Professional Training Of Teachers Research Articles

Transdisciplinary understanding of the fundamental and practice-oriented nature of pedagogical education

Relevance. Increasing of fundamentality and practice-oriented nature are two important strategies for development of pedagogical education at the present stage. Fundamentalization ensures the formation of deep basic knowledge system, defines a holistic scientific picture of the human world. Practice orientation is revealed through a prism of gaining experience in the course of various activities, the willingness of a person to productively increase and use his or her knowledge and methods of activity to solve problems arising in the reality, orientation towards continuous self-education and self-development. The aim of the article is scientific substantiation of transdisciplinarity as a strategy for bringing together the fundamentality and practice-oriented pedagogical education at the present stage. Methodology and methods. The methodological basis of transdisciplinarity is based on the ideas of a synergetic approach. The ideas of the praxiological approach are used in determining the essential characteristics of pedagogical actions success in terms of improving the quality of professional training for teachers. The professional training of future teachers to solve comprehensively set real tasks based on the formed knowledge system and acquired experience is focused on the concept of an activity-based approach. The results of the study. The results are presented by the scientific substantiation of the integration of the fundamentality and practice-oriented training for future teachers on the basis of a transdisciplinary strategy, the definition of conditions for the formation of transdisciplinary thinking among teachers, the development of practical skills and skills for solving complex problems through the prism of diverse knowledge and methods of activity: the inclusion of teachers in project, research, experimental activities, the organization of continuing education, strengthening the nonlinearity of the development in the educational system and ensuring disciplinary flexibility, reflexive understanding of the results for activities based on the consideration of praxiological knowledge to ensure the success of pedagogical actions. Conclusion. A teacher can carry out labor pedagogical actions effectively, efficiently, technologically and safely using the pedagogical education based on a transdisciplinary basis, in close interaction of deep fundamental knowledge acquired through direct practice of skills and experience, as well as using praxiological knowledge based on an understanding of the general theory of successful activity. The presented results can be used in the development of educational programmes for pedagogical bachelor’s degree and programmes of additional professional education based on the capabilities of the digital learning environment.

The methodological model for the formation of future English teachers' pragmatic competence based on Web 2.0 technologies

In the article pragmatic competence as a subcompetence within the framework of foreign language communicative competence was considered, which is the speaker's ability and willingness to reproduce pragmatically literate statements, as well as interpret the pragmatic intention of another speaker. Ignorance of pragmatic structures and principles can lead to misunderstandings in extreme cases. For future teachers and teachers of a foreign language, mastering pragmatic competence is important to transfer knowledge properly about the discipline being taught. The principle of interactivity is one of the most important in the formation of foreign language pragmatic competence, and also acts as the main didactic property of Web 2.0 technologies, which contributed to the choice of these tools in this study. The results of fundamental research conducted in the countries of the far and near abroad on the formation of pragmatic competence for the development of a model for the formation of future English teachers’ foreign language pragmatic competence were analyzed. Thus, the authors propose their own model of learning aimed at the formation of students' pragmatic competence based on Web 2.0 technologies, which includes five interrelated component blocks: prerequisites, a block of target definition, a theoretical block, a functional block of technology, an evaluative and effective block. Only the integration of all these components of the model will contribute to achieving its goal. The use of this model during the research experiment significantly improved the professional training of future English teachers and the formation of a high level of foreign language pragmatic competence

STEAM-Based Learning Implementation Plan: Integrating Science, Technology, Engineering, Art, and Mathematics in Teaching Indonesian Language Education

The purpose of this study was to describe the ability of teachers and various factors that support and hinder the ability of teachers in preparing STEAM-based learning implementation plans. The data sources in this study were 30 learning implementation plans that had been prepared by Indonesian language teachers who had participated in teacher professional education training activities at a private university in Jakarta. The method used in this study was content analysis. In addition, data collection was also carried out through structured interviews to explore the opinions of teachers about the supporting and inhibiting factors experienced by teachers in the training of preparing STEAM-based learning plans. The results of the study showed that the average ability of teachers in preparing STEAM-based learning implementation plans was very good, namely (80). This means that they have been able to describe the learning steps using the STEAM approach well. The success factor for teachers in preparing STEAM-based learning implementation plans (LIPs) is influenced by the readiness of the implementing agency, instructors, and the optimal support of certain personnel.

Equitable learning for all: exploring hurdles and prospects in inclusive pedagogy

Inclusive education is a crucial aspect of contemporary educational systems to ensure accessibility and quality of education for all learners, including those with developmental peculiarities or disabilities. This article reviews current research and publications on inclusive education to identify critical trends, challenges, and achievements. Several aspects of inclusive education have been analysed, including teacher training, using technologies, creating an environment, and resolving socio-cultural issues. Based on the findings, conclusions are drawn about the necessity of a comprehensive approach to implementing inclusive education, including the professional training of educators, active use of technologies, and creation of an educational environment. Important directions for further research could include studying the impact of professional teacher training on the successful implementation of inclusive education, analysing the effectiveness of various educational methods and strategies, and investigating the role of technologies in ensuring education accessibility for all learners. Integrating the findings from such studies can assist educational institutions and government bodies in developing and implementing more effective strategies and policies for inclusive education. It, in turn, can improve accessibility and quality of education for all children and youth, regardless of their characteristics and needs.

Professional training of future art teachers to the usage of innovative technologies in the educational process of general secondary education institutions

Professional training of future art teachers to the usage of innovative technologies in the educational process of general secondary education institutions

Professional training of future art teachers to the usage of innovative technologies in the educational process of general secondary education institutions

Professional training of future art teachers to the usage of innovative technologies in the educational process of general secondary education institutions

Optimalisasi Lembaga Pembinaan Guru di Era Digital

This research aims to find out how digital technology is used to optimize teacher development institutions in the digital era, what the implementation challenges are and what digital implementation steps are in optimizing digital development. The method used in this research is the library research method. Data collection by searching for sources from various sources such as books, journals and existing research. Data obtained from literature studies were analyzed using an interactive qualitative model. This data analysis model consists of data collection, data reduction, data presentation, and drawing conclusions. The research results show that there is optimization of teacher development institutions through teacher professional skills training in the digital era. The use of digital developments in optimizing teacher development institutions in educational institutions has the aim of forming teachers in implementing digital to help shape the character and professionalism of teachers. Challenges faced in integrating technology in teacher development institutions include the digital divide, attention to teacher training and development and data security and privacy. The steps for implementing technology are analyzing teacher coaching, digital-based learning planning, optimization, use of applications and supporting platforms, monitoring and evaluation as well as ongoing teacher training and development.

Формирование эмоционального благополучия младших школьников через сказкотерапию

The psychological and emotional well-being of children is one of the most discussed problems in modern scientific research. In studies of domestic psychologists, it was found that 37% of children have increased and 16% of children have high general school anxiety. Studying at school, worries about grades and performance are the main reason for increased anxiety among schoolchildren. One of the conditions for the development of a child’s personality is emotional well-being, which can be developed through fairy tale therapy. The fairy tale therapy method allows for the development of the emotional well-being of children, since it uses the metaphorical resources of fairy tales and creates conditions for maintaining a stable emotional-positive state and life satisfaction. The paper sets out to experimentally test the effectiveness of using fairy tale therapy in the formation of the emotional well-being of schoolchildren. The diagnostics selected were: 1) test tasks “The Magical Land of Feelings” (authors: T.D. Zinkevich-Evstigneeva, T.M. Grabenko, D.A. Frolov); 2) SAN test questionnaire (V.A. Doskin’s method). A fairytale therapy program “My Emotions” was created to develop the emotional well-being of elementary school students. The study showed a positive growth trend in the number of children in the experimental group demonstrating emotional well-being, a sense of joy, motivation to study and communicate with peers. The developed program for fairy tale therapy “My Emotions” can be used by primary school teachers to develop the emotional well-being of children in extracurricular activities, and for the professional training of teachers and psychologists.

Geo-sustainable Practices in Urban Agriculture: A Study of Sustainable Land Use and Natural Resource Conservation at Household Level

This study explores urban agriculture as a solution to food insecurity in Lahore, Pakistan, amid rapid urbanization and declining agricultural productivity. Using a mixed methods approach, the research assesses the current state of urban agriculture, community willingness to adopt such practices, and the factors influencing this adoption. Data was collected from households in Johar Town and Faisal Town through surveys, complemented by a literature review of global urban agriculture policies. The findings reveal limited practice of urban agriculture but significant willingness among residents, driven by factors such as self-reliance, high food prices, and health concerns. However, barriers like lack of access to land, guidance, and time hinder widespread adoption. The socio-economic profile of respondents indicates varied interest and awareness based on age, income, and household size. The study emphasizes the need for policies promoting urban agriculture, including community gardens, vertical farms, and wastewater reuse. Educational campaigns and professional training are essential to raise awareness and build skills among urban dwellers. The research concludes that urban agriculture can enhance food security and sustainability in Lahore with robust policy support and community engagement. Future research should expand the study area, use more nuanced data collection methods, and explore the economic viability of urban agriculture initiatives. Such efforts aim to advance urban agriculture practices and policies in Lahore, making the city more self-sufficient and resilient in food production.

Current situation and influencing factors of high-level role conflict among clinical teachers: A cross-sectional study.

Role conflict is defined as pressures resulting from multiple job requirements that are perceived as incompatible. The purpose of this population-based cross-sectional study was to explore the current situation and influencing factors of high-level role conflict among clinical teachers at 4 affiliated hospitals of 3 medical universities in southern China. A self-administered online questionnaire was used for data collection through an online survey platform. Chi-square tests were used to determine significant differences for categorical variables. Binary logistic regression analysis models were performed for exploring the influencing factors of role conflict in clinical teachers. A total of 208 clinical teachers successfully completed the questionnaires. Of the respondents, 41.3% reportedly had high-level role conflict, and 58.7% had low-level role conflict. The study found that primary, intermediate, and deputy senior professional title, having a leadership position in the department, and devoting a lot of time to teaching work were associated with an increasing risk of the occurrence of high-level role conflict (all P < .05). However, undertaking moderate or few/very few clinical teaching workloads, keeping clinical teachers informed of the teaching requirements, getting guidance and help from colleagues, and thinking of the teaching work as their obligation were significantly associated with decreasing risks of high-level role conflict (all P < .05). Teaching management departments in hospitals might carry out regular and systematic professional training for clinical teachers to effectively decrease role conflict and improve the quality of clinical teaching.

USING THE INTERFACULTY TECHNOPARK OF UNIVERSAL PEDAGOGICAL COMPETENCIES AS A TOOL IN PRIMARY SCHOOL TEACHER TRAINING

The paper reveals the possibilities of using the technopark of universal pedagogical competencies established within the framework of Altai State Pedagogical University as a tool in the professional training of future primary school teachers. The authors reveal the main conditions and stages of integrating the technopark’s resources into the process of developing professional competencies of bachelors and discuss how the technopark can help enrich the contents of design and technological training courses, practical and laboratory classes of academic disciplines. In conclusion, the authors share expert knowledge on conducting a demonstration exam using at the technopark as part of the final state certification.

Implementasi Pendidikan Inklusi di Sekolah Dasar: Tantangan Dan Strategi Efektif

This study aims to identify challenges and formulate effective strategies in implementing inclusive education in primary schools. A qualitative approach with descriptive methods was used to gain an in-depth understanding of the issue. Data were collected through observation, in-depth interviews and documentation involving school principals, classroom teachers, special mentor teachers and parents. The research findings show that the main challenges in implementing inclusive education are the lack of teachers' understanding and skills, limited facilities and infrastructure and resistance from parents. To overcome these challenges, several strategies were proposed, including continuous professional development and training for teachers, improving school facilities and infrastructure, and socialising and educating parents and communities. The case study of SD Negeri 13 Pandeglang shows that collaboration between the school, government and community can improve the acceptance and success of inclusive education. Support from the government in the form of clear policies and provision of adequate resources is also very important. In conclusion, with the right strategies and adequate support, inclusive education can be effectively implemented in primary schools, benefiting all students, including those with special needs.

Pendidikan dan Teknologi: Optimalkan Pembelajaran di Era Digital

The digital era brings significant changes in various aspects of life, including education. This article explores the application of technology in education in the digital era, outlining the positive impacts, challenges faced, and strategic steps to optimize the benefits of technology in learning. The research method used is descriptive qualitative method through literature study from various sources of relevant journals and articles. The results show that technology improves accessibility, interactivity and personalization of learning. However, the access gap and curriculum adaptation are still the main challenges. Proposed solutions include subsidizing technology and internet devices, curriculum adaptation and professional training for teachers. With these measures, technology can be optimally utilized to improve the quality of education and provide a better learning experience for all students

Mental health professional training for teachers and student outcomes: quasi-experimental evidence from Chinese middle schools

ABSTRACT By using the quasi-experiment of random class assignment, we examined the impact of mental health professional training for teachers on student outcomes in Chinese middle schools. The results indicate that assigning students to classes with Mental Health Training Certificate (MHTC)-equipped homeroom teachers significantly improves their non-cognitive abilities, and the instrumental variable (IV) estimates remain significant. Moreover, this positive effect is more pronounced among disadvantaged students. Mechanism analysis shows that MHTC enhances homeroom teachers’ attributes and fosters a better classroom atmosphere.

CHALLENGES IN IMPLEMENTING INCLUSIVE EDUCATION IN AN INDONESIAN KINDERGARTEN; A CASE STUDY

&lt;p&gt;This study is a case study exploring the challenges of implementing inclusive education at Star Kindergarten, a private kindergarten in Yogyakarta, Indonesia. Data collection was conducted through observations and interviews with two teachers who have students with disabilities in their classes. The data were then analyzed using the three-step analysis method recommended by Miles and Huberman. The findings indicate that both students and teachers have positive attitudes towards inclusive education. However, three challenges may hinder the implementation of inclusive education at Star Kindergarten, despite the school serving children from upper-middle-class socioeconomic backgrounds. These challenges are the teachers’ lack of knowledge due to not coming from early childhood education programs, insufficient training provided by the school, and minimal parental support. Professional training for teachers and parent-school collaboration is necessary to support the implementation of inclusive education in kindergarten.&lt;/p&gt;

CONTENTS AND ORGANIZATION ASPECTS OF PREPARING FUTURE EIEMENTARY SCHOOL TEACHERS FOR PROFESSIONAL-CREATIVE ACTIVITIES

This article is dedicated to the issues of improving the professional training of future elementary school teachers. The article justifies the relevance of developing the creative abilities of younger students and preparing future elementary school teachers for professional creative activity. To determine the organizational and substantive aspects of preparing future primary school teachers for professional and creative activity, a survey was conducted among 114 teachers, including 93 teachers of grades 1-4 and 21 teachers of preschool education. The results of a search and analytical work are presented. The authors considered the methodological approaches that underlie the preparation of future teachers, the structure and content of the preparation of future elementary school teachers, as well as the conditions and organizational-content aspects of preparing future elementary school teachers for professional-creative activity, which include interdisciplinary interaction and integration of disciplines within the educational program.

МОВЛЕННЄВА КОМПЕТЕНТНІСТЬ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ПЕДАГОГІВ ПРОФЕСІЙНОГО НАВЧАННЯ

Relevance: The prioritization of developing speech competence in future teachers of vocational education is necessitated by the need to equip learners with competencies for lifelong learning, aligning with the qualification requirements of higher education graduates amidst the reforms in the national higher education system and its integration into the European space. Objective: To substantiate the importance of speech competence as a component of professional training for future teachers of vocational education in higher education institutions. Methods: Analysis, synthesis, and generalization of scientific works and legislative and regulatory documents were used for the theoretical analysis of key concepts of the study, defining the term "speech competence as a component of professional training for future vocational education teachers"; comparison was employed to identify approaches to solving the researched problem; generalization and systematization were used to formulate conclusions and prospects for further research. Results: Analysis of scientific works revealed that the speech competence of future vocational education teachers develops through the integration of the main tenets of linguistic sciences, psychology, and pedagogy. It is hierarchically subordinated to the principles of implementing a competence-based approach in the education system and integrates into the system of key (general) competencies as a distinct component. Speech competence, as defined in the Standard of Higher Education at the Bachelor's level, field of study 01 – "Education / Pedagogy", specialty 015 – "Professional Education (by specializations)" and in educational-professional programs, is determined by specific learning outcomes, mastery of which provides the ability to obtain an educational qualification. The level of speech competence within the system of general competencies for lifelong learning is a guarantee for the systemic further personal and professional development of a vocational education teacher according to the standards and socio-cultural trends. Conclusions: Innovative and European integration development of educational systems, current scientific research in pedagogy and psychology, technological changes, and the digitalization of society require a systemic update of educational content components to effectively develop the speech competence of future vocational education teachers and to ensure their ability to organize and conduct pedagogical activities effectively.

Assessing the Impact of Principal Leadership and Teacher Performance on Educational Quality: The Role of TQM as a Mediator

This research investigates the influence of the principal's leadership and teacher performance on the quality of education and the mediating role of TQM in this relationship. Random sampling techniques were used to sample 50 MA Darul Falah Sukorejo Ponorogo teachers. Data collection was carried out using a questionnaire consisting of a 5-point Likert scale. PLS-SEM analysis was used to analyze data and test the conceptual model. The research results show that teacher performance significantly improves education quality but not principal leadership's influence. Apart from that, TQM mediates in increasing the influence of the principal's leadership on the quality of education (ρ=0.008) but not on the influence of teacher performance (ρ=0.703). The research implications emphasize the development of organizational culture supported by TQM and teacher professional training and development. So, building an organizational culture that supports TQM principles is essential. It involves a commitment from all levels of management, including principals and administrative staff, to prioritize educational quality and continuous improvement. Provide regular training to teachers on TQM concepts, practices, and strategies for implementing them in teaching and learning contexts.

Insights into teachers' training and professional development: introducing online technologies

The article deals with the problem of professional development of teachers and lecturers in Ukraine in today's challenging conditions. The authors of the article are representatives of the development team of the online course "Content and Language Integrated Learning (CLIL) Methodology" for educators. It is a product of the collective creativity of the Foreign Language Teacher Training Capacity Development as a Way to Ukraine’s Multilingual Education and European Integration (MultiEd) project team, сo-working under the umbrella of the Erasmus+KA2 programme. The course is hosted on the Moodle platform of Zaporizhzhia National University; it is aimed at training specialists capable of adapting and implementing advanced teaching methods in the educational process of the New Ukrainian School. This course is designed for subject teachers, foreign language teachers in secondary and higher education, as well as educational institution leaders who understand the contemporary challenges of education in line with the demands of the job market and are interested in modernizing existing educational programs, improving teaching and learning methods, and implementing a culture of quality assurance in education. The course is developed in the Ukrainian and English languages; it is flexible in time and choosing subject themes to fill the gaps in knowledge. The article presents the stages of course development and implementation, description of its content and structural elements. The course was piloted in all UA universities, partnered with the MultiEd team, encompassing 583 participants, 466 of which successfully completed the course. This article focuses on the results of 194 participants’ training on the Moodle platform of Zaporizhzhia National University (March – November 2023), their progress, evaluation and critical remarks, and highlights the prospects of its use in the system of professional teacher training

USING CLIL IN PROFESSIONAL TRAINING OF FUTURE VOCATIONAL EDUCATION TEACHERS IN LEADING EUROPEAN COUNTRIES

The challenges of wartime have prompted Ukrainian researchers to seek the most effective methods for enhancing professional education, particularly professional training of future vocational education teachers. As a result, examining the leading European experience with content and language integrated learning (CLIL) in professional training programmes for future vocational education teachers is scientifically justified and necessary. It is found that the problem of using CLIL in professional training of future specialists is notably significant. In the context of globalization and European integration processes, future professionals must demonstrate high levels of foreign language competence and competitiveness in the international labour market. Leading European countries, including Germany, the Netherlands, Belgium, France and Spain, actively implement CLIL’s conceptual aspects in their training programmes. However, the specific features of these implementations, such as sectorality, strategies and approaches, assessment characteristics and material support, may vary. The main advantages and challenges of using CLIL in professional training of future vocational education teachers are identified. Based on leading European experiences, the most effective methods to enhance professional training through CLIL are substantiated. These methods include the development of integrated educational programmes, effective use of resources, differentiated instruction, systematic assessment and feedback, as well as reflective practice. Accordingly, relevant recommendations are proposed to improve professional training of future vocational education teachers in Ukraine by integrating key aspects of CLIL into curricula. It is defined that, by adopting these practices, future vocational education teachers can effectively employ CLIL to enhance both language and vocational learning, better preparing their students for success in global and multicultural work environments. Further research is aimed at analyzing the content of foreign language training for future vocational education teachers in developed countries.