Professional Preparation Of Teachers Research Articles

Professional competence of primary education teachers to educate pupils with disabilities

Developments in the practice of inclusive education have led to significant increase of the expectations of a teacher having professional competence. The hitherto ‘two-track’ professional preparation of teachers for their professional role in mainstream and special schools should be replaced by the preparation that enables each teacher to achieve high educational outcomes for all students, including students with disabilities. The aim of the study was to analyze early education teachers’ assessment of their own professional competence to educate students with and without disabilities. A total of 130 teachers participated in the study, in which a diagnostic survey method (Perceived Teacher Professional Competence Questionnaire and Sociodemographic Questionnaire) was applied. The results indicate that both having a background in special education and having experience working with students with disabilities were associated with higher levels of evaluation of a teachers’ perceived competence to work with students with disabilities.

Perception of M.ed. Student-teachers Towards Internship as a Part of Teacher Training Programme

Teaching is an exciting and rewarding activity but like other professions it is demanding as it requires that its practitioners clearly understand what should be done to bring about the most desirable learning in the pupil and be highly proficient in the skills necessary to carry out these tasks. All the teachers training institutions are not only imparting theoretical but also practical knowledge and skill in teaching different subjects to prospective teachers. There are many parts of teacher training programme like Internship, sessional Work, Project work, micro and macro teaching etc. Internship is an integral part of professional preparation that includes practice – teaching and wide variety of field experience under the guidance of a competent or expert supervisor. Internship in M.Ed. is very essential for today’s teacher because it gives proper training to the student-teachers for better understanding of all the students. It builds confidence among the student-teachers. Therefore, the objective of the study is to know the perception of M.Ed. students-teachers towards the internship programme. In the present study, the researcher has used the descriptive method of research. The total sample includes 100 M.Ed. students-teachers from three M.Ed. colleges of Jammu. A Self-constructed questionnaire was prepared to collect the required data. After collecting the data, the frequencies were calculated to analyze the data. The findings of the study revealed positive perception of student-teachers towards internship as a part of professional preparation of teacher. The present study is helpful for educationists, practitioners, students, stakeholders, policy-makers, teachers and parents.

Teacher Preparation and the Implementation of Official Bilingualism in Anglophone Primary Schools in Cameroon: A Study of Some Teacher Training Colleges in the Buea Municipality

Since the reunification of the two Cameroons in 1961, successive modes of application of official bilingualism have been adopted geared toward empowering every child leaving school with communication competencies in English and French. Despite the noble intentions, the pedagogic implications of the implementation remain uncertain. With the current Anglophone crisis, the much talked about ‘living together’ is threatened by a linguistic divide which, undeniably, has a huge toll on the cultural heritage of the two linguistic communities in the country. One wonders why after more than half a century; official bilingualism is not yet a living reality among school leavers. In teacher training institutions responsible for laying the foundation for the achievement of the policy, language curriculum still leaves much to be desired. This research investigates teacher preparation as a crucial link in implementing the official bilingualism policy in Anglophone primary schools. It focuses on language curriculum as the basis for teacher training to establish its adequacy in the achievement of official bilingualism. The paper examines official bilingualism in the professional preparation of teachers in some public, confessional and lay private teacher training institutions in the Buea municipality of the South West Region of Cameroon. The findings reveal that, though most teachers have a good working experience of over 10 years, their deficient bilingualism levels do not reflect effectiveness in bilingualism teaching. They cannot plan, implement and evaluate French and bilingualism training lessons. They lack exposure in terms of content knowledge and pedagogic skills and have limited time allocation for bilingual training. Finally, teachers do not master the French language subject matter they are expected to teach.

DOMESTIC ARTISTICALLY-PEDAGOGICAL EDUCATION IN A BOLONSKIY USER STRUCTURE: PROBLEMS AND TASKS

The prospects of professional preparation of teachers of fine art are examined in the article. On the basis of review of leading progress trends of modern higher education the ways of improvement of educational process are traced and the necessity of bringing of changes for the normative and methodical providing of speciality is grounded.

Professional Preparation of Teachers of Students With Visual Impairments and Orientation and Mobility Specialists Regarding Physical Activity, Physical Education, and Sport

Introduction: This aim of this online study was to determine what teachers of students with visual impairments (TVIs) and orientation and mobility (O&M) specialists learned and experienced in their professional preparation programs regarding physical education, physical activity, and sport for students with visual impairments. Methods: In 2019, an initial questionnaire was sent to specialists in the field for validation. In 2020, 68 TVIs and O&M specialists participated in an online research study consisting of validated multiple choice, Likert scales, and short responses. This study was created through and accessed by participants on the website of Qualtrics, a survey tool. Results: Sixty percent of the participants did not feel that their professional preparation program provided an adequate amount of time discussing accommodations for students with visual impairments in physical education and physical activity. Eighty percent of participants learned very little or nothing at all in their courses related to physical activity, physical education, and sport; and 79% learned very little or nothing at all in their practicum experiences. Seventy-two percent of participants indicated that they wished that they had learned more about physical activity, physical education, and sport. Discussion: The findings demonstrate that TVIs and O&M specialists are not prepared to assist physical education teachers in making physical activity, physical education, and sport accessible to students with visual impairments. Implications for Practitioners: The professional preparation programs of TVIs and O&M specialists can include more information on making physical activity, physical education, and sport accessible to students with visual impairments.

RELATIONSHIP AMONG ATTITUDE, SELF-EFFICACY AND MENTAL HEALTH OF TEACHER TRAINEES OF B.ED. COLLEGES

It is assumed that education is an instrument for bringing out the potentialities of human beings while effectiveness of a education system is mainly dependent upon its teachers. Teaching is an art and the quality of teaching depends on the love, dedication and devotion of the teacher towards the subject of the knowledge. The quality of any teaching programme cannot rise above the quality of its teachers. In the professional preparation of teachers, the study of attitudes held by them is very important. The attitude of teacher is a teacher's characteristic and component of teacher's personality. How a teacher performs his duty as a teacher is dependent, to a great extent, on his attitudes values and beliefs. A positive favourable attitude makes the work not only easier but also more satisfying and professionally rewarding; rather a negative attitude makes the teaching task harder, more tedious and unpleasant. Self-efficacy belief is of paramount importance in the transfer of the information and skills that prospective teachers acquire during their prospective education to the students. Mental health is a concept that refers to individual emotional and psychological well-being. Feeling capable and competent; being able to handle normal level of stress, and lead an independent life; and being able to "bounce back" or recover from difficult situations, are all signs of mental health. The researcher used survey method for present study. The population of the present study was all the B.Ed. Trainees of Patna. Random sampling technique was used to select 400 prospective teachers studying in 8 B.Ed. Colleges run by government and private management in Patna town. . There is no significant correlation between attitude and self – efficacy of teacher trainees while there is significant correlation between attitude and mental health and self – efficacy and mental health of teacher trainees.

Revitalizing Professionalism in Teachers

The hope of revitalizing school education is driven towards the professional and personal growth of the teacher. The professional preparation of teachers has been recognized to be crucial for the qualitative improvement of education (Kothari Commission, 1964-66). The emphasis in the teacher education programme should be on enabling the trainees to acquire the ability for self-learning and independent thinking. Teachers should have possession of professional knowledge and professional status. Teachers are expected to carry out their professional tasks in accordance with their judgment, without bias. Consistent with the objectives, content, pedagogy and assessment for different stages of the curriculum, the teachers must be oriented and should be constant learners. In this paper, three dimensions of learning are emphasised on the part of professional teachers 1) Cognitive Learning 2) Emotional Learning and 3) Situational Learning. It is understood that in order to strengthen professionalism, the teachers must be allowed for expertise to be shared with a wide range of teachers through conferences. The teacher must be resourceful and practitioner of teaching and learning. Thus, professional learning is practical in character.

Primary science teaching in Bangladesh: A critical analysis of the role of the DPEd program to improve the quality of learning in science teaching

This study investigated the current practice of learning, teaching and assessment in science, particularly in classrooms at primary level in a division of Bangladesh. In addition, this study also focused on the role of DPEd program in the development of the professional preparation of teachers' for improving their quality of science teaching. For the purpose of this study, a mixed method research design which used both quantitative and qualitative method to gather and analyse data. A random stratified sampling process was used to select 150 primary science teachers and 60 students in grade 5 (10 + years) students for collecting quantitative data while a purposeful sampling process was used for qualitative inquiry. Qualitative data was obtained through analysis of the national documents and the interviews of Head teachers of primary schools, Assistant Upazila (Sub-district) Education Officers and Instructors of Primary Training Institutes (PTI) and Upazila Resource Centers. Quantitative data was analysed by using descriptive statistics and qualitative data was transcribed and labelled into emerging themes. A triangulation technique was used to establish the findings of this study. The findings of this study revealed that the present practice of learning and teaching science is mostly teacher centred with little active pupil participation, limited opportunity for hands on activity and discussion. The major barriers for teachers' to teach science effectively were large class sizes, insufficient materials, lack of teacher's knowledge and skills, absence of assessment for learning strategies, inadequate opportunities for professional development and poor quality of support from the stakeholders. The current DPEd program has consist of limited focus on hands of activities, insufficient learning assessment capacity of the PTI instructors, and a lack of teacher monitoring in placement schools during training. The basic recommendation suggested by this research is to enhance the use of an inquiry oriented science learning and teaching approach with associated assessment for learning strategies for ensuring the quality of science learning and teaching. For preparing a better quality teacher, ensuring subject based training and to review the current teacher training program is further suggested. The result of this study can be used for future development of science learning and teaching practice at elementary level in Bangladesh and similar other developing countries.

FORMATION AND DEVELOPMENT OF UKRAINIAN PROFESSIONAL EDUCATION OF THE FUTURE TEACHERS OF THE ELEMENTARY SCHOOL

The article touches upon the problems of organization and semantic direction of professional education of elementary school teachers on the territory of Ukraine at the time of Russian Empire and the Soviet period. The specifics of degree education of future teachers is defined: the way of formation, development, factors, which cause their changes.The periodization of this process, created by O. Shkvyr is suggested. The role of famous people of the past time in formation and development of fundamental preparation of teachers is mentioned. For example, M. Lomonosov, who suggested to create a special pedagogical educational institution , developed and substantiated mandatory requirements towards practical activity of teachers; K. Ushynskiy , as the author of the first systems of preparation of folk school teachers , recommendations concerning organization of the teachers' seminarium activity and the content of future preparation of folk school teachers. Some aspects touch upon the experience of educational institutions, where professional preparation of teachers for elementary school took place, are also described in this article. Legislative documents and scientific- pedagogical literature, which illustrate the state and content of professional preparation of future teachers of the elementary school on different stages of the society development , are analyzed. Key words: a teacher of the elementary school, content of education, a period, professional preparation, development, formation, degree education.

Теорія i практика вищої професійної освіти в Україні

The article examines the problem of the process of association of Ukraine with European Union and integration into European and world educational spheres the features of which are related to the nature of global processes, and also with the specific terms of development of social, economic, political, cultural and educational life of our country. Dynamic processes of social and economic life, changes in the system of compulsory secondary education revealed contradictory tendencies in the sphere of professional preparation of teachers in Ukraine: deep professionalization of secondary school teachers’ practice becomes more important; integration of knowledge from different spheres is noticed; importance of integrated skills and abilities for realization of professional pedagogical practice increases. Realization of tasks of professional preparation of teachers depends on the condition of pedagogical education that demands objective analysis of the accumulated international and national experience of pre-service and post-graduate preparation of teachers as the major source of modern professional pedagogic preparation strategy determination. Analysis of the works of famous scholars confirms the need for concentration of teachers around universities as this enables the increase of academic level of teacher education and intensification of interaction between education and research. Reform should be directed to a system of education in which basic education is corresponding formal qualifications that are relatively universal and can easily be completed by further education. So we may conclude that in order to increase educational potential of the country much attention should be paid to improving the system of professional preparation of teachers as only due to highly educated teachers the country would be able to take a decent place in the world and be competitive. The level of school cannot be better than the professional level of teachers who work there so improvement of education system of each country depends directly upon the quality of professional preparation of teachers. Education should be coordinated with each stage of the country's development. Educational infrastructures in the school system are worthless if there are no trained, competent teachers to manage them. This has been shown to be a significant difference between academically competent teachers and professionally qualified teachers. Professionalization is the best way to improve working conditions of teachers and their professional activity. Measures taken to improve the skills of teachers in many states of the USA are primarily driven by modification strategies, which are influenced by strengthening of the role of the state in the education system.

PROFESSIONAL PREPARATION OF TEACHERS IN THE USA FROM THE PERSPECTIVE OF PROFESSIONALISM AND COMPETENCE

The relevance of the study is in the fact that modern school and university teachers are limited by the frameworks of one discipline and thus their professional growth is only limited by the gradual recitation of the provisions of one or another subject in the senior school not allowing them developing interdisciplinary courses. The authors of the paper consider the problem much deeper and define that the teachers’ opportunity to increase their professional knowledge is based on the provision of the necessary preparation of teachers in order to not only let them teach their own discipline but also to let them implement the interdisciplinary approach. The novelty of the paper is in the fact that it does not say that the teacher should give several courses and thus have the idea of the structure of some or other discipline. For the authors of the paper, the main component is the need in the preparation of the senior school teacher of both technical and humanitarian disciplines, which allows precisely demonstrating the interdisciplinary connections in the process of education. The paper reveals the parameters of such qualification and presents the model that allows assessing the extent teachers may apply the obtained knowledge in practice. The implementation of the paper’s provision in the field of the pedagogical practice is seen by the authors in the development of the programs of the professional preparation of teachers in the process of their work and further improvement of their professional knowledge.

Professional Training of Teachers in the United States as an Example for Improving the Professionalism and Competence of Pedagogues in Ukraine

The process of reforming of the system of compulsory secondary education in Ukraine challenges teachers and determine new requirements for them. The study and analysis of teachers’ professional education and training in other countries are one of the main ways to settle strategic directions of pedagogical education modernisation and thus to improve the quality of education in Ukraine. The national education systems of Ukraine and the USA are functionally common despite some differences in cultural and social aspects. This makes it possible to use the experience of the USA in reforming the system of professional preparation of teachers in Ukraine and improving their educational and professional qualifications. The study aims to make a comparative analysis of professional education and training of teachers in the USA from professionalism and competence and propose a way to adjust the most successful American experience to Ukrainian conditions. The study applies a comparative-historical method to compare socio-pedagogical phenomena and views. The structural method makes it possible to consider the pedagogical process based on system components of theory and practice of professional education of teachers. The prognostic method is used to ascertain the successful experience of the USA and outline the prospects of its implementation in Ukraine. Our research concludes that the system of professional preparation of teachers should be improved in order to increase the educational potential of the country. The study reveals a significant contrast between academic competence and professional qualification of teachers. It is determined that the objectives for professional preparation of secondary school teachers are the following: improving teaching competence, the combination of teaching practice and pedagogical theory and integration of pedagogical subjects and subjects of specialisation.

ICT AND PRESERVICE TEACHERS. SHORT CASE STUDY ABOUT CONDITIONS OF TEACHER PREPARATION IN: DOMINICAN REPUBLIC, ECUADOR, URUGUAY AND POLAND

The paper aims at presenting the most important indicators teacher preparation in the context of the developing information society. The text was written as part of the SELI project. It is the international study which seeks to answer the question about the factors determining the efficient use of ICT among the pedagogy students. This theoretical study joins the debate on the curricula and local, national and global conditions related to the education of teachers of the future. The text presents data from three countries from Latin America and the Caribbean region and one from Europe.The development of Information and Communication Technologies (ICTs) is key for any society that wishes to develop and face the local and global challenges that arise every day. However, teachers play a fundamental role in ensuring that these technologies are taught and reach the entire population adequately. During this process, an important number of challenges and problems must be faced, as a result of the current context in which the Dominican Republic, as a developing country, finds itself. In the present work we make a brief description of the main challenges and defies faced by ICT teachers.In the section referring to Ecuador, a general outline of the academic education for preservice teachers is presented. The numeric data are presented about the education system and the preparation of future teachers. The legal grounds have also been described. While discussing the conditions in Ecuador, the authors focus on the technical aspects of education, like the use of e-learning technologies. They also refer briefly to the need for lifelong learning.The purpose of this paper is to provide an overview of the way the challenges of ICT are approached in preservice teacher education in Uruguay. Initially, some background information is provided about how preservice teacher education is organized for at the different levels. Secondly, the focus is on the way Information and Communication Technologies (ICT) have been included in the preservice teacher education and training curricula and the changes that this inclusion is undergoing. The overview shows a transitioning process, from a rather disperse and fragmented approach with a variety of courses, projects and programs, to a more consistent and centralized one. The article finishes with a few conclusions and ponders some Uruguay perspectives, joining an ongoing debate around unanswered questions and identified challenges.The Polish section presents several important changes associated with the reform of the education system, which affects the professional teacher preparation. The authors also present the examples of the academic curricula for Information Technologies and Media in Education courses carried out in the Pedagogical University of Cracow.Based on the short analyses, we have noticed that despite the geographical, language and cultural differences, teacher preparation in the area of ICT use shows many common features which are the global challenges. These shared elements include: legal systems preparing teachers to perform their profession, the development of digital literacy, modernisation of the academic curricula and technical infrastructure, and motivation to use ICT solutions among the preservice teachers.

Examining physics teacher understanding of systems and the role it plays in supporting student energy reasoning

In this paper, we argue that the definition of what constitutes a system differs in physics from other sciences, and in particular, biology, and that these differences matter for learning. Furthermore, even within physics, what textbooks (and instructors) mean by the phrase “energy is conserved” is not unambiguous, often giving the impression that whether or not energy is conserved is contingent on the type of system one chooses for analysis, inappropriately, thereby, interweaving conservation with constancy. These discrepancies and ambiguities in the canonical approach to systems as a tool for energy reasoning may, in turn, undermine the knowledge that teachers need to support energy learning among their students. We present data from a validated assessment of the specialized physics knowledge that teachers use to help students make progress in energy learning, which we administered to hundreds of high school physics teachers and senior physics majors. Assessment results support the following claims: (a) Both high school teachers of physics and senior physics majors manifest significant difficulties in applying a consistent systems approach to energy analysis; (b) Teachers who demonstrate a strong understanding of a systems approach to energy analysis are also better equipped to respond productively to student reasoning about a system approach to energy; and (c) Teachers with a strong understanding of a systems approach to energy analysis are also significantly better equipped to respond productively to student reasoning than senior physics majors who demonstrate a similarly strong understanding. Our results have implications for the professional preparation of teachers, graduate Teaching Assistants, Learning Assistants, and physics faculty in their role as instructors.

ПРОФЕСІЙНО-ПЕДАГОГІЧНА ПІДГОТОВКА ВЧИТЕЛІВ НАРОДНИХ ШКІЛ В УЧИТЕЛЬСЬКИХ СЕМІНАРІЯХ УКРАЇНИ

The article deals with the analysis of professionally-pedagogical preparation of teachers of public schools of teaching seminaries of Ukraine, that can become valuable acquisition for professional preparation of specialists of the modern system of pedagogical education. An important accent have been done on history, forming of maintenance and principles of professional preparation of teachers of public schools in teaching seminaries. The article analyzes the tendency of instability and relative unsystematic of preparation of teachers registers for public schools, that partly predetermined by educational reforms in industry of primary education. It has been proved that requirement to semantic part of professional preparation of teacher of public school were in direct dependence on a social order on the level of its qualification. The general preparation of future teacher was limited, at the same time professionally pedagogical preparation was in the comparatively best state. The future teachers of public schools often have been studied German classic pedagogics, and educational practice rendered substantial influence on the level of professional preparedness of future teachers of public schools.

FORMACIÓN DOCENTE EN AMÉRICA DEL SUR: ASPECTOS REGULADORES

El presente estudio es derivado de la investigación de doctorado titulada “Orientações Pedagógicas no Estágio Supervisionado de Educação Física na Colômbia, Brasil, Argentina e Chile” y tuvo como objetivo específico presentar y discutir, los aspectos reguladores de formación de profesores en esos países. Investigación cualitativa, método el Análisis Documental. Como resultado se verificó que hay aspectos intrínsecos regionales y culturales utilizados para argumentar a favor de la política docente de formación de profesores en cada país. Por tanto, estos aspectos convergen en términos de que: a) la preparación profesional de los profesores debe ser orientada por la perspectiva de la acción-reflexión-acción; b) conocimiento y uso de las Tecnologías Digitales de la Información y Comunicación debe ser parte del proceso; c) desarrollo de la identidad docente y el compromiso con la enseñanza. Las conclusiones fueron realizadas considerando la literatura reciente sobre programas de formación de profesores.

On constructs and the construction of teachers’ professional knowledge in a post-Soviet context

This paper examines the understandings (‘constructs’) of teachers’ professional knowledge and its sources that underpin current practice in initial teacher education in Kazakhstan and in particular the way in which pedagogika contributes to these. Drawing on empirical data collected over four years, the paper illustrates the ways in which professional knowledge and professional preparation of teachers in pre-service institutions are constructed within the Kazakh and Soviet pedagogical traditions, albeit with some reference to international scholars. Teachers’ professional knowledge is formed from pedagogic theory mediated by academic staff in what is seen by many from outside and inside the country who are engaged in educational ‘reform’ in Kazakhstan as a largely didactic style with little or no critical engagement or exploration of the implications for practice. This stands in contrast with two recent professional development programmes: the Collaborative Action Research and Center of Excellence, which are focused on interactive learning and teaching, reflective practice, classroom action research, and teachers’ collaboration as sources for teachers’ professional knowledge. This paper highlights this contrast and begins to explore what happens when these two different approaches to the construction of teachers’ professional knowledge encounter each other.

The impact of kaizen philosophy on the development of personal-professional environment of the future specialist

The article deals with the topical problem of pedagogical science – study of the development of the personal-professional environment of the future specialists in the higher educational institutions; in the process of professional preparation the future teachers of the higher technical educational institutions with the help of introduction of the strategy of educational audit as the one of the aspects of kaizen philosophy are involved into the atmosphere of the “saving” use of resources of the higher technical educational institution.The idea of “confinement modeling” introduction is defined as the specific lean-technology. The scientifically grounded pedagogical conditions of deployment of experimental technology of monitoring of the professional preparation of future teachers of the higher technical educational institutions were introduced. The pedagogical expedience of such outrunning preparation of the future teachers of the higher technical educational institutions based on kaizen philosophy was proved. The effectiveness of the introduction of lean-technology was experimentally verified: the parameters of experimental technology of monitoring of the professional preparation of the teachers of the higher technical educational institutions were grounded, the productive methods and means of its introduction at the expense of IEM actualization, scientific creation development (based on the scientific-pedagogic probation), elective courses, practically oriented activities introduction, qualification work preparation were concretized

'New professionalism' of the teacher and education towards interculturalism

In the undertaken considerations, which explore the issues of preparing teachers for intercultural education, theoretical conceptualisation, referring to Julian Elliot's concept of 'new professionalism', has been applied. Its essence consists in a reflective approach and examining teachers' own practice. The conducted analyses and interpretations allowed for outlining real professional preparation of teachers in the context of needs, tasks and demands of intercultural education. In accordance with Elliot's model of teacher's professional practice, four elements were taken into account in the outline: the context, properties of the professional role, and the character of both professional competence and professional knowledge.

Formation of Personal Capabilities in the Undergraduate Teacher Training Formation of Personal Capabilities in the Undergraduate Teacher Training

In the paper the author deals with her experience with the realization of the interventiontraining program focused on the self-development related to the personality competencies in the professional preparation of teachers. It points out the efficiency of the experiential forms of education from the point of view of their personal corrective action. To verify the efficiency of the realized program, the Kirpatrick´s evaluation model is applied here.