Teacher Training Model Research Articles

Enhancing Teachers’ Creativity with an Innovative Training Model and Knowledge Management

In the post-COVID-19 era, education requires teachers to engage learners across diverse learning environments (at school or other formal institutions, at home, outdoors, or in virtual environments) using innovative learning strategies. To meet these challenges, teachers must upskill their creativity and strengthen their pedagogical digital competencies and knowledge management skills. This study introduces the innovative teacher training and support (TTS-IPCD) model to enhance teachers’ creativity and pedagogical digital competencies. This research involved a sample of 350 teachers from 75 primary and secondary schools over a four-year period. Teachers’ creativity was measured using the Kirton Adaption–Innovation Inventory (KAI), assessing key metrics such as problem-solving flexibility, openness to change, and inclination toward novel approaches. Quantitative analysis was conducted using an independent samples t-test to evaluate teacher creativity changes. The results indicated that the TTS-IPCD model enhanced teacher creativity in the direction of a stronger propensity toward innovative behaviors, including embracing diversity and change in their work, solving problems through novel approaches, and adopting a holistic perspective rather than strictly adhering to established routines. Furthermore, the TTS-IPCD model improved teamwork and collaboration, contributing to the development of more adaptive and innovative learning environments. These findings highlight the importance of continuous professional development of teachers focused on creative pedagogy and digital competencies to equip teachers for the evolving educational landscape.

Teachers’ Perception of Professional Development through Lesson Study to Implement the Vietnamese General Education Program 2028

Professional development through lesson study is a teacher training model that is widely applied around the world. This exploratory research was conducted to understand teachers' perceptions of professional development through lesson study to implement the general education program 2018 at lower secondary schools in Thai Nguyen City, a northern city in Vietnam. 90 English teachers from 37 lower secondary schools in Thai Nguyen City were chosen as the subjects of this study. Questionnaires and interviews were employed as the two data collection instruments to collect information about teachers' perceptions of professional development through lesson study. The data collected was analyzed quantitatively using Microsoft Excel to calculate the percentages and qualitatively using the conceptual content analysis method, then the data was familiarized, coded and analyzed. The research findings reveal that while teachers recognize the benefits of lesson study for professional development, its implementation at Thai Nguyen lower secondary schools has been limited in both frequency and attention. Most teachers agreed that lesson study significantly improves lesson planning quality and enhances teachers' knowledge, which in turn positively impacts students' achievement. These findings were consistent across both the online questionnaires and face-to-face interviews. However, challenges were also identified, including a lack of understanding of the lesson study process due to time constraints and limited knowledge. Additionally, many teachers prefer working in isolation, making it difficult to organize collaborative groups. These challenges were echoed in both the quantitative and qualitative data, highlighting key areas for improvement in fostering a more collaborative and supportive professional development environment for teachers in Thai Nguyen City.

Proposal for Teacher Training Model in Steam Education

This research is developed by systematizing the literature on STEAM education in relation to skills, strategies, training, implementation and competencies. An SLR methodology is applied focused on the field of education, 46 articles were selected from the Scopus, Eric and WOS Database from the last five years, complemented with quantitative research to verify the frequency of the variables in the documentary review. The results are articulated in a design to propose a teacher training model in STEAM education, for which three dimensions are taken into consideration based on the educational actors (pre-professional, professional and expert) in order to work on the different indicators that allow a logical and systematic sequence to implement STEAM education in current educational contexts that require the development of complex competencies, mediated by emerging technologies. It is evident that teachers, from their initial training to their professional development as experts, face the challenge of preparing new generations to solve complex problems and effectively promote the development of 21st century skills, in this way, Teacher training programs contribute significantly to their professional performance, playing a crucial role in the transformation of pedagogical practice, strengthening teaching professionalism and promoting a culture of research, generating a positive impact on the quality of current education.

Teacher training and multidimensional systems management for the delivery of mental health care for schools

ABSTRACT Objectives According to the World Health Organisation (WHO), more than one in four young people globally experience a mental health issue each year. Alongside traditional care undertaken by hospitals, the justice system, and community care, schools also provide care for students with mental health issues. As a result of increased numbers of students presenting in school with undiagnosed disorders and behavioural and learning problems, schoolteachers have been asking for more mental health training. We sought to explore teachers’ needs for a mental health teacher-training curriculum to support students with mental health issues. Method A qualitative method was used consisting of 18 in-depth interviews with currently serving teachers from Catholic, Independent and Public schools in Australia. Data were analysed using thematic content analysis. Results Data revealed that the immediate requirement for training is knowledge of mental health. However, we found this to be insufficient to support teachers and found instead that a multidimensional model was needed comprising of training in the following areas: mental health management skills; training to deliver mental health programs in class; working with and partnering with external agencies, including roles and referral protocolsls; as well as caring teachers own mental health. Discussion We developed a multidimensional model for teacher training and for other school staff to meet the increasing demand on schools to manage students’ mental health issues in their classrooms.

Analisis Kebijakan Pendidikan Diniyah dalam Implementasi Kurikulum Madrasah Diniyah di Lingkungan Pesantren

This research aims to analyze the Islamic education policy in implementing the Madrasah Islamic curriculum in the Islamic boarding school environment. The main focus of the research is to analyze the early education gap, adaptive early education curriculum, obstacles to early curriculum development and sustainable early education models. A qualitative approach is used with the case study method. Data was obtained through in-depth interviews, observation, and review of related documents. The research results show that there is a gap between the early education policy and the needs of traditional Islamic boarding schools, especially in maintaining local characteristics such as the yellow book curriculum. Islamic boarding schools face challenges in infrastructure, funding and human resource training, which hinder curriculum innovation. Manbaul Ulum Islamic Boarding School has combined religious values ??with modern skills, despite being constrained by technology and resources. This research proposes a sustainable, technology-based model of early education, teacher training, and collaboration with the business world to produce adaptive and relevant graduates without losing Islamic identity.

From Theory to Practice: Virtual Reality Technology Facilitates Efficient Transformation of Preschool Teacher Education

This paper explores the application of Virtual Reality (VR) technology in the efficient transformation of preschool teacher education, from theory to practice. The research background highlights the importance of preschool education, the crucial role of teacher training in enhancing its quality, and the potential of VR technology in education. The study aims to investigate how VR technology can facilitate the efficient transformation of preschool teacher education, analyze its specific applications and effects, and propose strategies and recommendations for teacher training based on VR technology. The literature review summarizes current research on VR technology in education, progress in preschool teacher training models, and preliminary explorations of VR in teacher training. The theoretical foundation is based on learning theories such as constructivism and situational learning, technology acceptance and use theory, and theories of educational innovation and technology integration. An analysis of the current situation in preschool teacher training reveals limitations in traditional models, such as the disconnection between theory and practice, the lack of immersive learning experiences, and inadequate personalized training. The paper then discusses the advantages of VR technology, including immersive learning, flexible teaching scenarios, and personalized learning paths. The conclusion summarizes the value of VR technology in preschool teacher training, successful experiences, and existing problems, and provides future directions for the deep integration of technology and education, continuous innovation in teacher training models, and implications for educational policy and practice.

Psychological and Pedagogical Support for Future Technology Teachers in the Educational-Scientific-Production Cluster

The article examines the importance of psychological and pedagogical support in the training process of future technology teachers, particularly in the context of modern educational challenges and the full-scale war. This support is aimed at developing emotional intelligence, stress resilience, preventing professional burnout, improving communication skills, and providing supervision. The research emphasizes the formation of teachers' professional identity, as well as their ability for self-analysis and self-reflection. Special attention is given to methods of coping with emotional stress during the war, including relaxation techniques, stress management, the use of positive thinking, and maintaining a work-life balance. The article is based on the experience of the Social and Psychological Center of the Lviv Educational-Scientific-Production Cluster, which focuses its efforts on supporting future teachers through supervision, training, and consultations. The cluster integrates theoretical knowledge, scientific research, and practical training for specialists in the fields of vocational education and production. This model of teacher training is aimed at enhancing their qualifications, developing professional competencies, and adapting to the demands of the modern labor market. The study explores the key stages of teacher training, which include foundational theoretical preparation, scientific research, practical internships at production enterprises, and further professional development. Special attention is paid to the implementation of innovative teaching approaches and the use of modern technologies that enable future teachers not only to master new teaching methodologies but also to integrate contemporary production processes into educational programs.

Pedagogical content knowledge in physical education preservice teachers in view of researching on lesson studies

PurposeResearching on lesson studies in initial training of physical education (PE) teachers in Portugal, our group is especially interested in the potential of this methodology for developing the pedagogical content knowledge (PCK) of future PE teachers. The purpose of the present text is to synthesize the knowledge relating to this subject.Design/methodology/approachExploratory searches in four multiple search databases were carried out, resulting in 51 records. Information about authors, year of publication, purposes, methodology and results was collected and analyzed.FindingsResults highlight the diversity of purposes. The interview is recurrent in the qualitative studies, while the questionnaire is used in all the large quantitative studies. Regarding the findings, it appears the centrality of PCK, its development potential and its measurability, the consistency of the concept and its evolutionary dynamics, as well as the constructive criticism of initial teacher training models and practices.Originality/valueTo emphasize the relationship between lesson studies and the development of PCK in initial teacher training of PE teachers.

Cultivating STEAM teachers: A regional resource‐based model for normal university students in Chongqing

AbstractThe cultivation of innovative talents with interdisciplinary skills is a central goal of STEAM education, and the success of STEAM education hinges on the availability of qualified STEAM teachers. This study explores how to integrate STEAM awareness, understanding, and curriculum development into the teacher education and major course learning system of normal university students in Chongqing, China. Drawing upon the region's rich resources, the study proposes a three‐level STEAM teacher training model. At the macro level, the model advocates for a collaborative educational ecosystem involving government, schools, businesses, and society. At the meso level, it presents a 4‐year curriculum model that progressively cultivates preservice teachers' interdisciplinary thinking, integration skills, and pedagogical competence. At the micro level, the model explores effective pedagogical methods and strategies for implementing STEAM projects in real‐world teaching scenarios. This regional resource‐based model offers a “Chongqing plan” for training STEAM teachers and ensuring a sustainable supply of innovative talents to support the region's economic and social development.

Study of the usage of STEM technologies in the context of training Ukrainian teachers of computer science in accordance with the social needs and challenges of today

Abstract The article discusses the use of STEM technologies in the training of competitive specialists to meet social needs and challenges in the context of the war in Ukraine. The authors analyse the theoretical foundations and the impact of the STEM approach on modern education, focusing on the introduction of STEM technologies in the process of teaching future computer science teachers. The significance of STEM education as an important trend due to its natural science component and innovative technologies is discussed. The key components of the model of teacher training in STEM are identified, such as target, content, activity, evaluation and result. In order to verify the proposed model, an experimental study was conducted to determine the indicators of students’ attitude towards STEM technologies. The necessity of ensuring a high level of teacher qualification for the effective formation of STEM knowledge and skills, as well as solving practical problems of various levels of complexity, is substantiated. The article determines how modern STEM technologies can meet social needs and challenges, especially in times of war. The authors aimed to identify strategies and approaches for the effective use of STEM technologies in education, which will ensure the competitiveness of Ukrainian specialists.

Teacher Development Dilemma and Solution Ideas in Contemporary Chinese Rural Small-Scale Schools

Small rural schools are an important part of compulsory education and an inevitable form of rural education development. As urbanization accelerates, the movement of rural students to urban schools has led to a drastic reduction in the number and size of rural schools and a serious loss of quality teachers. Currently, rural teachers in China are facing problems such as disconnected interpersonal networks, weakened discourse power, and limited professional development. In order to promote the development of rural education, it is necessary to prioritize the professional development of teachers in small-scale rural schools, innovate the rural teacher training model, focus on the training of native and generalist teachers, and establish inter-school teaching and research teams to achieve the sharing of educational resources. Simultaneously, it is crucial to pay attention to the spiritual needs of rural teachers, enhance the professional identity of young teachers in small-scale rural schools, raise their comprehensive treatment level and reduce the burden of non-teaching tasks, so as to promote the professional development of teachers in small-scale rural schools.

A Model for Preparing a Vocational Teacher for the Implementation of a Work Education Program based on Students’ Project Activities

Introduction. One of the important updates to the Professional Standard of a college teacher in 2024 was the inclusion of labor actions “formation of personal results of students based on a project”. The data of the study conducted by the author indicate that the majority of college teachers find it difficult to implement these labor actions. The purpose of the study is a theoretical description of the model of college teacher training for the formation of personal results of students based on project activities. Methodology. Substantive and formalized approaches are the basis of the methodological premise of the model; essential and phenomenological approaches are used to highlight the requirements and procedures for the implementation of the described model. The studentsʼ project activities are based on the technology of modern project-based learning (G. K. Selevko), classes are considered through the structure of a modern lesson (M. I. Makhmutov), the taxonomy of pedagogical goals (B. S. Bloom), authorʼs methods tested with college teachers. Research methods: theoretical analysis and synthesis, modeling, study and generalization of pedagogical experience. Results. A model of college teacher training for the formation of personal results of students based on project activities is described. The model is based on updating the technology of modern project-based learning in accordance with the requirements for the results of mastering the educational program by college students. The expediency of including a wide range of educational results is substantiated. Conclusions. The technology of modern project-based learning is justified as a promising technology for preparing a college teacher for the formation of personal results of students based on project activities.

Towards a New Model of Teacher Training in Europe

Towards a New Model of Teacher Training in Europe

Implementation of English Language Competence –Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District

The study assessed the implementation of the English language Competence Based Curriculum (CBC) in Tanzanian secondary schools, with a focus on Mtama District. The study employed the Communicative Competence Model (CCM) to guide the study. Data were collected in Mtama District in April 2023, where the study used a mixed methods design involving random and purposeful sampling. The study focused on 21 English teachers and 380 students, employing a complementary research design that integrated qualitative methods such as interviews with quantitative techniques like Likert scale questionnaires. The findings revealed that English teachers in Mtama District implement CBC at a medium level; the study sheds light on the practical aspects of CBC performance, providing an understanding of approaches, strategies, and methods. The study concludes that the successful implementation of the CBC is a collective responsibility, and it is crucial for English teachers to be proactive in their training and development. The study also recommends the effectiveness of different models of English teacher training and professional development programs, specifically to CBC methodologies and innovative teaching strategies and pedagogical approaches that enhance the integration of CBC principles in English language teaching.

Some Problems on Teaching Profession Developing in Singapore, Malaysia and Lessons for Vietnam

The quality of education and the quality of a country's human resources depend greatly on its teachers. Therefore, training and fostering teachers plays an important role in the development of the country. The article addresses some issues of two countries, Singapore and Malaysia, in teacher professional development. These are the issues: Enrollment and training; recruitment and training; Reward, encourage and honor teachers. This article analyzes the strengths of these two countries in teacher training and development. In the context of fundamental and comprehensive reform of education in Vietnam, the reform of teacher training programs in the direction of professional development is being researched by teacher training institutions to find appropriate directions. The 21st century teacher training model of Malaysia and Singapore is a valuable lesson for us to learn and apply in building and developing teacher careers in Vietnam.

Структурно-функциональная модель подготовки будущих педагогов к воспитанию основ социально-экологической ответственности у детей дошкольного возраста

The article examines the problem of preparing future teachers to instill the fundamentals of social and environmental responsibility in preschool children. The research aims to theoretically justify and develop a structural-functional model of teacher training for instilling the fundamentals of social and environmental responsibility in preschool children. The article defines the concept of “education of social and environmental responsibility in preschool children”, describes the structural and functional model of preparing future teachers for instilling the fundamentals of social and environmental responsibility in preschool children, and its component composition. The model integrates fundamental theoretical aspects with practical orientation and systematicity as key components of professional education for specialists in the designated field. It is assumed that students acquire not only theoretical knowledge in pedagogy and methods of teaching and nurturing preschoolers but also have opportunities to apply them both in solving cases and during pedagogical practice. Conclusions are drawn from the study's findings on this issue.

Exploring the Effects of Customized CLIL Training on Teacher Competency: Insights from Upper-Secondary Biology Teachers in Myanmar

This study examined upper-secondary school biology teachers in Myanmar viewed the impact of a customized CLIL teacher training model on their English language knowledge, content knowledge, and teaching skills. Before the training, a needs analysis was conducted to shape the training topics, which were then integrated into this study’s training framework based on Coyle et al.’s (2010) CLIL model. Data collection occurred during and after the training. Questionnaires, interviews, and micro-teaching self-evaluations were used to reflect the perceived impact of the model on teachers’ competency development. Findings showed a positive impact of the model on teachers’ subject content teaching knowledge, language knowledge and skills, as well as pedagogical skills though its effectiveness varied based on teaching experience. This study suggests that the teacher training model should address the unique needs of Myanmar teachers.

Creating a Model of Music Teacher Training by Integrating Distance and Full-Time Modes of Learning: Current Approaches in Education

The study is devoted to the problem of the formation of mastery of music teachers based on the integration of distance and face-to-face learning as an aspect of neuropedagogy. This problem has not been studied in the scientific and methodological literature, although digital means of communication have long penetrated the sphere of musical and pedagogical education. The task of designing a model of professional music teacher training, which has changed due to the introduction of distance learning for future music teachers, remains relevant. In the course of the research, theoretical system-analytical methods were used, methodical materials and experience of university teachers were studied in the field of developing a model of teaching music students in conditions of integration of remote and full-time forms of work. In the context of the research, scientific research on neuropedagogy was analyzed, conceptual and categorical components of the research work were determined. The main focus of the study is related to the principles of building a model of professional training of a music teacher based on the integration of distance and full-time forms of education. In order to realize the research goal, the method of synthesis and analysis, integration, research, descriptive and scientific methods were applied. The method of generalization was used to determine the results of the research work, which formed an idea about the neuropedagogical essence of the formation of professional competence of a musician.

Training of teachers who teach Mathematics with DICT in the Elementary School: a systematic review of the SBEM publications

This bibliographic survey identifies teachers training models that address the teachers training for assignments in mathematics in the Elementary School with DICT. We use, as a theoretical foundation, the training models of José Contreras, and the documentary research methodology of the chronicle type. We have investigated a total of ten articles which were published between 2013 and 2022, in the SBEM journals, and in articles from the ENEM annals. The analysis showed the implicit predominance of the reflective training model for teachers. Thus, we point out the need for research that theoretically explains the training models being used and that addresses the use of DICT from the perspective of the critical intellectual model of mathematics teachers training.

Evaluating Digital Competence in Graduate-Level Chinese International Education Programs: A Dual Perspective on Teacher Needs and Training Models

This paper employs a mixed research methodology, integrating a questionnaire survey and sample interviews, to assess the current state of digital competence and identify the factors influencing it among international Chinese pre-service teachers. Building upon the authoritative model framework, this study developed a questionnaire on the digital competence of international Chinese pre-service teachers and collected data from 100 master candidates of international Chinese language education from leading domestic universities in China. Upon analysis of the data, it was determined that the digital competence of international Chinese pre-service teachers is currently satisfactory overall, although there is a notable discrepancy in development. In particular, competences related to digital teaching, research, and pedagogical innovation are less developed. The training experience of international Chinese pre-service teachers has a significant correlation with their digital competence. However, the experience of international Chinese teaching does not have a significant effect on their digital competence, nor does it have a significant effect on their digital teaching competence or digital pedagogical innovation competence. This study identifies the reasons for this and proposes to refine the training system for digital competence, develop and optimize shared digital resource repositories, and enhance the capacity for innovation in pedagogical practice.