Self-Adaptation Management of Thailand Students in the Teacher Training Program at Islamic Universities in Indonesia

This research aims to understand the self-adaptation management of students from Thailand who are pursuing teacher training study programs in Indonesia. The focus of the research includes: 1) cultural differences between Thailand and Indonesia that affect students' self-adaptation, 2) the self-adaptation strategies used by Thai students, and 3) their expectations for self-adaptation management at the university. The method used was qualitative with a narrative inquiry approach through interviews and observations of 9 respondents. The results showed that Thai students at the Islamic University of Indonesia observed cultural differences in social values, norms, and religious aspects that influenced social interaction, responses to authority, and understanding of dominant cultures as well as lifestyles and perceptions of time. They develop adaptation strategies through Indonesian language courses, international communities, technology, lecturer guidance, and local friendships. Students expect the university to provide orientation programs, guidance, comfortable dormitories, cultural exchange, inclusive activities, and community support, as well as ensure the quality of higher education, competent lecturers, and relevant curriculum. This research provides insights for universities to develop more effective orientation and mentoring programs and shows the importance of technology support in the adaptation process. The limitation of this study is that its scope is limited to one university with a small number of respondents, so it is recommended for future research to include more universities and a wider range of respondents for a more comprehensive understanding. Keywords: Students, International, Environmental Adaptation, Universities, Indonesia.

Using geographic interviews to conduct community assessments—insights for MSW pedagogy

ABSTRACT Social work is predicated as a person-in-environment profession, but few tools presently exist for students to operationalize person-in-environment through assessment and systematic understanding. Geographic interviews, which combine spatial mapping and qualitative go-along interviews, are one possible tool with promise for application in the social work classroom. This teaching note describes the process of integrating geographic interviews as one data collection method MSW students could utilize in a community assessment assignment. We share learnings from student assignments (N = 8) and instructor focus groups (N = 4). We found that while there was a high level of student and instructor interest, the unfamiliarity of the tool and perceived time required meant that some students did not choose to use the tool. When they did use the tool, they found it valuable for their learning; however, many students did not use the tool to expected fidelity. We suggest the need for more substantial training of students and instructors when using this valuable tool, including examples, practice assignments, and suggestions for intentional adaptation.

Capacitação digital em Portugal

The digital training of teachers in Portugal, established in the Action Plan for the Digital Transition, resulted from a joint process between the Directorate-General for Education and the Training Centres of School Associations. This study aimed to identify teachers’ perceptions of the effects of continuous training in digital skills on their professional performance. Data was gathered between May and June 2023 through a questionnaire survey and analysed/ /interpreted using statistical procedures that included central tendency and dispersion measures. The questionnaire was answered by 324 non-tertiary teachers who were former trainees of workshops promoted by a training centre in the Alentejo region between 2021 and 2023. The results revealed that, in general, the perception of the effect of the training on professional performance was positive, showing greater use of digital technologies for innovating pedagogical practices, adapting teaching strategies, choosing teaching resources, creating or adapting digital resources, improving interaction between students, collaboration between peers, guidance according to learners’ needs and guaranteeing access to the resources and activities on offer.

Evaluation of the Implementation of Project-Based Curriculum for the Development of 21st Century Skills in Students

This study evaluates the implementation of a project-based curriculum aimed at fostering 21st-century skills in students. As the demands of the modern workforce shift towards critical thinking, creativity, collaboration, and communication, educational institutions are increasingly adopting project-based learning (PBL) as a pedagogical approach. This research employs a qualitative methodology through literature review and library research, synthesizing findings from various academic sources to assess the effectiveness of PBL in cultivating these essential skills. The study highlights the theoretical framework underpinning PBL, emphasizing its role in creating authentic learning experiences that mirror real-world challenges. Key components, such as student autonomy, interdisciplinary learning, and reflective practices, are explored to understand their contribution to skill development. Results indicate that while PBL significantly enhances problem-solving abilities and collaborative skills, its successful implementation depends on factors such as teacher competence, resource availability, and institutional support. Moreover, the study identifies potential barriers, including inconsistent assessment methods and resistance to change within traditional educational structures. This paper concludes by offering recommendations for improving PBL integration, advocating for comprehensive teacher training programs and the establishment of clear assessment criteria. By bridging the gap between theoretical insights and practical applications, this research provides valuable contributions to the discourse on 21st-century education, paving the way for more dynamic and effective teaching practices that align with global educational standards.

Process evaluation of Project Daire: a food environment intervention that impacted food knowledge, wellbeing and dietary habits of primary school children

BackgroundProject DAIRE was a randomised-controlled, factorial design trial which aimed to improve children’s health-related quality of life, wellbeing, food knowledge and dietary habits via two multi-component interventions: Nourish and Engage. Nourish was an intervention aiming to alter the school food environment, provide food-based experiences and expose pupils to locally produced foods. Engage was an age-appropriate cross-curricular food education intervention incorporating food, agriculture, nutrition science and related careers. The purpose of this study was to conduct a process evaluation to evaluate DAIRE implementation, mechanisms of impact (MOI) and context to elucidate trial results, and inform scalable implementation of the DAIRE approach for successful future rollout.MethodsThe Medical Research Council’s (MRC) framework for process evaluation was followed. Formal (questionnaires designed for process evaluation) and informal (researcher records and communications) methods were used to collect quantitative and qualitative data during the DAIRE trial in relation to process evaluation. Quantitative data were analysed using descriptive statistics and qualitative data via thematic analysis to identify key themes.ResultsFifteen schools and 983 pupils (n = 495 6–7 year olds/Year 3 and n = 488 10–11 year olds/Year 7) were recruited for the 6-month DAIRE intervention; a 100% retention rate was observed at the school level and the interventions had a high level of pupil and teacher acceptability. Nourish schools delivered a higher mean dose of intervention elements (61.4%) than Engage (50%) schools but, overall, mixed implementation of both interventions occurred. DAIRE produced change through four key MOI: social learning, experimental learning, interactive engaging content and real-life connections. Lack of time was the main contextual barrier to implementation and lack of financial cost to schools indicated as a potential facilitator.ConclusionsThis process evaluation helped to identify important findings related to implementation, MOI and context. The most effective elements of the interventions which should be maintained include provision of interactive and engaging intervention elements at no financial cost to the school. Findings also identified suggestions for improvement including provision of increased teacher training, support and planning time, content reduction to facilitate easy integration, and implementation across the full academic year. A sustainable funding and resourcing mechanism is required for successful future roll-out across the UK and beyond.Trial registrationsThe original trial referenced in this process evaluation is registered as follows: National Institute of Health (NIH) U.S. National Library of Medicine Clinical Trials.gov (ID: NCT04277312; retrospectively registered 11th February 2020).

A FORMAÇÃO DE PROFESSORES E AS COMPETÊNCIAS DO SABER DOCENTE

The texts, presented here: Modes of Constitution of Brazilian Teaching: Traditionalism, Technical Competence and Good Practices, by Renata Porcher Scherer and The formation of teachers and theories of teaching knowledge: contexts, doubts and challenges, by Wanderson Ferreira Alves, bring at the heart of their questions, respectively, clarify which practices of Brazilian teaching, in pedagogical literature, can be observed in the mid-twentieth century and analyze studies on the knowledge of teachers as well as their training in Brazil. The central idea of the first text is to map evidence regarding the research conceptions on teaching in basic education that predominate in Brazil. This time, three trends are mapped: the articulations between teaching and traditionalism, in the 1960s; the debates around technical competence and political commitment, in the 1980s and the centrality of teachers' practice, in the 1990s. The central core of the second text, however, is to understand, in a more elucidated way, how the authors involved in the formation of teachers have understood this new way of engaging, contemplating and persecuting the teacher's work. Such writings have three dimensions: epistemological, political and professional. The first guides several authors in the field of studies on teaching knowledge, especially in discussions about reflective-practice. The second concerns its ramifications and political significance. The third is expressed in its possible consequences for the teaching profession. It concludes by pointing out the need to pay attention to three issues in the debates on the knowledge and training of teachers in Brazil: the risks of, contradictorily, obtaining an even more alienated teacher; the problem of the quality of debate in the educational field; and, finally, the importance of improving the relationship between the national theoretical tradition and international literature.