Teacher Preparation Research Articles

The Readiness of Islamic Religious Education Teachers to Enter The Era of Industrial Society 5.0

The challenges of entering the era of Society 5.0 require people to face more complex challenges. These changes have both positive and negative impacts. In connection with the progress of Society 5.0, educational institutions have new challenges, namely not only making their students academically ready but also printing them with character. The development of the world of communication today requires people to face various complex challenges. The era of society 5.0 has an impact on all human life, both positive and negative. In this context, educational institutions are expected to be pivotal in addressing the challenges. This can be achieved by equipping students with a comprehensive understanding of religious studies. This research is included in library research using the content analysis method. This research used the following procedures: Preparing tools, preparing the work bibliography, timing, analysis, and compiling research notes. The data in the study were obtained from literature in accordance with the research topic. The new concept emerges, intact and up-to-date, from the collected and processed data. This includes gathering references manually and digitally. This research indicates that educators must prepare themselves to face the challenges of the Society 5.0 era. This preparation should entail two key areas of focus, namely character education, which at least includes five characters: religious, independent, nationalist, integrity, and cooperation, and links learning with critical thinking skills.

FORMATION OF FOREIGN-LANGUAGE COMMUNICATIVE COMPETENCIES OF STUDENTS OF PROFESSIONAL PRE-HIGHER EDUCATION INSTITUTIONS

In the article, the author analyzed the pedagogical conditions for the formation of foreign language communicative competences in institutions of professional pre-higher education in the process of teaching students of 121 program subject area – Software Engineering. During the study, a comprehensive approach was used, including a deep analysis of psychological and pedagogical literature: the study of scientific papers, articles and other sources of information on the topic under study. Analytical work with information sources: synthesis and systematization of acquired knowledge, clear formulation of key concepts and aspects of the topic. It has been established that modern employers expect software engineering professionals to have not only deep technical knowledge but also a high level of English language proficiency. This includes the ability to work with English-language technical documentation, communicate effectively in international projects, and write professional documentation in English. This is especially true for professionals studying at institutions of professional pre-higher education. Foreign language training should be aimed at developing the communication competencies necessary to work effectively in an international environment. The author identifies the main pedagogical conditions, in particular, the formation of motivation in future IT specialists to learn foreign languages; systematic use of digital interactive technologies as a means of forming foreign language communicative competences; creation of professionally oriented teaching and methodological support (in particular, workbooks in in English for professional purposes for each semester); readiness of foreign language teachers to use professionally oriented teaching and methodological support.

Technology readiness and implications for higher education in Universities in North-Central Nigeria

The fourth industrial revolution emphasises classroom innovation with digital and smart technology. It examined students' preparation for technology-driven education in higher education and the fourth industrial revolution. A descriptive survey research design was adopted for this study. The population consisted of students from tertiary institutions, while the target population included university undergraduate and postgraduate students in universities in North-Central Nigeria. The sample comprised five hundred and seventy students across three types of institutions in Nigeria (i.e. private, state, and federal-owned institutions), drawn using proportionate and cluster sampling techniques. Data were collected using a researcher-designed and validated questionnaire with an overall reliability index of 0.86. The collected data were analysed descriptively, and non-parametric inferential statistics were tested at a 0.05 level of significance. Students were ready to use educational apps for studying, engage with immersive tech tools while learning, learn about IoT as part of their learning trajectories for 4IR compliance, embrace many technological innovations while learning, and engage in lifelong learning. Moderately technology-ready students had significant gender, age, institution, and degree of study demographics. Also, given the contemporary 4IR reality, pupils were somewhat ready for technology-enhanced education and positively inclined toward technology-driven abilities. Group dynamics are crucial to preparation. Therefore, it is recommended that students be given the opportunity to improve their technical abilities to prepare them for meaningful teaching and learning. This can be done by investing in technology, training students, and passing regulations that support worldwide competitive online learning.

The Impact of Digital Technology on Learning and Teaching: A Case Study of Schools in Durrës, Albania

The incorporation of digital technology in education has become more widespread, offering the potential to transform conventional teaching methods and improve student learning experiences. This study investigates the influence of digital technology on the process of learning and teaching in Albanian schools. This study used a mixed-methods approach to examine the benefits, difficulties, and overall efficacy of digital tools in educational environments. This paper provides a comprehensive literature analysis to examine the global trends and issues related to digital technology in education, with a specific focus on developing nations. It emphasizes the distinct socio-economic and infrastructural difficulties encountered by Albania, a developing country endeavoring to improve its educational system. Survey responses from a diverse selection of 10 educational institutions in Durrës, Albania provided numerical data. Quantitative data collection involved conducting questionnaires with students of different ages, which allowed for a comprehensive understanding of their experiences and perspectives. The results demonstrate that the use of digital technology greatly improves student engagement and academic achievement. Schools that integrated digital technology into their curriculum achieved higher exam scores than schools that did not. Nevertheless, the research also highlights notable obstacles such as limited infrastructure, unstable internet access, and inadequate teacher preparation that impede the efficient utilization of digital resources. It is necessary for teachers a significant inclination for additional training and assistance, while students demonstrated a preference for digital learning tools over conventional techniques, citing heightened enthusiasm and involvement. This study provides policy proposals to effectively solve the highlighted difficulties and improve the incorporation of digital technology in Albanian schools. These include increased financial resources for improving infrastructure, comprehensive programs for educating teachers, and the establishment of a supportive framework to maintain digital integration endeavors. In summary, this study offers a comprehensive analysis of the impact of digital technology on educational achievements in Albania, making a significant contribution to the wider discussion on digital education in developing nations. The results emphasize the revolutionary capacity of digital tools in education while emphasizing the critical necessity of resolving structural obstacles in order to fully achieve this promise. Received: 14 July 2024 / Accepted: 2 October 2024 / Published: 05 November 2024

UNVEILING FACTORS INFLUENCING RESEARCH HESITANCY AND LIMITED RESEARCH ENGAGEMENT AMONG FILIPINO BEGINNING TEACHERS

This descriptive qualitative study explores factors contributing to research hesitancy and limited research engagement experienced by Filipino beginning teachers. By employing in-depth individual interviews and a virtual focus group discussion, the study gathered insights from 21 purposively selected beginning teachers. Participants were required to meet all inclusion criteria to be part of the study. Template analysis was used to interpret the data gathered. The participants highlighted poor research foundations, demanding work conditions, lack of mentoring, perceived lack of professional competence, and preoccupation with personal issues as factors contributing to their research hesitance and limited research engagement. A significant finding revealed that many beginning teachers are preoccupied with personal issues, which often hinder their ability to balance personal and professional responsibilities. This highlights the complex interplay between personal struggles and professional challenges that novice educators face, an underexplored area in research. Studying the topic qualitatively allowed for a deeper understanding of these various challenges, bringing to light personal and professional struggles that may not have been fully captured through quantitative methods alone, providing a more complete picture of the issue. Findings also suggest a need for targeted interventions, such as enhanced research instruction, structured mentoring systems, manageable teaching responsibilities, and in-service training, to empower and support beginning teachers in their research journey. This study has significant implications for teacher preparation programs and school administrators, aiming to foster a research-oriented culture and enhance research engagement among early-career educators. Further investigation into how personal issues affect research skills development could help design more effective support strategies.

Playful Activities to Develop Mathematical Thinking in High School Children

The research focused on analyzing how a program of playful activities influences the development of mathematical thinking in early childhood children who attend the preparatory education level, a process of transition between mathematical notions and the basic contents of this area of knowledge. The study used a quantitative methodology and quasi-experimental design based on the comparison of an experimental and a control group. The study population included 70 students aged 5 to 6 years. Initially, a diagnosis was applied based on the mathematical thinking questionnaire that obtained a reliability level of A=.855, through which shortcomings were evidenced in both groups. The final results showed a significant improvement in the experimental group, while the control group showed no significant changes.

Standar Persiapan Pendidikan dan Pelatihan (Diklat) (Studi Kasus di Badan Pengembangan Sumber Daya Manusia Provinsi Kalimantan Tengah)

The purpose of this study is to determine the standard of preparation of education and training in the BPSDM institution of Central Kalimantan Province. What preparations are made by the Central Kalimantan Province BPSDM institution in preparing or planning training activities. The research method used in this research is qualitative with data collection techniques through observation, interviews and documentation. The research was conducted at the Central Kalimantan Province BPSDM office. The results of this study indicate that the standard of training preparation carried out by the Central Kalimantan Province BPSDM institution is very structured starting from planning activities, analyzing needs, determining training objectives, administrative preparation, educational preparation and organization .

Integration of interdisciplinary connections between chemistry, physics, and biology in the education of secondary school students

The incorporation of interdisciplinary connections is a key element of contemporary education and plays a crucial role in the development of secondary school students. The purpose of the study is to analyze the features of the introduction and influence of interdisciplinary education on the study of physics, chemistry, and biology in the secondary school. To achieve research goals, various works of authors were used, who studied the issues of interdisciplinary connections of natural sciences, as well as such methods: generalization, survey, and axiomatic. The results of the work determined that interdisciplinary education of schoolchildren in Kazakhstan plays an important role in the development of complex and critical thinking, as well as the ability to apply knowledge in various contexts. This approach to learning integrates physics, chemistry, and biology to help students see the connections between them and apply what they have learned to real situations. As a result of the analysis, it was found that the implementation of interdisciplinary connections had a positive effect on about 90% of schoolchildren who, within the framework of this educational paradigm, learned to develop integrative abilities, the ability to see the relationship between subjects, apply analytical and creative skills, and work in a team. Moreover, the study highlighted that interdisciplinary education fostered greater student motivation and enthusiasm for learning, as it provided a more comprehensive understanding of how their subjects could be applied in practice. However, the research also identified several challenges, with the most significant being the insufficient preparation and readiness of teachers to engage in collaborative and integrated teaching activities.

Human resource management of Physical Education teachers for students with special needs in inclusive schools

This study used the systematic literature review to explore articles related to human resource management and physical education teachers who work with students with special needs in inclusive schools. Data were obtained from articles searched through Google Scholar. The keywords used were ("Human Resource Management" OR "HR Management") AND ("Physical Education Teacher" OR "PE Teacher") AND ("Special Needs Students" OR "Students with Disabilities" OR "SEN Students") AND ("Inclusive Schools" OR "Inclusive Education"). The search focused on articles published in Scopus-indexed journals between 2019 and 2024. During the search, inclusion and exclusion criteria were applied. The initial search generated 17,400 articles. Furthermore, the articles were screened again in several stages, and 16 articles that fit the theme and met the inclusion requirements were yielded. During the article selection, this study followed the PRISMA guidelines. The results of this study showed that inclusive education presents significant challenges in human resource management, especially regarding the readiness and competence of physical education teachers. For example, the teachers did not receive sufficient training in inclusive methodologies, leading them to feel underprepared for the diverse needs of students. Thus, comprehensive training that covers theory and hands-on practice was identified as a solution. Teachers with more in-depth training and experience showed more positive attitudes and abilities. In addition, adjustments to teaching methods and effective use of technology, with school support and collaboration between teachers, staff, and parents, were key to success. Furthermore, policy changes and adequate resource allocation were also crucial. Periodic evaluation of inclusive practices was necessary to ensure continuous development. Thus, increased training, supportive policies, and ongoing support from the government and schools were necessary to achieve effective, inclusive physical education.

Science in the Language of the Heart: Ukrainian Language and Literature in the New Ukrainiian School as a Driver of STEM Development

The article outlines the pathways for integrating STEM disciplines into the planning of Ukrainian language and literature lessons in secondary education institutions within the framework of the New Ukrainian School. It substantiates the growing need for interdisciplinary approaches that foster the development of core competencies while considering the advantages, potential risks, and limitations of the proposed methods. The emphasis is placed on the importance of combining humanities with natural and mathematical sciences to enhance students' understanding of a holistic worldview, illustrating the need to avoid focusing solely on one aspect of development (so-called «humanitarians» and «technocrats»). The article offers theoretical and practical recommendations for developing STEM projects that engage students in creative literary exploration through applying scientific principles and doctrines. The effective combination of STEM education principles with the field of philology enables the creation of a dynamic and effective educational environment where students perceive the interconnectedness of knowledge, develop a well-rounded intellect, and receive foundational preparation for higher education. Methods of linguistic analysis of scientific texts are discussed, demonstrating how language skills can be enhanced through scientific discourse. To illustrate the material, approximate schemes for planning integrated lessons with specific examples from both linguistic-literary and scientific perspectives are provided. To improve understanding and engagement of modern students, emphasis is placed on using digital tools and platforms that ensure integration, including online resources, interactive modeling, multimedia content and artificial intelligence. The necessity for alignment among educators of various disciplines is evident to ensure a fair assessment of proficiency in the state language and scientific literacy, which is a crucial issue during wartime when language matters become increasingly prominent, alongside scientific and mathematical literacy, for building an intellectually developed country.

Global Experience in Using Immersive Technologies in Geography Lessons

The article explores the global experience of implementing immersive technologies, such as virtual (VR), augmented (AR), and mixed reality (MR), to enhance interactive learning and boost student motivation in studying geography. It provides an overview of various types of immersive technologies and their application in the educational process of institutions in Australia, Asia, North America, and Europe. It is determined that immersive technologies involve the integration of virtual content with the physical environment, allowing users to interact with mixed reality. In the course of such interaction, virtual elements are perceived as an integral part of the surrounding environment, gradually blurring the boundaries between physical and virtual reality. The advantages and challenges of using immersive technologies are outlined, particularly issues related to students' comprehension of educational material, the cost of equipment, and the preparation of teachers to work with these technologies. The article also analyzes the prospects for the development of immersive technologies in the education sector, specifically the potential for integrating these tools from various fields into education.

Blended Learning for Skill Development in EFL Teacher Preparation

Background: Blended learning, which integrates online and face-to-face instruction, is increasingly essential in teacher education, especially for English as a Foreign Language (EFL). Gap: Research is limited on its specific effectiveness in building EFL pedagogical skills. Aim: This study examines whether blended learning better supports teaching success for EFL prospective teachers than traditional methods. Results: Blended and face-to-face methods equally boost educational success, but the blended approach better prepares future teaching skills. Novelty: This study reveals blended learning's unique value in EFL teacher preparation. Implications: Institutions should adopt blended learning to enhance adaptive teaching skills for modern classrooms. Highlights: Blended learning enhances teaching skills by combining online and face-to-face methods. This approach uniquely prepares EFL teachers for modern, adaptive classrooms. Institutions should integrate blended models for effective teacher development. Keywords: Blended Learning, EFL Teacher Training, Pedagogical Skills, Educational Success, Hybrid Teaching

The Use of Interactive Teaching Methods in Educational Institutions

The article is dedicated to the study of the use of interactive teaching methods in educational institutions and their impact on the effectiveness of the learning process. In the context of dynamic changes in society and the rapid development of information technologies, the education system requires new approaches to teaching that foster active student engagement and the development of critical thinking, creative abilities, and communication skills. Interactive teaching methods, which involve dialogic interaction between participants in the educational process, open new opportunities for improving the quality of knowledge acquisition and the development of practical skills among young people. The article analyzes theoretical and practical approaches to the implementation of interactive methods in the educational process. In particular, various forms of interactive work are considered, such as group and paired activities, discussions, role-playing games, problem-based learning, and the use of interactive technologies (multimedia tools, online platforms), among others. Special attention is given to methods that enhance learning by promoting student collaboration, teamwork skills, decision-making under uncertainty, and problem-solving abilities. The article also emphasizes the advantages of interactive methods compared to traditional teaching approaches. It has been found that interactive learning leads to deeper comprehension of the material, increases student motivation, reduces passivity in the learning process, and develops the ability to apply knowledge in practice. However, it also highlights the need to adapt interactive methods to specific educational conditions and student populations, as well as the importance of adequate teacher preparation. The article provides recommendations for the effective use of interactive methods in the educational process, including the integration of interactive technologies in school and higher education, teacher professional development, and the incorporation of modern information technologies.

Pedagogical and Social Transformations in Post-Apartheid Mathematics Education

This special issue addresses the complexities of mathematics teaching and learning in post-apartheid South Africa by exploring themes such as pedagogical reasoning, decoloniality, rural education challenges, and teacher preparation. It contributes to the ongoing dialogue on mathematics education's role in social transformation, enhancing the body of knowledge and deepening practitioners' understanding of its impact.

Strategi Penerapan Media Pembelajaran Sesuai Perspektif Kurikulum Merdeka di MAN Binjai Sumatera Utara

This research aims to explore: First, evaluate the level of understanding and ability of MAN Binjai teachers in implementing learning media that supports the principles of the Independent Curriculum. Second, knowing the strategies that can be implemented to optimize the use of learning media in accordance with the Independent Curriculum at MAN Binjai. Third, knowing the obstacles faced in implementing learning media at MAN Binjai, knowing the strategies that can be implemented to optimize the use of learning media in accordance with the Independent Curriculum at MAN Binjai. This research method is a qualitative type with a descriptive approach. The instruments used in this research were observation, interviews and documentation studies. The location of this research is MAN Binjai, North Sumatra. This research data analysis uses three steps, data reduction, data presentation and conclusion drawing. The research results show that: First, the implementation of the independent curriculum at MAN Binjai includes the implementation of intracurricular learning, extracurricular learning, and the Pancasila Rahmatan Lil Al-Amin (P5RA) Student Profile Strengthening Project. This independent curriculum emphasizes freedom to think, innovate, learn independently and creatively, as well as the freedom to feel happy. Second, the planning strategy for using interactive digital learning media at MAN Binjai begins with intensive training for teachers to integrate technology in their teaching process. The use of digital media also helps students develop technological skills which are very important in the modern era. The research results show that the use of interactive digital learning media at MAN Binjai has increased student engagement, expanded access to learning, and developed their digital skills. Third, the obstacles faced by Technological Infrastructure: One of the main obstacles is the availability of adequate technological infrastructure. Training Limitations: Despite intensive training, there are still challenges in obtaining adequate training for all teachers. Teacher Readiness and Willingness: Not all teachers have the same readiness in adopting and integrating digital learning media. Insufficient Content: Sometimes, the availability of appropriate and quality content to support project-based learning can be a challenge. Time Limitations: Implementing interactive digital learning media requires additional time for preparation and development of learning content. Student Engagement: While digital learning media can increase student engagement, there are also challenges in ensuring that all students can access and use the technology effectively.

Building robust teacher-led professional learning communities for computer science educators: Insights from CSTA chapters in the U.S.

The rapid expansion of K-12 computer science education highlights the urgent need for well-prepared teachers. The Computer Science Teachers Association (CSTA) facilitates the development of local teacher professional learning communities (PLCs) through CSTA chapters. This study investigated the types of support CSTA chapters provide, how teacher leaders establish local PLCs and engage teachers of computer science, and the challenges encountered in this process. The investigation included multi-year focus group interviews with chapter leaders and teacher member surveys. The findings reveal that CSTA chapters serve as vital resources of professional support, amplify teachers’ voices, and nurture their professional identities in teaching computer science. This study provides a nuanced understanding of local PLCs for computer science educators, informing future endeavors in teacher preparation and development.

PREPARATION FOR EDUCATIONAL ACTIVITY BASED ON DEVELOPING CRITICAL THINKING OF FUTURE PRIMARY CLASS TEACHERS

This article discusses the types of critical thinking, critical thinking in the preparation of future primary school teachers, and critical thinking is the concept of objective thinking, which combines various types of human intelligence.

Readiness and efforts of civics teachers in developing literacy and numeracy skills

This research aimed to assess the readiness and efforts of civics teachers in developing literacy and numeracy skills. For data collection, qualitative methods including surveys and interviews, were employed. A total of 38 civics teachers from junior high schools in Pacitan Regency, Indonesia were selected based on gender, teaching experience, and certification. The data was analyzed using both qualitative narrative and quantitative descriptive analysis, employing percentages. The results showed that civics teachers demonstrated moderate proficiency in literacy skills, while their numeracy abilities were considered sufficient. In addition, teachers exhibited a greater readiness for literacy-oriented learning compared to numeracy. The efforts made by teachers encompassed four aspects, namely i) collaborating with colleagues and implementing student-centered collaborative learning, ii) developing a culture of literacy and numeracy through training and discussions, iii) seeking out learning resources and media that supported literacy and numeracy, and iv) promoting reading, annotating texts, and analyzing numeracy-related readings.

초등 예비교사의 조성감과 박자감에 대한 자기 효능감 향상을 위한 교수학습 지도방안

The purpose of this study is to propose a teaching and learning guidance that can improve the sense of tonality and rhythm of primary pre-service teachers. To this end, we first investigated the degree of efficacy of the elementary preparatory teachers' sense of rhythm and tonality, and after inserting the teaching and learning guidance plan developed to improve the sense of rhythm and tonality, the changes in the efficacy of the senses of rhythm and tonality of the elementary preparatory teachers under study were confirmed. As a result of the introduction of the teaching and learning guidance plan, the proportion of pre-service teachers who responded that their self-efficacy related to rhythm improved from 35.8% to 44.8%, and the efficacy of changes in tonality-related cognition also improved from 25.2% to 37.4% of the study subjects. Therefore, it was confirmed that the teaching and learning guidance plan assigned to the elementary preparatory teachers under the study contributed to the improvement of their sense of rhythm and tonality, and based on this, each singular teaching and learning guidance plan was proposed to improve the sense of rhythm and tonality of the primary preparatory teachers.

Peculiarities of developing the cognitive-prognostic component of future teachers’ soft skills

Introduction. In the modern vocational education system, there is a significant shortage of highly qualified and competent teachers who are able to teach students effectively and prepare them for real professional challenges. Convergence in education and industries places new demands on vocational teacher education, who must have developed soft skills necessary for professional development. A new methodology and procedures for their formation at university is needed, which is an important research problem in the field of quality training of mid-level specialists for the modern labor market and ensuring the competitiveness of graduates. The purpose of the study is to identify the characteristic features of developing cognitive-prognostic component of future teachers’ soft skills. Materials and Methods. The study follows the creative-prognostic and personal-narrative approaches. Through theoretical methods, the essence, structure, and content of soft skills for vocational teachers were identified and described: the method of conceptual, terminological and comparative analysis, content analysis, discursive reflection, system analysis, and modeling. In order to test the effectiveness of cognitive-prognostic component of soft skills development, a number of empirical methods were used, in particular: observation, questioning, testing, expert assessment and statistical methods for processing the data. Results. The article discusses theoretical and technological aspects of soft skills development that ensure training of competitive mid-level professional for the labor market. In order to build the structure of future vocational teachers’ professionalism, the authors identified its functional components. Attention is focused on the new methodology and procedure of their formation at university, providing a predictive vision and a creative approach, i.e. combining the ideas of creativity and flexible forecasting in the uncertain world. The research significance is presented by the data obtained during analytical work, which made it possible to identify a number of essential structural components of future teachers’ professionalism. The analysis of modern research trends highlights the cognitive-prognostic component of soft skills as a significant one for further training of competitive mid-level professionals for the labor market, corresponding to current challenges, the development of technologies using digital resources and artificial intelligence. Conclusions. It has been found that the formation of future vocational teachers’ soft skills based on the use of innovative forms, methods and means of forecasting and creative management will improve the efficiency of the educational process at university and ensure further professional development. In order to ensure efficient preparation of future vocational teachers, it is necessary to develop teaching procedures for implementing the cognitive-prognostic component of soft skills, including lean thinking and project and process management. In conclusion, the authors emphasize the significant role of the cognitive-prognostic component of preparing competitive vocational teachers able to cope with modern challenges in the labor market.