Teaching Program Research Articles

Transformative Teacher Training as an Inspiration for the Driving Teacher Program to Improve Teacher Competency

Transformative Teacher Training as an Inspiration for the Driving Teacher Program to Improve Teacher Competency

Effects of an Inclusive Childcare Capacity Building Program on In-service Teachers’ Teaching Efficacy and Attitudes towards Inclusion

An inclusive childcare capacity building program was designed to enhance teacher efficacy and attitudes toward the inclusion of childcare teachers. A total of 36 teachers working in childcare facilities in Gyeonggi-do participated in this study. Nineteen teachers were assigned to the treatment condition and 17 teachers were assigned to the control condition. The program explicitly addressed 15 topics, including screening and diagnosis, early development, characteristics of disability, family support and related services, IEP, and online site observation. The program was primarily delivered by field professionals using adult learning techniques such as small group activities, reflective journal writings, and online consultation. Teachers in the treatment group outperformed teachers in the control group on three measures of teacher efficacy, teacher play efficacy, and attitudes toward inclusion. The results were statistically significant. The increase in teacher efficacy, play efficacy, and attitudes toward inclusion of teachers was attributed to the well-designed program, encompassing early development, disability characteristics, small group discussions, and online support. The results highlight the importance of providing and disseminating a capacity building program for in-service teachers.

Integrating 21st Century Skills into Teaching of Social Studies among Public Junior High School Learners in Effutu Municipality

The study examined the integration of 21st Century Skills into teaching of Social Studies among public junior high school learners in Effutu Municipality in Ghana. The study adopted Pedagogical Content Knowledge theory by Shuman (1987). The positivist paradigm was followed in the conduct of the study where quantitative data was collected and analysed. The Census sampling technique was used to select all the 50 Social Studies teachers even though 45 were correctly filled and therefore used for the study. Structured questionnaires were used as instruments for data collection. With the aid of the Version 20 of the Statistical Product for Service Solution (SPSS), descriptive statistics (mean, standard deviation, frequency counts, simple percentages) and inferential statistical tools such as Ordinary Least Square multiple regression analysis was used to analyse the data. The findings of the study revealed that communication and collaboration as well as digital literacy skills had very good integration whereas creativity and innovation, cultural identity and global citizenship, personal development and leadership and critical thinking and problem-solving skills registered good integration. It further showed that 21st Century Skills mentioned above accounted for 63.8% variance in learners’ academic performance. It was recommended that Ghana Education Service should initiate and encourage continuous professional development programmes for teachers in the Effutu Municipality to improve their integration of 21st Century skills and enhance teaching and learning.

Pengaruh Kepemimpinan Kepala Sekolah dan Motivasi Guru Terhadap Profesionalisme Guru SMP Islam Daarul Ilmi

The problem of this research is that some teachers have not shown good performance in carrying out their duties and functions, meaning that they are in accordance with the main duties and functions of teachers, such as: activities in planning teaching programs, carrying out learning activities, carrying out assessments, carrying out daily tests, preparing and implementing improvement programs. and enrichment as well as developing the field of teaching for which he is responsible. As an illustration of the profile of teachers whose performance is still low, these include: teachers teaching monotonously and without thorough preparation. Teachers still use very simple teaching preparation, have not fully used the required curriculum references, and are inconsistent in implementing the lesson plan (RPP) scenarios that have been prepared and in the learning process teachers still predominantly use the lecture method. The objectives are (1) to determine the influence the principal's leadership towards teacher professionalism; (2) To determine the effect of teacher motivation on teacher professionalism; and (3) determine the influence of the principal's leadership and teacher motivation on the professionalism of Daarul Ilmi Rancabungur Islamic Middle School teachers. Researchers used quantitative descriptive methods, because the research was carried out by analyzing numerical data (numbers). Meanwhile, the sampling technique uses Cluster sampling (Area Sampling). The population of this study was all Daarul Ilmi Islamic Middle School teachers, totaling 50 people with a population of 50 teachers determined through a purposive sampling technique. The data collection method used was a questionnaire. From the research results, it can be seen from hypothesis testing that: (1) there is a positive and significant influence of principal leadership on teacher professionalism by 22.3%, (2) there is a positive and significant influence of teacher motivation on teacher professionalism by 17.3%, ( 3) there is a positive and significant influence of the principal's leadership and teacher motivation on teacher professionalism of 28.9%. This positive influence means that if the principal's leadership and teacher motivation on teacher professionalism are good then teacher professionalism will increase.

Implementation of Character Education Policies: Pancasila Student Profile Program in Teaching and Learning English at Junior High School 5 Kopang, Lombok, Indonesia

Implementation of Character Education Policies: Pancasila Student Profile Program in Teaching and Learning English at Junior High School 5 Kopang, Lombok, Indonesia

Computer English Teaching in Summer Learning Programs As Foreign Language

Language is the mode of identity and recognition. Summer learning programs are essential in helping children and young people interact and develop solid ethical bonds in different communities. Current issues related to the linguistic and philosophical nature of socio-ethical vocabulary in terms of diachronic are discussed in the article. Based on the analysis of a large amount of historical and philosophical material, the authors present their interpretation of the formation stages of the vocabulary of ethics as an integral part of the general philosophical vocabulary. However, each time and in each country, the interpretation of ethical concepts and norms, and therefore terms, was of a concrete historical and purely national character. In view of the objectives of this article, we consider it necessary to give a brief overview of the ethics of antiquity and the Middle Ages in order to understand and consider the specific role of ethics in science and practice of later historical eras. The authors hope that adopting pre-communicative activities as a part of the teaching method will be more effective in learning English as a foreign language.

Explaining educational achievement among Indigenous individuals: how important are culture and language?

ABSTRACT A mismatch between one's culture and that of the school they attended – cultural discontinuity – has been put forward as a reason for low educational attainment globally. This paper evaluates the cultural discontinuity hypothesis for Indigenous youth in Canada using the 2012 Aboriginal Peoples Survey. I find that Indigenous language instruction and cultural programming are generally associated with negative educational outcomes for the full APS sample. However, in communities with the highest proportion of Indigenous language speakers, and among a sub-sample who speaks an Indigenous language, such programming is more likely to be associated with educational success.

Utilizing ubiquitous learning to foster sustainable development in rural areas: Insights from 6G technology

Rural education frequently grapples with demanding situations such as isolation, confined assets, and a virtual divide. The emergence of the sixth generation (6G) era, characterized by its speedy connectivity, minimal latency, and robust reliability, stands out as a beacon of desire, promising to revolutionize these educational landscapes by adopting ubiquitous Learning (U-Learning) environments. This research delves into the transformative skills of the 6G generation in rural schooling through U-Learning. It highlights 6G's position in ensuring identical entry to advanced instructional materials, fostering immersive and tailored learning stories, and permitting immediate interplay within virtual school rooms. Employing a combined-methods framework, this look intertwines an in-depth literature assessment with empirical inquiries, such as case studies, surveys, and dialogues with critical rural schooling stakeholders. It scrutinizes the prevailing situations of pastoral training, 6G's technological advancements, and the conditions for deploying green U-Learning ecosystems. The findings indicated significant improvements in educational resource access, student engagement, and learning outcomes due to implementing 6G technology. The key benefits observed were high-speed connectivity, reduced latency, and enhanced reliability, facilitating more interactive and immersive learning experiences. 6G emerges as a pivotal pressure in reshaping rural education, addressing essential problems of accessibility, pupil engagement, and academic excellence. Achieving this vision needs concerted efforts in infrastructure improvement, instructional programming tailored to 6G, and collaborative endeavors amongst all stakeholders. Future research should focus on developing specific 6G deployment strategies and educational programs tailored to the unique needs of rural populations.

Effectiveness of the small private online course‐based flipped teaching program for enhancing nursing students’ self-directed learning ability in the Surgical Nursing course: A practical study

Small private online course-based flipped teaching is an innovative hybrid instructional approach that merges online and offline activities, fostering autonomous learning among students prior to class and facilitating the assimilation of knowledge within the confines of the classroom. To determine the effectiveness of the small private online course‐based flipped teaching model on undergraduate nursing students' self-directed learning abilities, we performed a practice version of the small private online course‐based flipped teaching program as a quasi-experiment, specifically designed for the Surgical Nursing course and assessed its effectiveness in students' self-directed learning abilities. To this end, a total of 264 students from the 2019 nursing major cohort were selected. Three classes comprising 131 students were randomly selected as the experimental group, and three other classes, comprising 133 students, were set as the control group. The results revealed no significant differences in the scores of self-directed learning abilities between the experimental and control groups before the experiment. After the experiment, the average scores on each dimension of the self-directed learning abilities improved significantly, and the final score of the experimental group was higher than that of the control group. The small private online course‐based flipped teaching model can promote undergraduate nursing students’ self-directed learning abilities, owing to its practicality and feasibility for the selected course.

Understanding barriers, enablers and motivational factors for Australian healthcare educators teaching university students on clinical placement using the validated Physician Teaching Motivation Questionnaire

BackgroundIn Australia, university clinical programs rely heavily on external healthcare professionals to provide a range of authentic clinical training and professional development opportunities for students. There is, however, a limited understanding of the factors that motivate these professionals to be educators and whether this varies across different healthcare disciplines within Australia. As the demand for clinical placements continues to increase, it is critical for the ongoing success of these programs that universities identify both the barriers associated with teaching and the benefits that enhance job satisfaction.MethodsA two-part questionnaire was emailed to 849 external healthcare educators teaching predominantly in Medicine, Medical Imaging, and Optometry programs at Deakin University. Part-one surveyed the socio-demographics, perceived benefits, and barriers to teaching, plus the utilisation of entitlements offered by the university. Part-two was modelled on Dybowski and Harendza’s validated Physician Teaching Motivation Questionnaire (PTMQ) and adapted to an Australian audience.ResultsOverall, 776 out of the 849 questionnaires were considered in the final participant pool. The response rate for part-one was 19.7% (n = 153/776) and 18.3% (n = 142/776) for part-two. Across all professions, altruism was the primary source of motivation for teaching in Deakin University’s healthcare programs. Medical Imaging educators placed a higher value on career-related teaching aspects compared to those in Medicine and Optometry (p < 0.003). The resources and benefits associated with teaching were generally perceived to be of minimal importance. External healthcare educators most commonly reported that there were no barriers to teaching (41.3%, n = 78) however, increased workloads and time constraints were the next most likely factors to affect teaching participation (31.8%, n = 60).ConclusionOur validated adaptation of the PTMQ successfully targeted healthcare professions not focussed on by Dybowski and Harendza. Altruistic motivation was the overarching theme for why Australian external healthcare educators contribute to teaching with some differences in career-driven motivation additionally acknowledged. Despite there being no key benefits or barriers to teaching participation, universities must remain cognisant of the factors that influence the recruitment and retention of external healthcare educators and how to optimise these for the ongoing success and sustainability of their teaching programs.

Delphi Analysis: Optimizing Anatomy Teaching and Ultrasound Training for Botulinum Neurotoxin Type A Injection in Spasticity and Dystonia.

Our objective was to provide expert consensus on best practices for anatomy teaching and training on ultrasound-guided botulinum neurotoxin type A (BoNT-A) injection for specialists involved in treating spasticity and dystonia. Nine experts (three neurologists; six physical medicine and rehabilitation physicians) participated in a three-round modified Delphi process. Over three rounds, experts reached consensus on 15 of 16 statements describing best practices for anatomy and BoNT-A injection training. They unanimously agreed that knowledge of the target audience, including their needs and current competency, is crucial when designing training programs. Experts also agreed that alignment between instructors is essential to ensure consistency of approach over time and between regions, and that training programs should be simple, adaptable, and "hands-on" to enhance engagement and learning. Consensus was also reached for several other key areas of training program development. The best-practice principles identified by expert consensus could aid in the development of effective, standardized programs for anatomy teaching and BoNT-A injection training for the purposes of treating spasticity and dystonia. This will enhance the exchange of knowledge, skills, and educational approaches between global experts, allowing more specialists to treat important movement disorders and ultimately improving patient outcomes.

The Importance of Change Agent Teachers Program(PPGP) in Enhancing Leadership Competencies and Skills

This research is motivated by the urgency to enhance the quality of education through the development of Change Agent Teachers competencies. The aim of this study is to examine the role of teacher leadership programs in enhancing the leadership competencies of educators in Cileunyi District. This research employs a qualitative approach with a descriptive method. Data collection for this study uses interview techniques with research subjects who are teachers who have participated in the Change Agent Teachers Program. The results of this study indicate that the program not only enhances individual capabilities but also contributes to broader transformations in the learning environment. The program also successfully fosters better collaboration among teachers and enhances innovation in teaching methods. Furthermore, the research findings also show that teachers who participated in this program demonstrate improved abilities in classroom management and the use of technology in teaching. The effectiveness of this program is evident in the significant improvement of teachers' leadership competencies, shaping educators who excel not only in teaching but also in leading positive transformations in the education system. Thus, Change Agent Teachers can be considered significant catalysts of significant change in improving the quality of education at the local level.

Lógica de programação através da robótica: Uso do Scratch e Arduino para criação de robôs e projetos interativos

This article investigates the teaching of programming logic through robotics, using Scratch and Arduino for the creation of robots and interactive projects. Through a literature review, we examine the advantages and challenges of this approach, highlighting how the integration of visual programming tools and hardware can enrich student learning. The integration of Scratch and Arduino in education emerges as an innovative approach to teaching programming logic. Scratch, a visual programming language, and Arduino, an open-source electronics platform, provide students with a dynamic and interactive learning environment. Through hands-on projects and real-time feedback, students can explore abstract concepts in a tangible way, enhancing their understanding and knowledge retention. Despite the challenges, such as teacher training and the availability of resources, the benefits of using Scratch and Arduino outweigh the difficulties, providing students with engaging and meaningful learning experiences. This article reviews the literature on the use of Scratch and Arduino in education, highlighting their contributions to programming education and project-based learning. The results indicate that the use of Scratch and Arduino promotes a dynamic and engaging learning environment, facilitating the understanding of programming and electronics concepts. Future research should focus on strategies to improve teacher education and expand access to these tools, ensuring that all students have the opportunity to develop essential digital literacy skills. By empowering students to become creators and innovators, Scratch and Arduino pave the way for a future where technology is not only understood, but is also actively shaped and utilized for positive change.

Relationship Between Demographic Characteristics and Application of Instructional Program Concerning Self-Management Strategies of Patients with Epilepsy

Objective(s): The current study aims to determine the influence of demographic characteristics of patients with epilepsy on the application of instruction program for self-management strategies. Methodology: The study utilized a quasi-experimental (non-randomized) design at Al-Najaf Al-Ashraf City, within the Al-Najaf Al-Ashraf Health Directorate, specifically at The Middle Euphrates Neurosciences Center, from August 13, 2023, to November 13, 2023. The purposive sample comprised 87 patients, divided into two groups: the study group, consisting of 44 patients exposed to the instructional program, and the control group, consisting of 43 patients not exposed to the program. The research tools included a demographic questionnaire and an Epilepsy Self-Management Scale (ESMS) from Dr. Colleen Dilorio, which includes 38 questions measuring 5 subscales related to epilepsy self-management for people with epilepsy. Statistical calculations were performed using SPSS software version 22. Results: The study results showed no statistically significant differences between demographic characteristics and the application of instruction program for self-management strategies (P&gt;0.05). However, there were statistically significant differences between the patient's marital status and application of instruction program for safety and information self-management strategies, with a small size effect. Conclusions: The study concluded that there are no statistically significant differences between demographic characteristics and the application of instruction program for self-management strategies overall. Recommendations: The study recommended that the Ministry of Health implement a self-management program for patients with epilepsy.

If You Choose Not to Decide: A Survey of Online Field Experiences for Canadian Teacher Preparation Programs

Despite the rapid growth in online and distance learning in Canada, there does not appear to be much interest on the part of teacher education programs to evolve to meet the needs of future generations of teacher candidates. While understanding the notion that systemic change in tertiary education takes time, the steady growth of online and blended learning in Canada–and globally–combined with raised awareness of distance learning stoked by the COVID-19 pandemic should make educators and policymakers worry about failing to respond to a rapidly changing educational landscape. This paper highlights the status of distance and online field experiences provided by Canadian teacher education programs. In addition, we review program offerings to support in-service teachers, such as graduate certificate, degree, and diploma programs, as well as MOOCs offering free professional development. This study, a replication of a mixed-method study originally conducted in the United States and published as a technical report by Archibald et al. (2020)[1], found that a minority of teacher education programs offered online or blended field experiences. Further, we found that programs were slow to change these deficiencies due to institutional lack of resources, limited knowledge base, perceived lack of usefulness for their teachers’ future careers, and regulatory bodies discouraging online field experiences. This study highlights the dramatic need for programming in distance and online education. [1] This article is original, with some exceptions in the “Results” section.

Building Bridges: Integrating Entrepreneurial Education into Professional Development

This research investigates the incorporation of entrepreneurial education into professional development programs for university teachers and its influence on equipping students for future professions. The study reveals primary obstacles faculty encounters, such as limited involvement in guest lectures and speaker series, reluctance towards creative teaching approaches, perceived insignificance of entrepreneurship in specific fields, time limitations, and absence of well-defined goals and results. The research employed faculty members and a heterogeneous group of students. The study used a mixed-methods approach, integrating quantitative data from surveys with qualitative data from interviews. This technique enabled a complete comprehension of the involvement of teachers and students in entrepreneurial activity. The results emphasize the significance of customizing programs to particular demographic groups and executing optimal strategies to improve efficacy. Suggestions include enhancing the frequency and diversity of guest lectures, delivering specialized professional development workshops, creating multidisciplinary resources, providing adaptable online courses, and defining explicit objectives and criteria for entrepreneurial education endeavors. These initiatives are designed to cultivate an environment that encourages creativity, enhances the involvement of teachers and students, and provides students with the necessary skills and mindsets to thrive in today's ever-changing labor market. The research results emphasize the crucial importance of entrepreneurial education in higher education and provide practical insights for institutions to improve their professional development programs and overall educational influence.

“Take a Deep Breath and Re-Center the Student's Perspective”: Partnering Instructors and Disabled Students for Accessible Teaching

Background Because accessible and anti-ableist teaching is rarely prioritized in instructional development programs, a new initiative was developed at a large, public university. Launched in January 2022, it piloted strategies for shifting instructors’ mindsets about and pedagogical approaches to accessibility. Using a professional learning community model, disabled students served as course consultants to instructors, working closely together in a semester-long partnership. Objective The purpose of this study was to research the program's effects on the participating instructors. Method Multiple raters coded qualitative data collected over a period of five months from meeting notes spanning 30 instructor–student partnership meetings, four all-team meetings, two student focus groups, three instructor focus groups, and six online discussion boards. Results The results showed the mindset shifts and teaching strategies that emerged through this semester-long initiative. They also revealed the program elements that had the greatest impact on instructors. Conclusion This study demonstrates the role that disabled students can play in helping instructors learn about accessibility and how learning community models support substantive changes in teaching. Teaching Implications The results of this study should help psychology teachers and departments improve their courses and engage in ongoing development to improve access and equity in their courses.

Teknologi dan Personalisasi Pembelajaran Pendidikan Islam untuk Generasi Z

This study discusses the integration of technology and personalized learning in Islamic education for Generation Z. The research employs a qualitative approach with literature review as the main method. The findings indicate that technology can enhance learning effectiveness by providing interactive tools and platforms accessible anytime and anywhere. Technology allows for more engaging material delivery and helps students understand Islamic concepts through visualization and simulation. Personalized learning allows curriculum and teaching methods to be tailored to individual student needs, which can increase their motivation and learning outcomes. Generation Z, who have grown up in a digital environment, greatly benefit from this approach. However, challenges such as the digital divide, negative impacts of technology on social and spiritual interactions, and the substantial resources required for personalized learning need to be addressed. A balanced strategy between the use of technology and the preservation of Islamic values is necessary to ensure that Islamic education remains relevant and effective in the digital era. Developing technological infrastructure, training programs for teachers and students, and relevant curricula are essential to achieving these goals.

MENUMBUHKAN MINAT BACA SISWA SEKOLAH DASAR MELALUI GERAKAN LITERASI SEKOLAH PADA PROGRAM KAMPUS MENGAJAR

Low interest in reading among elementary school students is a sign that learning activities are not going well. Because, reading is the starting point for students to understand learning through understanding texts in reading books, for this reason, the habit of reading is something that teachers need to do continuously. The aim of this research is to foster interest in reading in elementary school students by holding a School Literacy Movement which is carried out continuously in campus teaching programs. The method used is qualitative descriptive where the presentation is based on actual observations based on empirical activities. The results of this research are that the school literacy movement carried out in the campus teaching program has fostered students' interest in reading at SDN Sarimukti 02 Bekasi through the activities MOLIQU, Literacy Tree, Literacy Corner and Information Magazine. With this activity, students become accustomed to reading and understanding the information or text they read.

Modeling students’ algorithmic thinking growth trajectories in different programming environments: an experimental test of the Matthew and compensatory hypothesis

In recent years, programming education has gained recognition at various educational levels due to its increasing importance. As the need for problem-solving skills becomes more vital, researchers have emphasized the significance of developing algorithmic thinking (AT) skills to help students in program development and error debugging. Despite the development of various text-based and block-based programming tools aimed at improving students’ AT, emerging evidence in the literature indicates insufficient AT skills among students. This study was conducted to understand the growth trajectory of students’ AT skills in different programming environments. The study utilized a multigroup experiment involving 240 programming students randomly assigned to three groups: a text-and-block-based group, a block-based-only group, and a text-based-only group. Students in the text-and-block-based group were exposed to Alice and Python; those in the block-based-only group were exposed to Alice; and those in the text-based-only group were exposed to Python. We found that participants’ growth trajectory in AT skills is linear, with a significant growth rate. Although between-person variability exists across groups, we observed a compensatory effect in the text-and-block-based and block-based-only groups. Additionally, we found significant differences in AT skills across the groups, with no evidence of a gender effect. Our findings suggest that combining text-based and block-based programming environments can lead to improved and sustained intra-individual problem-solving skills, particularly in the field of programming.