National Teacher Training Research Articles

Instructional Coaching Personnel and Program Scalability

Abstract Instructional coaching is an attractive alternative to one-size-fits-all teacher training and development in part because it is purposefully differentiated: Programming is aligned to individual teachers’ needs and implemented by an individual coach. But, how much of the benefit of coaching as an instructional improvement model depends on the specific coach with whom a teacher works? Collaborating with a national teacher training and development organization, TNTP, we find substantial variability in effectiveness across coaches in terms of changes in preservice teachers’ instructional practice (roughly 0.25 to 0.3 standard deviation from our preferred sample and models). The magnitude of coach effectiveness heterogeneity is quite similar to average coaching program effects on teaching practice identified in other research. Through a set of alternative model specifications and permutation tests, we rule out the possibility that our estimates of coach effectiveness heterogeneity are driven by nonrandom sorting of coaches to teachers, at least on observable characteristics available in our data, as well as the possibility that these estimates are simply statistical noise. These findings suggest that identifying, recruiting, and supporting highly skilled coaches will be key to scaling instructional coaching programs.

Educação Superior

This study aimed to analyze and understand the teaching and learning process in the training of indigenous teachers, especially considering its impact on the training of these students who will work with students from the communities and the context of the realities of these populations. It is also intended to understand the functioning of PARFOR in the reality of São Antônio do Içá-AM; identify the methodologies used in the classroom in the disciplines of the training course, considering the contents that are taught in the classroom, focused on the reality of the communities; describe the processes of how the teaching and learning process is carried out and how the content is contextually worked and understood by the students; to analyze how teaching procedures occur in the classroom by teachers who teach at PARFOR for indigenous students in the Pedagogy class in Santo Antônio do Içá-AM. The work proposed here is confi gured as qualitative research, having taken place at the Nossa Senhora da Saúde Municipal School, where all course disciplines are taught in relation to the teaching-learning process of students/teachers. The objective of the research study is the teaching and learning process in the formation of indigenous teachers, especially considering its impact on the formation of these students who will work with students from the communities and the context of the realities of these populations. The focus is on teaching in the National Teacher Training Program for Basic Education (Parfor), in the municipality of Santo Antônio do Içá-AM.

Analysis of pre-service teachers' knowledge about the entrepreneurial competence: a case study of a Spanish university.

This research is based on the role played by the entrepreneurial competence (EC), entrepreneurial education (EE) and teachers in the social, economic and cultural development of a society. The general objective of the study is to analyze the level of knowledge pre-service, those who are studying, or have recently studied, the Bachelor's Degree in Primary Education at the University of Deusto (Spain) (DPEUD) have about the EC. A questionnaire, based on EntreComp Framework, underwent expert validation and was applied to a sample of 304 students. The data showed that 25% of the respondents believed that EE was related to educating through entrepreneurship; more than 45% did not know about EntreComp and EntreCompEdu, whereas only three participants were aware of how to use them; and more than 10% of the pre-service teachers did not consider assessing the CE. These results lead to the conclusion that there is a need for EE to form part of the different national teacher training strategies; and for policy makers to include EE in the different educational frameworks, laws and decrees. In addition, it can be concluded that social, cultural and economic value can be created through entrepreneurial actions; that EC should be assessed; and that teachers should motivate students to share and implement entrepreneurial ideas and actions.

Challenges in teachers’ professional identity development under the National Teacher Training Programme: an exploratory study of seven major cities in Mainland China

ABSTRACT Professional identity development (PID) of school music teachers is critical to teacher community sustainability, the quality of school music practices, and the long-term well-being of the music education system. While in-service music teacher training strengthens the occupational aspects of teachers’ identity, the iterative PID process is both content-dependent and context-dependent. Using a framework based on the Surveys of Enacted Curriculum (SEC), this study explored school music teachers’ PID profiles in Mainland China after a 10-year implementation of the National Teacher Training Program (NTTP). Prominent characteristics of teachers’ PID were analysed regarding self-efficacy, belief, professional commitment, and task orientation, relating to self-report and observed classroom instructional practices. Statistical analysis showed high coverage of curriculum content in teachers’ daily instructional practices, while minor differences are evident among groups by region, grade band, and years of teaching. The impact of NTTP on PID and implications for in-service music teacher training are discussed.

PROFESSIONAL METHODOLOGICAL TRAINING ACTIVITIES FOR DEVELOPING PRE-SERVICE ENGLISH TEACHERS’ PROJECT COMPETENCY

A modern foreign language teacher is expected to practice using skillfully a variety of teaching approaches, methods, forms, techniques, and tools, including project-based learning method. Practical application of project-based instruction is emphasised in Ukrainian national educational standards and teacher training curricula. According to the Ukrainian national curriculum of external independent evaluation of in-service primary teachers’ professional development, a school teacher needs to know about the projectbased pedagogy, project-based instructional methodology, teaching techniques at project-based model steps, and be able to engage pupils into project work, make up driving questions, use Socratic discussion method, prepare project-based lesson plans, assess pupil project works, i.e. must be ready to implement project-based learning in school. In this regard, the problem of developing foreign language teachers’ project competency as an integral part of their professional methodological expertise is a current isssue. The aim of the elective course “English language teaching through pupils’ project-based learning” from the curriculum for students majoring in specialty 014 Secondary education is to familiarise pre-service English teachers with the theory and practice of project-based teaching methodology and to develop their professional methodological skills of planning, organising, coordinating, and assessing pupil project works. This publication briefly describes the objectives and contents of the elective course, specifies suggested instructional types, teaching and assessment methods. Examples of theoretical and practical professional methodological training activities are given.

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

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

The Impact of Local Versus Nonlocal Professional Development Programs for Teachers: Evidence From China’s National Teacher Training Project

Based on qualitative and quantitative data collected from an investigation of the flagship National Teacher Training Project (NTTP) in China, this study compares the impacts of teacher professional development (PD) programs located at different distances from the participants’ workplaces. The study argues that local and nonlocal programs play different roles in teacher PD. While local programs are conducive to teachers’ mastery of context-specific knowledge and skills that are directly connected to subject teaching, nonlocal programs are crucial for teachers’ continuous professional development in the long term. The two types of programs are supplementary to each other, and teachers need access to both types of programs.

EDITORIAL by Dean Alberto B. Roxas

This special issue of the Acta Medica Philippina is dedicated to the 25 years of existence of Clinical Epidemiology in the Philippines. The Rockefeller Foundation in the early 1980’s, issued a call to major medical schools in the world to participate in an initiative which would promote clinical practice based on the best evidence of effectiveness and the efficient use of resources. Thus, the first Clinical Epidemiology Unit (CEU) in the Philippines was established in 1984 at the University of the Philippines College of Medicine (UPCM) under the sponsorship of Dr. Ernesto Domingo, then Chairman of the Department of Medicine UPCM. This issue includes Dr. Domingo’s reflection of the early years of clinical epidemiology and its future directions during his talk at the anniversary conference last July 30, 2009. This issue also pays tribute to the late Dr. Renato Dantes, third Director of the UP-CEU and noted pulmonologist and clinical epidemiologist. His daughter Anna and colleague and friend Dr. Charles Yu reflect on his legacy.One of the milestones of Clinical Epidemiology in the Philippines is the establishment of the Master of Science in Epidemiology – Clinical Epidemiology (MSE-CE) at the UPCEU. Physicians from various specialties and institutions were trained through this program. The UPCEU eventually became the Department of Clinical Epidemiology (DCE) in 1998 under the leadership of Dean Ramon L. Arcadio. Graduates of the MSE-CE became leaders in promoting clinical epidemiology as a discipline in their respective institutions. New CEUs were established in De la Salle Health Sciences campus, University of Santo Tomas and the Cebu Institute of Medicine.For the past 25 years, Clinical Epidemiology has emphasized multi-disciplinary collaboration across various institutions. This form of collaboration is evident in the articles in this issue–clinical economists working with cardiologists and parasitologists in the two cost analysis studies; socialscientists working with clinical epidemiologists to introduce an effective intervention (Zinc in acute diarrhea management) and to develop and validate measurement instrument (Pictorial Pediatric Symptom checklist); and biostatisticians working with various clinical specialties (oncology, radiology, nursing, infectious diseases). Most of the findings in these researches were used for health policy formulation. DCE, in the pursuit of improving its graduate program, also collaborated with the National Teacher Training Center for the Health Professions to evaluate theMSE-CE program.
 I would like to congratulate the Department of Clinical Epidemiology and its partners and join them in celebrating their 25th anniversary. As you reached this milestone, I encourage you to pause, reflect and identify the lessons that will make your Department stronger in the yearsto come.
 ALBERTO B. ROXAS, MDProfessor & DeanUP College of Medicine

PROFESSIONAL METHODOLOGICAL TRAINING ACTIVITIES FOR DEVELOPING PRE-SERVICE ENGLISH TEACHERS’ PROJECT COMPETENCY

A modern foreign language teacher is expected to practice using skillfully a variety of teaching approaches, methods, forms, techniques, and tools, including project-based learning method. Practical application of project-based instruction is emphasised in Ukrainian national educational standards and teacher training curricula. According to the Ukrainian national curriculum of external independent evaluation of in-service primary teachers’ professional development, a school teacher needs to know about the projectbased pedagogy, project-based instructional methodology, teaching techniques at project-based model steps, and be able to engage pupils into project work, make up driving questions, use Socratic discussion method, prepare project-based lesson plans, assess pupil project works, i.e. must be ready to implement project-based learning in school. In this regard, the problem of developing foreign language teachers’ project competency as an integral part of their professional methodological expertise is a current isssue. The aim of the elective course “English language teaching through pupils’ project-based learning” from the curriculum for students majoring in specialty 014 Secondary education is to familiarise preservice English teachers with the theory and practice of project-based teaching methodology and to develop their professional methodological skills of planning, organising, coordinating, and assessing pupil project works. This publication briefly describes the objectives and contents of the elective course, specifies suggested instructional types, teaching and assessment methods. Examples of theoretical and practical professional methodological training activities are given.

Teacher intention to transfer ICT training when integrating digital technologies in education: The teacher transfer of ICT training model (TeTra‐ICT)

AbstractThe aim of this study is to propose a new structural model for how teachers transfer their ICT training (TeTra‐ICT), shedding light on the factors that tend to affect their intention to integrate digital technologies in educational practices as well as train their colleagues. The proposed model exploits training programme design characteristics and ICT‐related individual factors. A total of 117 new ICT instructors for primary and secondary education teachers in Greece were evaluated. The instructors participated in a national Teacher Training Programme on applying ICT in education. Results indicate significant effects of individual (ICT‐related self‐efficacy in teaching) and programme design characteristics (platform's ease of use, support, content, and resources) on the teachers' final motivation and intention to transfer their ICT knowledge and skills. The model also reveals significant correlations between individual and training characteristics, the teachers' post‐training self‐efficacy for transferring skills and their perception of the usefulness of the training programme. The examined constructs explain 86% of the variance in teacher intentions to transfer their ICT knowledge and skills, and 72% of their perception of the usefulness of the training programme. Interestingly, while there were no gender differences in individual ICT‐related characteristics, women expressed significantly higher values than men in their perception of the usefulness of training, self‐efficacy, motivation, and intention to transfer.

Assessing quality of online learning platforms for in-service teachers' professional development: The development and application of an instrument.

To help optimize online learning platforms for in-service teachers’ professional development, this study aims to develop an instrument to assess the quality of this type of platforms on teacher satisfaction. After reliability and validity tests and expert empowerment, the 27-item instrument was formed. Based on the information systems (IS) success model, this instrument was designed to measure teacher perceptions of the quality of online learning platforms from three dimensions, namely, content quality, technical quality, and service quality. Moreover, the developed instrument was used to analyze the effects of the National Teacher Training Platform amid the COVID-19 outbreak in China. The findings revealed that the improvement of the platform’s style, tool function, operating efficiency, and teaching methods could enhance teachers’ experience of online training.

From Mutual Creation to Mutual Benefit: China’s National Teacher Training Program between Higher Teacher Education and K-12 Teachers

Sustainable Development Goal (SDG 4) lays solid theoretical foundation for the development of higher teacher education in improving the quality of teaching faculty nationwide. Sustainable teacher training paves a way for teacher professional development in the long run. China’s “National Teacher Training Program” serves a connection between higher teacher education and K-12 teachers in multiple perspectives when exploring K-12 teachers’ improvement of the essence by upgrading the initiative of the program with the assistance of educational technology and modern educational philosophy from mutual creation to mutual benefit. Direction orientation strategic design based on demand for teaching faculty, curriculum setting in modules, and characteristics creation have been carried out to upgrade the training of teacher colleges and National Teacher Training Program in the future for achieving a win-win situation between higher teacher education and K-12 education.

A Radial Basis Function Neural Network Approach to Predict Preschool Teachers' Technology Acceptance Behavior.

With the continual development of artificial intelligence and smart computing in recent years, quantitative approaches have become increasingly popular as an efficient modeling tool as they do not necessitate complicated mathematical models. Many nations have taken steps, such as transitioning to online schooling, to decrease the harm caused by coronaviruses. Inspired by the demand for technology in early education, the present research uses a radial basis function (RBF) neural network (NN) modeling technique to predict preschool instructors’ technology usage in classes based on recognized determinant characteristics of technology acceptance. In this regard, this study utilized the RBFNN approach to predict preschool teachers’ technology acceptance behavior, based on the theory of planned behavior, which states that behavioral achievement, in our case the actual technology use in class, depends on motivation, intention and ability, and behavioral control. Thus, this research design is based on an adapted version of the technology acceptance model (TAM) with eight dimensions: D1. Perceived usefulness, D2. Perceived ease of use, D3. Perceived enjoyment, D4. Intention to use, D5. Actual use, D6. Compatibility, D7. Attitude, and D8. Self-efficacy. According to the TAM, actual usage is significantly predicted by the other seven dimensions used in this research. Instead of using the classical multiple linear regression statistical processing of data, we opted for a NN based on the RBF approach to predict the actual usage behavior. This study included 182 preschool teachers who were randomly chosen from a project-based national preschool teacher training program and who responded to our online questionnaire. After designing the RBF function with the actual usage as an output variable and the other seven dimensions as input variables, in the model summary, we obtained in the training sample a sum of squares error of 37.5 and a percent of incorrect predictions of 43.3%. In the testing sample, we obtained a sum of squares error of 14.88 and a percent of incorrect predictions of 37%. Thus, we can conclude that 63% of the classified data are correctly assigned to the models’ dependent variable, i.e., actual technology use, which is a significant rate of correct predictions in the testing sample. This high significant percentage of correct classification represents an important result, mainly because this is the first study to apply RBFNN’s prediction on psychological data, opening up a new interdisciplinary field of research.

History of education as a teaching subject in Bosnia and Herzegovina

ABSTRACT In the first national teacher training school in Bosnia and Herzegovina (BiH), founded by the Austro-Hungarian Monarchy, pedagogy was a compulsory teaching subject. The official school report from 1888 stated that there were three books in use for teaching and learning pedagogical subjects, all by the same author from Croatia. Pedagogy was being developed as a practical teaching discipline in the teacher training schools and schools of theology, in accordance with the school system in the Austro-Hungarian Monarchy. During that period, teachers were the main representatives of the intelligentsia in BiH. Therefore, professional magazines published in BiH at the time were mostly from the field of pedagogy, as well as history of education. Historiographical planting of the history of education’s manuals used in schools for teaching this subject were also researched. After the Second World War, the teaching subject History of Education found its place in the senior years of the teacher training schools. In 1963, the Chair for Pedagogy was established at the Faculty of Philosophy Sarajevo. The lectures in the history of education were, however, given only in the period 1967–1969. The lack of teachers for this course was evident and it was only in the 1990s that it became regular part of the curriculum. The goal of this paper is to emphasise the importance of the history of education as a teaching subject, but also as a field that contributes to the general cultural traditions of the different ethnic groups living in BiH.

Ações pedagógicas promovidas por residentes de Geografia no ensino remoto: o uso de ferramentas digitais

The Pedagogical Residency Program is one of the actions that are part of the National Teacher Training Policy and aims to induce the improvement of practical training in undergraduate courses, promoting the immersion of graduates in primary education schools, from the second half of its course. The study aimed to report the experience of three students of the Full Degree course in Geography of the State University of Piauí-Torquato Neto campus in Teresina-Pi, during their participation in the first module of the Pedagogical Residency Program in a public school that operates in the EJA modality. The experience in the program contributed to a critical focus on the initiation of teachers in the face of the new reality of remote teaching imposed by the Covid-19 pandemic. Thus, residents were able to reconcile pedagogical theory with teaching practice and experience experiences and challenges of Brazilian education professionals.

Distance education and national teacher training policies: Implementation evidence in a multi-level perspective

The Programa Nacional Escola de Gestores (PNEG) integrated the national teacher training policy and was financed by the Brazilian government. Ended in 2017, was part of a set of programs that elected distance education (DE) as its main strategy. The PNEG was designed to strengthen public school management. Based on graduates and PNEG instructors’ perceptions of this program at one federal university, this article provides evidence on multi-level administrative and educational decision-making processes in distance education. Mixed methods were adopted. Data was collected through a survey applied to 216 graduates and 29 interviews with the PNEG team entailed five dimensions: (i) the training and pedagogical design implemented; (ii) the polyteaching training team; (iii) distance education and the use of digital information and communicational technologies (DICTs); (iv) the resources and infrastructure provided by the local support center; and (v) the interaction between the graduates and the polyteaching team in the PNEG training process. The analyses reveal that, in DE, pedagogical planning, the use of technologies, and the combination of resources that stimulate interaction among the actors play a decisive role in this process. Team supervision is another mandatory aspect. Mediated by technologies, DE teacher training programs funded by the federal government have redesigned curricular trajectories, tried out different pedagogical strategies, and proposed new skills to students and trainers.

Supporting interdisciplinary instruction on science, mathematics and technology for Thai gifted students: centered on Raiwa lesson plan

This study focuses on teacher development through the continually action workshop of technology-enhanced integration STEM framework. The primary goal was the ambition to integrate active learning activity into national teacher training for gifted classrooms, which is provided by The Institution for the Promoting of Teaching Science and Technology—with teaching practice, aligned with professional development on teacher’s understanding of STEM activity. The study aims to identify how teachers develop their understanding of Raiwa-STEM activity, which is shown in their lesson plans. Therefore, the study focused on developing 900 in-service teachers who were science, mathematics and computer teachers that participated in this national teacher training. Data sources throughout the research project consisted of Lesson Plan Assessment, Semi-structure interviews, and document analysis. Interpretive framework was used to analyze the data. Research findings indicate that these research participants who were the teachers work closely with gifted students that have developed their understanding on the Raiwa-STEM activity. Collaboration work among teachers from different subjects encourages them to understand how the STEM activity looks like and how it transfers into an active classroom. After the teachers have experienced with Raiwa activities, they were assigned to develop their classroom implementations which were shown in their Raiwa-STEM lesson plans. From data analysis the teachers can design a connecting STEM lesson into student’s daily life, and create evaluation and assessment of the STEM classroom. The development of teachers’ understanding and practice is presented in their lesson plans that are produced during training. 75.90 % of the total STEM Lesson plans are of a good level. Moreover, the study also indicates the importance of co-working among teachers from different expertise areas in sub activities preparation that can build interdisciplinary connection of STEM concepts. Raiwa is an example of interdisciplinary instruction which can provide stud ents the use of technology-integrated knowledge and the potential of STEM-focused education to provide all students with the opportunities of STEM experience.

DISPOSITIVO DE CONFISSÃO E PRODUÇÃO DE SUBJETIVIDADES DOCENTES

É no domínio de reflexões teóricas acerca das práticas de si que os estudos foucaultianos têm interrogado sobre o modo como, nas sociedades modernas, os sujeitos produzem experiências de si a partir de tecnologias de objetivação e subjetivação, tendo a confissão como um importante dispositivo que, não estando mais restrito à institucionalização eclesiástica, é mobilizado por diferentes aparatos institucionais produtores de subjetividades. Dessa perspectiva teórica, este trabalho tem por objetivo analisar, em escritas de professores da escola básica, como a confissão produz representações e subjetivações de professores no domínio de um programa nacional de formação docente. O corpus é constituído de relatos escritos durante uma formação realizada pelo Pacto Nacional Pela Alfabetização na Idade Certa (PNAIC), no período de 2014 a 2017, em Marabá, PA. Os discursos que circulam nos relatórios escritos, compreendidos como “práticas de si”, traduzem-se em dispositivos de confissões por meio dos quais os professores se subjetivam e são subjetivados como profissionais polivalentes, a partir de uma ordem política totalizadora e individualizante, ao mesmo tempo.

Programa Residência Pedagógica: Análise a partir dos Estudantes do Curso de Licenciatura em Química

Almejando aperfeiçoar a formação prática nos cursos de licenciatura, foi implementado, em 2018, pela CAPES, o Programa de Residência Pedagógica, ação integrante da Política Nacional de Formação de Professores. Esse programa deve contemplar, entre outras atividades, a regência de sala de aula. Com isso, este trabalho investigou, em um curso de Licenciatura em Química, a percepção dos alunos residentes sobre o Programa Residência Pedagógica antes e depois de participarem do programa. Notou-se que a percepção dos futuros professores foram condizentes com os objetivos principais do programa, mostrando que a Residência Pedagógica pode trazer uma boa experiência na Educação Básica e na formação dos estudantes.

New public policy for teacher training in Brazil: Vincent van Gogh as an inspiration for the action of the Pedagogical Residency program?

In Brazil, in 2018, the federal government proposed the creation of a new public education policy, the Pedagogical Residence program, as one of the actions that integrate the National Teacher Training Policy. The primary function of the Pedagogical Residence program is to support Higher Education Institutions in the implementation of innovative projects that stimulate the articulation between theory and practice in undergraduate courses managed in conjunction with public basic education networks. This paper aims to analyze the possibilities of articulation between art and human formation based on van Gogh's proposal for the formation of a Studio of the South, as inspiration for the performance/training of teachers within the Brazilian Pedagogical Residency program. As a methodological mechanism we used bibliographic and documental of works related to van Gogh's biography and letters exchanged between the painter and his associates, as well as texts by researchers in the field of teacher training and teacher artists. The article is divided in two parts: the first provides a brief description of Vincent van Gogh's life, focusing on his proposal to train artists in a creative atelier, the Studio of the South. The second component of the text presents some aspects of the relationship between art and teacher training, aiming to list arguments around the formation of teachers based on the van Goghian idea.