Pre-service Training Programs Research Articles

Effectiveness of a professional development program based on the instructional design framework for AI literacy in developing AI literacy skills among pre-service teachers

This study assessed AI literacy among a group of preservice-teachers, and investigated the effectiveness of a suggested professional development program based on the Instructional Design Framework for AI literacy in developing pre-service teachers AI literacy skills. A quasi experimental approach with post-test pretest design was used for data collection. Thirty-seven undergraduate students from Palestine Technical University Kadoorie and Hebron University participated in this study. An AI literacy scale was developed, validated, and used for data collection. The results showed that the professional development program was effective in developing the AI literacy skills among the participant preservice teachers. Gender and specialty area of the participants did not significantly affect preservice teachers AI literacy skills after participating in the professional development program. Given the research results, it is recommended that teachers should be supported to integrate AI in classroom activities. AI technological tools should be included in pre-service and in-service training programs. Further AI tools combined with other professional development strategies should be researched among teachers from different subjects to enable generalizing the finding of this research and increasing it is validity.

Social and emotional competencies predict pre-service teachers’ occupational health and personal well-being

Teachers struggle with notably poor occupational health and well-being. Although social and emotional competencies (SECs) are posited to promote teachers’ occupational health and well-being, a direct test of these associations is needed to identify targets for intervention. The present study tested the associations between SECs and occupational health and well-being in a sample of 158 pre-service teachers. Results indicated that when tested individually, all SECs predicted some outcomes, but mindfulness skills, self-compassion, and cognitive reappraisal were the most consistent predictors across outcomes. Findings have implications for pre-service training programs, which aim to prepare individuals for successful careers as educators.

Newly graduated registered nurses’ experiences of the pre-service safety training program: A qualitative study

BackgroundPatient safety is a top priority for the global healthcare system and a prerequisite for high-quality nursing care. In China, newly graduated registered nurses are required to receive two years of standardized training to ensure patient safety. The pre-service safety training program aims to provide safe, high-quality, and effective nursing care. However, perceptions and experiences of newly graduated registered nurses on pre-service safety training programs have not yet been explored. ObjectivesTo investigate newly graduated registered nurses' perceptions and experiences of the pre-service safety training program in a tertiary hospital in China. DesignA phenomenological approach was used for this qualitative study. SettingsTertiary hospital in Shanghai, China. ParticipantsA total of 19 newly graduated registered nurses who participated in the pre-service safety training program. MethodsData were collected using semi-structured, face-to-face, in-depth interviews and analyzed using the Colaizzi seven-step framework. ResultsThree themes and nine sub-themes emerged: (1) satisfaction with the approaches and content of the training, (2) gaining benefits and growth, and (3) suggestions for the training. ConclusionIt is meaningful for newly graduated registered nurses to receive safety training before entering clinical practice and was praised by participants for helping them improve safety competence and change safety behaviors. Continuing safety training and optimizing the training modules and evaluation methods will maximize the effectiveness of safety training.

Investigating the Autonomy Orientations and Perceptions of Saudi EFL Teachers

This research aims to explore the autonomy orientation of English language teachers in the western province of Saudi Arabia, home to numerous secondary schools. The study, grounded in Self-Determination Theory (SDT), examines the impact of two primary variables: the teachers' genders and their levels of teaching experience. A cohort of 102 Saudi secondary school language teachers participated in the study, with 10 engaging in a qualitative follow-up. Data were collected via a questionnaire and analyzed using statistical techniques such as t-tests and analysis of variance (ANOVA). The findings indicated that the autonomy orientation among Saudi language teachers was moderate, with female teachers showing more supportive tendencies towards their students. Moreover, the study uncovered a discrepancy between the teachers’ autonomy orientations and their perceptions of the concept, attributing their perceived constraints and roles to the national education system. In light of these findings, the study advocates for pre-service and in-service training programs designed to enable English language teachers to foster an autonomy-supportive environment for their students. Additionally, the study calls for further research to deepen the understanding of English language teachers' autonomy orientations in Saudi Arabia and the interplay between autonomy orientation and teachers’ perceptions of autonomy.

Research on the Ways to Improve the Practical Teaching Ability of Early Childhood Physical Education Teachers in Pre-service Training

Early childhood education (ECE) is a critical stage for developing physical fitness, motor skills, and social competence in young children. In recent years, with the growing recognition of the importance of early childhood education, the pre-service training of early childhood physical education teachers has received more attention. Practical teaching ability is a core factor affecting the quality of early childhood physical education teachers' education. To enhance the practical teaching ability of early childhood physical education teachers, this article explores specific strategies and approaches that can be adopted at the pre-service training stage to guide teacher education institutions and policymakers to optimize pre-service training programs and improve the quality and effectiveness of future teachers. The article identifies several key ways to enhance the pre-service training of early childhood physical education teachers: the intensification of theoretical training, the deepening of practical training, the establishment of mechanisms for reflection and evaluation, and the application of technology and innovative methods to enhance teachers' professional knowledge and skills, and also their motivation to teach and their ability to innovate.

The importance of school leaders in school health promotion. A European call for systematic integration of health in professional development.

School leaders such as principals are key not only for educational and school quality but also for initiating and sustainably anchoring any innovation in schools. Although there is widespread agreement about the importance of holistic approaches to school health promotion, the role of principals has received increased, but not yet systematic, attention. In this context, it is unclear which leadership competencies are needed and to what extent they are taught. Hence, this paper aims to reflect whether and to what extend health promotion plays a role in preservice and inservice training of principals in Europe. Based on the results we call for a more systematic analysis of existing teaching opportunities and teaching needs for health-promoting leadership, the development of a European competence framework for health-promoting leadership, the development and implementation of a European system that monitors and evaluates the effectiveness of those preservice and inservice training programs, and the development of case-studies to stimulate a mutual learning process.

Resources and capability needs for teaching in dynamic technological environments: Evidence from schools in Harare, Zimbabwe

The COVID-19 pandemic has necessitated the integration of digital technologies into teachers’ practice as most teaching moved online. However, an interrogation of the resource and capability needs for teaching in the dynamic technological environment remains missing. Therefore, the study sought to determine the resource and capability needs for teaching in a dynamic and technological online environment. The study was critical because learner context differs, thereby limiting the applicability of existing knowledge. In addition, existing knowledge remains inconclusive on the influence of various capabilities on teaching in dynamic technological environments. It was, therefore, crucial to provide empirical evidence from the Zimbabwean context. The study adopted a cross-sectional approach to data collection using a structured questionnaire. The population comprised teachers from selected schools in Harare. Due to the COVID-19 restrictions, the sample was conveniently chosen. A structural equation model was conducted using WarpPLS 7.0. The results show that technological capability (TechCap), technological experience (TechExp), and technological access (TechAcc) significantly influence teaching in technological environments (β = 0.41, p < .01; β = 0.31, p < .05 and β = 0.27, p < .01) respectively. Technological will (TechWill) was found not to significantly influence teaching (β = −0.05, p > .05). The study recommended the enhancement of teachers’ technological capability, experience and access. Further, the study made policy recommendations for pre-service and in-service training, capacity and infrastructure development programmes, and technology-integrated teaching and learning framework design.

Teaching Efficacy Structures and Influencing Factors in Promoting Success and Retention Among Pre-Service Teachers

This study explored the collective teaching efficacy (CTE) and its influencing factors on the in-service teaching performance of pre-service teachers. The study, through purposive sampling, involved 301 graduating pre-service teachers from a state university in Laguna, Philippines. Multiple regression analysis was used to determine significant predictors of pre-service teachers’ performance. Results showed that pre-service teachers had high levels of CTE and that influencing factors of teaching efficacy were well-manifested. The respondents’ in-service teaching performance was outstanding, and there was a weak to moderate correlation between CTE, influencing factors, and pre-service teachers’ performance. Furthermore, the construct of CTE (vicarious experience) and influencing factors (knowledge, perceived personality factors, and resource provision) were significant predictors of pre-service teachers’ performance. The findings of this study have implications for the design and implementation of pre-service teacher development training programs. By enhancing pre-service teachers’ collective efficacy and addressing the influencing factors of teaching efficacy, such programs can help promote effective teaching practices and better student outcomes. The study suggests that pre-service teacher education programs should provide opportunities for pre-service teachers to observe experienced teachers, acquire knowledge and skills related to teaching, develop their perceived personality factors, and access adequate resources to enhance their teaching efficacy. The study also provides insights into the importance of building a supportive learning environment that fosters a sense of collective efficacy among pre-service teachers.

Exploring Dimensions of Teacher Education in Nepal: Perspectives, Challenges, and Reform Opportunities

This study evaluates Nepal's English Language Teacher Education (ELTE) reform possibilities and challenges. The study examines teacher education in connection with social contexts, knowledge transformation, and knowledge generation from many perspectives. Reflective teaching, modelling, and research habits improve instructors' professionalism and create effective learning environments. According to the report, English Language Teachers in Nepal face obstacles that must be addressed in teacher education. Content analysis is used to study the diverse literature. Surkhet English teachers and headteachers participate in a focus group. The paper's results and discussion section summarize the literature review and participants' opinions. It covers key concerns such as the absence of physical facilities and funds for teacher training, poor English language ability among instructors, coordination issues between pre-service and in-service training programs, and minimal research on ELT classroom methods. Reforming teacher education to improve topic knowledge, pedagogical skills, and technology expertise is recommended. English language teacher education faces societal inequities, uneven government regulations, and limited access to internet resources and databases. The study also examines technology integration in English language classrooms, online platforms, and the lack of research on ICT integration in Nepalese education. This research article helps to understand ELTE in Nepal and suggests areas for development and additional study.

Correlation between artificial intelligence in education and teacher self-efficacy beliefs: a review

Teachers' self-efficacy (TSE) beliefs affect not just their performance and motivation, but also the academic success of their pupils. As a result, researchers focused on the crucial self-beliefs of educators and its origins. This review article seeks to fill a gap regarding the correlation of teacher self-efficacy and its relation with the recently developed and ever-growing artificial intelligence (AI) technology by combining literature reviews from both of the topics to get a whole understanding and provide a solid framework for the suggestions of this paper. In addition, examples of how AI can be used in the classroom and the skills required for this use are mentioned and linked to educators' self-efficacy beliefs. Findings of literature review suggested that teacher self-efficacy is affected by various factors, but no studies which measured the correlation between AI literacy and teacher self-efficacy beliefs were found, thus, it is suggested that future research should be conducted to measure the correlation between AI literacy and teacher self-efficacy beliefs. Based on studies on these main topics that were reviewed separately, following implications were reached: (1) identifying ways that educators can take AI's advantage to improve their work efficiency rather than just relying on the tool to get the job done is crucial, (2) Policymakers should set up both pre-service and in-service training programs because they might offer novice teachers and seasoned educators the chance to learn through observational learning to increase their teacher self-efficacy regarding the use of AI in education.

Assessment of the Pre-Service Teachers' Training Program of a State University in Palawan in the Development of Competent Student Teachers

Assessment of the Pre-Service Teachers' Training Program of a State University in Palawan in the Development of Competent Student Teachers

Assessment of the Pre-Service Teachers' Training Program of a State University in Palawan in the Development of Competent Student Teachers

Assessment of the Pre-Service Teachers' Training Program of a State University in Palawan in the Development of Competent Student Teachers

Pre-service Teacher Training Program at Yarmouk University: Mixed methodology Evaluation Study

Objectives: This study aimed to evaluate the efficiency of the pre-service teacher training program (TTP) for the Classroom Teacher and Early Childhood Education majors at Yarmouk University from stakeholders’ perspectives.
 Methods: The study utilized a mixed methodology approach. The quantitative method with (57) female students from the Classroom Teacher and Early Childhood programs at Yarmouk University, 41 female cooperative teachers, and 10 faculty supervising for 2019/2020 at the Bani Ubaid District Directorate of Education. The qualitative method utilized the Consensual qualitative research (CQR) with a phenomenology paradigm through 21 semi-structured interviews to explore how stakeholders perceived the different challenges and opportunities that affected the efficiency of the pre-service training program at Yarmouk University.
 Results: The quantitative methods indicated a high degree of effectiveness in meeting the program's expected competencies (planning, teaching, classroom management, and assessment) in both majors. The qualitative data uncovered two main themes about challenges: teaching practices and regulatory and organizational challenges, and three themes in terms of opportunities: reforming competencies to include dispositions, creating a shared vision between schools and TTP units, and building accountability systems to enhance the efficiency of TTP.
 Conclusions: The study provided recommendations to revisit the pre-service teacher education program competencies, enhance pipeline efforts between the TTP unit and the schools, and monitor the pre-service procedures and regulations on both sites: university and school.

Reflecting on Communication Practices for Health Literacy among People with Hearing Impairment in Tanzania amid Covid-19 Pandemic

Background: Lack of proficiency in using languages (except sign languages) among people with hearing impairment poses difficulties for them to comprehend health-related information, thus, having low health literacy. To bridge this gap, healthcare providers adopt various communication practices to reach people with hearing impairment (HI) some of which prove success while others prove a failure. Consequently, reflection on health literacy communications becomes paramount for the sustainability of health education for people with HI. Objective: The present study reflects on communication practices during Covid-19 pandemic control in Tanzania contexts concerning people with hearing impairment. Methods: The study adopted a qualitative research approach in which the data were collected through interviews from five (5) people with HI obtained through a snowball sampling technique, and three (3) healthcare providers who were purposively sampled. Results: Findings showed that adopted communication practices (writing on papers, lip-reading, and using family members as interpreters) were perceived as less effective by people with hearing impairment. Instead, people with HI preferred communication from other sources that used sign language. Conclusion: Therefore, there are calls for healthcare providers’ pre-service and in-service training programs to impart skills for communicating properly with HI to all healthcare providers.

Police–disabled citizen interactions: testing the role of disability awareness training and experience on officer confidence

The frequent contacts between police and people with disabilities has only recently led to research on developing law enforcement knowledge and skills in improving those interactions. While past studies have focused primarily on knowledge retention by disability-awareness training participants, we examine how training as well as personal and on-duty experiences contribute to police officer self-confidence in approaching a disabled person when dispatched to distinct scenarios. The findings not only support the positive role of disability-awareness training on officer confidence, but also suggest that on-duty experiences with disabled persons also has a critical role in forming those attitudes. The study’s finding of a joint role for training and experience suggests police education should integrate experiential approaches to pre-service training to prepare officers through in-person or simulated interactions with different disabled communities. Points of Interest Past research has demonstrated that many in disabled communities do not trust the police and are critical of their past experiences with the police officers. Police are increasingly receiving training specifically on disability awareness and improved communication with disabled persons. Police that completed disability sensitivity training are more likely to be confident in their interactions with disabled people. The more on-duty experience with the disabled community, the more likely police officers will demonstrate confidence in their interactions with disabled people. The study recommends police management look to integrate in-person or simulated disabled participants into pre-service training programs.

Preservice and Novice Teachers’ Views of a University Teacher-Training Program in Lebanon

This case study explored the Lebanese preservice and novice teachers’ perceptions of the effectiveness of the preservice training program they were enrolled in at a large university in Lebanon. Fourteen student-teachers and 13 novice teachers filled out an open-ended questionnaire. Six teachers from both groups were interviewed, and 3 novice teachers were observed three times. The data, which were analyzed thematically, showed that many participants viewed their training program positively. The data also revealed that the observed teachers applied some, but not all of what they claimed they learned.

SELECTION AND TRAINING OF SCHOOL PRINCIPALS IN THE WORLD AND TURKEY AND THE DEVELOPMENT OF POLICIES RELATED TO THIS

The purpose of this study was to examine the selection and training of school principals in the world and Turkey, as well as to determine the policy that could be developed. For this purpose, the document analysis method was used, which is one of the qualitative research methods. Following the purpose of the study, a field survey was conducted, as a result of which it was found that there are some differences in the context of the selection and training of school principals in the world and Turkey. Based on the field study, an analysis was made in the context of important developments and practices in the world, and a policy was proposed that could be developed for Turkey. It was concluded that the pre-service and in-service training program and its content, managerial and leadership training are important and should be improved in the selection and training of school principals and that an emphasis on instructional leadership can improve the quality of education. In the context of selecting a school principal, it was concluded that a candidate's master's education degree, prior management education, or in-servise management or leadership training was required. Updating programs in the context of professional development, redefining the roles and competencies of school principals in the context of educational policy, highlighting and developing principal leadership in the context of school development and ensure school autonomy are required.

Peace and Conflict Resolution in Pre-service Teacher Training Programs in Rwanda: Human Rights Education Perspective

This study sought to explore the promotion of peace and conflict resolution in pre-service teachers’ training programs in Rwanda. The study adopted an explanatory sequential research design with a mixed research method approach. The target population was all final year pre-service teachers and tutors and lecturers in Teacher Training Colleges and Higher Learning Institutions offering educational programs in Rwanda. A sample of 365 pre-service teachers and 50 tutors/lecturers was selected using stratified, simple random and purpose sampling techniques. A likert-scale questionnaire was used to collect quantitative data and a semi-structured interview, a focus group discussion and documents were used to collected qualitative data. Quantitative data was analyzed using means and standard deviations and thematic analysis was used to analyze the qualitative data. The study found that all aspects of peace education and conflict resolution are promoted in pre-service teachers training programs. The study also found that peace education and conflict resolution are integrated in different academic documents as a standalone subject or topic in a subject or as a cross-cutting issues. Finally, the study found that lack of capacity and resources to teach peace education and conflict resolution, bullying and unfair punishments are challenges facing peace education and conflict resolution. The study recommends that relevant authorities should build the capacity of teaching staff in pre-service teacher training institutions to enable them teach peace and conflict resolution in an effective manner and to provide adequate teaching and learning resources in order to enhance the teaching of peace education and conflict resolution.

Do in-service training materials for midwifery care providers in sub-Saharan Africa meet international competency standards? A scoping review 2000–2020

BackgroundLevels of maternal and neonatal mortality remain high in sub-Saharan Africa, with an estimated 66% of global maternal deaths occurring in this region. Many deaths are linked to poor quality of care, which in turn has been linked to gaps in pre-service training programmes for midwifery care providers. In-service training packages have been developed and implemented across sub-Saharan Africa in an attempt to overcome the shortfalls in pre-service training. This scoping review has aimed to summarize in-service training materials used in sub-Saharan Africa for midwifery care providers between 2000 and 2020 and mapped their content to the International Confederation of Midwives (ICM) Essential Competencies for Midwifery Practice.MethodsSearches were conducted for the years 2000–2020 in Cumulative Index of Nursing and Allied Health Literature, PubMed/MEDLINE, Social Science Citation Index, African Index Medicus and Google Scholar. A manual search of reference lists from identified studies and a search of grey literature from international organizations was also performed. Identified in-service training materials that were accessible freely on-line were mapped to the ICM Essential Competencies for midwifery practice.ResultsThe database searches identified 1884 articles after removing duplicates. After applying exclusion criteria, 87 articles were identified for data extraction. During data extraction, a further 66 articles were excluded, leaving 21 articles to be included in the review. From these 21 articles, six different training materials were identified. The grey literature yielded 35 training materials, bringing the total number of in-service training materials that were reviewed to 41. Identified in-service training materials mainly focused on emergency obstetric care in a limited number of sub-Saharan Africa countries. Results also indicate that a significant number of in-service training materials are not readily and/or freely accessible. However, the content of in-service training materials largely met the ICM Essential Competencies, with gaps noted in the aspect of woman-centred care and shared decision making.ConclusionTo reduce maternal and newborn morbidity and mortality midwifery care providers should have access to evidence-based in-service training materials that include antenatal care and routine intrapartum care, and places women at the centre of their care as shared decision makers.

Novice Teachers’ Professional Identity Reconstruction

<p style="text-align:justify">A transition from pre-service training programs to teaching is a dramatic and somehow painful experience for novice teachers. The question is what difficulties novice teachers face and how they negotiate their professional identity to cope with difficulties and find joys in their career. This study is aimed to investigate novice teachers’ professional identity reconstruction, from their imaged-identities to their practiced identities. The use of semi-structured interviews collected data from four Vietnamese English as a foreign language (EFL) novice teachers. According to the data, cue-based was the most common type of novice teachers’ imagined identity. Regarding the practiced identities, the interviewees reported different professional identity reconstructions in the first five years of teaching practice. The participants’ excerpts enlisted some challenges that the novices faced such as students’ learning attitudes, working environments, or unorganized colleagues. Based on the research findings, some solutions were proposed in order to help novice teachers get through their difficult times at the very beginning of their career.</p>