Preparation Programs Research Articles

Feasibility and Engagement of a Mobile App Preparation Program (Kwit) for Smoking Cessation in an Ecological Context: Quantitative Study.

Mobile health apps can facilitate access to effective treatment and therapeutic information services. However, the real-world effectiveness of mobile apps for smoking cessation and their potential impact in everyday settings remain unclear. In an ecological context, this study aimed to estimate the engagement rate of a mobile app-based smoking cessation preparation program and its potential impact on users' willingness, ability, and readiness to quit smoking. A total of 2331 "organic users" (ie, users who discover and install a mobile app on their own, without any prompts) chose 1 of 2 program versions of the mobile app (Kwit): the basic version or the premium version. Both versions were identical in design, with 4 more evidence-based content items and strategies in the premium version. Outcomes were analyzed based on automated data registered in the app (engagement rate, motivation to quit, motivation type, motivation levels, and satisfaction level). Mann-Whitney and χ2 tests were used to compare the results of both groups. As expected, in the ecological context, a high dropout rate was observed at different moments. A significant difference was observed between the 2 versions (n=2331; χ21=5.4; P=.02), with a proportionally higher engagement rate in the premium version (premium=4.7% vs basic=2%). Likewise, differences were also observed between the 2 groups in terms of reasons to quit (n=2331; χ24=19; P≤.001; V=0.08), motivation type (n=2331; χ27=14.7; P=.04), and motivation level. Users of the app's premium version more frequently reported "well-being" (23.3% vs 17.9%) and "planning a pregnancy" (7.4% vs 4.4%) as their primary reasons for quitting smoking compared to those with the basic version. Moreover, they reported being more likely to be driven in the smoking cessation process by intrinsic motivation (premium=28% vs basic=20.4%), as well as feeling significantly more willing (z score=156,055; P≤.001; Cohen d=0.15), able (z score=172,905; P=.04; Cohen d=0.09), and ready (z score=166,390; P=.005; Cohen d=0.12) to stop smoking than users who had the basic version before completion of the preparation program. Among participants who finished each version of the program (premium: 9/189, 4.8%; basic: 47/2142, 2.19%), significant improvements in motivation levels were observed in both groups, although in different areas for each group (willingness levels for the premium group and ability for the basic group). These results suggest that even in ecological contexts where engagement rates are meager, the Kwit preparation program can address ambivalence by increasing willingness to change, self-confidence, and readiness to quit among its users, especially those who feel less able to do so. Further development and evaluations are needed to better understand determinants for regular mobile health apps.

The Influence of the Sherman STEM Teacher Scholars Program on Persistence in Science, Technology, Engineering, and Mathematics: A Mixed-Methods Study

This sequential explanatory mixed-methods study investigated the differences in persistence between students from the Sherman STEM Teacher Scholars Program (STEP), a STEM teacher scholarship and career preparation program, and STEM majors not in the program. Quantitative results indicated that STEP participants had higher levels of academic integration, women scored higher on persistence factors than men, and White students had a higher degree commitment than students of color. Qualitative findings indicated that STEP provided a family atmosphere and connected their coursework to their career aspirations. Women of color felt stereotyped by White classmates in STEM courses, which impacted their degree of commitment, and students of color in STEP relied on the program as a counterspace to racially insensitive STEM classrooms.

Let’s give them something to talk about: Podcasting as a form of pedagogy

ABSTRACT Teacher preparation programs transfer explicit knowledge and training, however transferring tacit knowledge can be more difficult to get across to students. One way to acculturate students to the profession of teaching is through professional conversations. Using podcasts for conversation among professionals is a strategy for the transfer of tacit knowledge. Using audio and/or video podcasts can also be a low cost or no cost strategy for creating learning opportunities for preservice and/or in-service professionals. This article explores how instructors can use podcasts as a form of pedagogy to enhance their curriculum to increase student engagement and acculturation with low-cost accessibility to early childhood education professional development.

Evaluation of an English as a Foreign Language (EFL) Teacher Preparation Program

The responsibility of a teacher preparation program (TPP) goes beyond teaching future educators the knowledge and skills of the profession. It needs to provide experiences that help them succeed in the real classroom settings. (Garza-Rodriguez, 2019). However, there is evidence that disconnection between what is taught in TPPs and what is needed in the practical work exists. Therefore, there is an urgent need to improve the quality of these programs by constantly evaluating their quality and effectiveness. This paper reports a pilot study on pre-service teachers’ perspectives about their English as a foreign language teacher (EFL) teacher preparation program in Mexico. The aim of the study was to reveal how pre-service teachers evaluated the strengths and weaknesses of their EFL teacher preparation program. Following a mixed-method, data were collected from 17 participants using an online Likert scale, adapted from Peacock (2009), and three open questions to elicit strengths and weaknesses. Findings were divided in both quantitative and qualitative. Quantitative data indicated that students were undecided or to some extent in agreement with most of the items associated with the features of the program; however, the lowest mean was shown in the areas of meeting students’ needs, the balance between theory and practice and learning some practical teaching skills. On the other hand, the qualitative results showed that students’ preparation as linguists and self-reflective learners as well as some subjects from the program were perceived as strengths, while the lack of teaching experience, the content, and low English language proficiency as the main weaknesses. In conclusion, though students’ perspectives were still uncertain, they provided useful information to improve the curriculum.

Teacher content-language awareness in Canadian immersion teacher education programs

Research demonstrates that content, language, and literacy integration is challenging for teachers working in content-based instructional contexts such as immersion and Content and Language Integrated Learning. Although teacher preparation programs for content-based instruction contexts exist, it is unclear whether and how they help pre-/in-service teachers acquire the knowledge and awareness they need to be effective. In recent years, scholars have lamented that research has ignored immersion teacher education and that teachers and teacher educators do not yet fully understand the knowledge base that immersion teachers require. This article reports on an exploratory study that included an examination of web-based program descriptions, course outlines, focus groups with course instructors (N = 11), and teacher candidates (N = 29) to compare immersion teacher education programs at Canadian universities with the goal of better understanding how they develop learners’ Teacher Content-Language Awareness (TCLA) and what challenges they face. Findings include the urgent need to establish general guidelines for content-based teacher education programs as well as the need to include criticality as a fundamental element to all TCLA domains.

Sub-Internship Academy: Implementation and Evaluation of Single-Day Resident-Driven Focused Sub-Internship Preparation Course

ObjectiveStrong performance in neurosurgical sub-internships is a vital component of a successful residency application and requires adequate familiarity with clinical knowledge and technical skills that may not be covered in standard medical school curricula. Accordingly, a need exists for immersive and comprehensive sub-internship preparation programs that respect time and resource limitations, are optimized based on longitudinal student feedback, provide opportunities for mentorship, and foster enthusiasm for neurosurgery. Therefore, residents at a single institution designed and implemented a comprehensive curriculum for a one-day sub-internship academy. MethodsAcademy curriculum involved hands-on and discussion-based elements split into three workshops. Anonymous surveys were conducted immediately following the academy and upon completion of sub-internships to evaluate participant perceptions on the utility of the academy. ResultsTwelve medical students participated in the inaugural neurosurgery sub-internship academy. Nine responded to the immediate post-survey, which revealed the following ratings: the overall program was rated as having maximal impact on sub-internship readiness and enthusiasm for neurosurgery by eight (88.9%) and seven (77.8%) respondents, respectively. A largely positive impact on access to mentorship was observed. Six participants responded to a post-sub-internship survey, and all six indicated they agreed or strongly agreed that the academy prepared them to perform well. ConclusionsStudent perceptions of the relevance and utility of the sub-internship academy were positive, and the program fostered enthusiasm for neurosurgery and provided opportunities for mentorship. The participants indicated the academy positively impacted their sub-internship performance, and areas for improvement to guide future iterations of the academy were identified.

THE SIGNIFICANCE OF THE INTERNATIONAL ASSESSMENT SYSTEM FOR PREPARING FUTURE PEDAGOGUES

This article describes the crucial importance of the International Assessment System (IAS) in molding the training of prospective educators. Acknowledging the changing demands of the global educational landscape, the research seeks to unveil the pivotal role that the IAS plays in guiding teacher preparation programs worldwide. The article examines how involvement with this assessment framework contributes to the cultivation of competent and globally-aware educators. The paper deals with primary objectives include scrutinizing the alignment of teacher preparation programs with international assessment standards, identifying perceived benefits and challenges associated with IAS integration, and proposing recommendations to optimize the preparation of future educators within this global framework.

The Effect of Online Scenario Based Learning on English Writing Motivation and Self-Efficacy Beliefs of University Students

The aim of this research is to investigate the impact of online scenario-based English writing instruction on the motivation for English writing and self-efficacy beliefs among university students. The research, conducted as action research, involved a group of 14 students enrolled in the English preparatory program at a state university in the Marmara Region of Türkiye during the fall semester of the 2020-2021 academic year. Eight scenario activities were prepared as part of the online scenario-based English writing instruction. Action plans were developed to enhance students’ writing motivation and self-efficacy beliefs. The implementation of the prepared action plans consisted of four cycles and eight weeks. To collect data, the “English Writing Motivation Scale” and the “English Paragraph Writing Self-Efficacy Scale” were used. Dependent groups t-test was applied to compare the mean scores on the same sample group, and Wilcoxon signed-rank test was used when the data did not exhibit a normal distribution. Quantitative analysis revealed a significant increase in students’ intrinsic motivation to write in English following the online scenario-based English writing instruction. Additionally, it was observed that online scenario-based writing instruction enhanced students’ self-efficacy beliefs in writing in English. These promising results suggest the incorporation of online scenario-based writing activities in English writing instruction.

Career Preparation Program Model at The Sub Directorate of Career Development and Assessment (CDA) IPB University

Changes in the job map provide career challenges for college graduates. On the other hand, the Ministry of Education, Culture, Research, and Technology makes higher education performance assessments through the IKU PTN to see the absorption of graduates. This research uses quantitative data from the 2018-2023 annual CDA report. Analysis of research data using the SWOT method. Data is presented descriptively to obtain an overview of the implementation of student career preparation programs. For 5 years, CDA IPB has held various career preparation programs, namely membership services, career service information system, on-campus recruitment & publication of job vacancy information, career training & industrial insight, career consultation, job fair, career enrichment, career buddy, stadium general for graduation, internship, career faculties roadshow, career studio, and career preparation in multinational companies. Based on the results of the analysis carried out using the SWOT method, it can be concluded that the CDA programs have been running effectively with several parameters increasing the number of program users, the distribution of work status, as well as testimonials from graduates who have participated in the CDA programs.

PRESCHOOL TEACHERS PREPARATION FOR WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN CALIFORNIA

Following the realization of the importance of early development and the low quality of early childhood education programs in the United States the National Association for the Education of Young Children (NAEYC) and the Council for Exceptional Children (CEC) were established to develop professional standards for special educators. It was found that the most important factor in providing education for children with special needs is well-trained teaching staff. Principles for ensuring the existence of high-quality programs for kindergartens began to be developed. A new concept of “Developmentally Appropriate Practice” was formed by The National Association for Nursery Education (NANE and seven standards for the professional training of early childhood teachers were proposed. The Education for All Handicapped Children Act was passed by the Congress in 1975. IDEA regulates how states and public agencies provide early intervention, special education, and other services. The state has established grants to improve the quality of school education by attracting and retaining effective teachers. It was found that 7 million, or 14% of all public school received special education services. The California Commission on Teacher Credentialing is revising the Special Education Standards for Children with Disabilities. The commission developed draft teaching, administration, and preparation program guidelines in collaboration with a technical advisory group of early childhood education professionals. It was clarified that there are additional internship programs in California, Completion of the internship program leads to a Certificate of Eligibility to Teach, which is identical to completion of a traditional teacher preparation program. It was concluded that the policy of the Department of Education, the educational laws of the United States are aimed at encouraging participation in formal and informal professional learning, but it should be a continuous process, because adults providing care and education are responsible for the progress of children throughout their lives.

Equipping New English Graduates for Professional Teaching Careers: A Strategic Preparation Program

This research aims to explore the critical preparations necessary for fresh graduates to effectively engage in a professional teacher program, focusing on identifying specific challenges and enablers within this process. Employing a case study design, this research leverages qualitative interviews to capture in-depth perspectives from participants, enabling a nuanced exploration of the complexities involved in preparing for professional teacher programs. The research involved interviewing six professional teachers, including three who have participated in the in-service Professional Teacher Program (PPG) and three who have undergone the pre-service PPG. These teachers represent five different districts, which enhances the validity and generalizability of the findings. The selected participants are educators who have completed their professional teaching certification within the past three years, ensuring that the insights gained are current and relevant. The research identified six major themes: infrastructure challenges, health considerations, family support, technology mastery, financial constraints, and teacher qualifications. These themes emerged from the interviews and reflect the diverse experiences and obstacles faced by teachers in preparing for and undergoing professional development. This study provides actionable insights and can also inform the refinement of strategies for both preparation and development of targeted support systems for prospective teachers, which ultimately enhance the effectiveness of professional teacher programs for the present and the future. This study provides information that education with a well-planned and effective system can encourage better student quality and ability.

THE CONTENT OF PROFESSIONAL TRAINING OF FUTURE EDUCATORS TO WORK IN PRESCHOOL EDUCATION INSTITUTIONS IN THE UNITED STATES

This paper provides a comprehensive examination of the content of professional training for future educators preparing to work in preschool education institutions in the United States. It delves into various aspects of the curriculum, highlighting essential components such as child development theories, instructional strategies, assessment techniques, and classroom management practices that are crucial for fostering a conducive learning environment for young children. The study emphasizes the significance of integrating theory with practical experiences. It discusses how hands-on training, including internships and field placements, equips future educators with the skills needed to effectively engage with preschool children and adapt to diverse learning needs. Furthermore, the research underscores the importance of culturally responsive teaching, advocating for a curriculum that reflects the varied backgrounds of children and their families. Additionally, the paper explores the role of collaboration with families and communities, recognizing that strong partnerships are vital for supporting children’s holistic development. It discusses strategies for effective communication with parents and caregivers, as well as the importance of involving them in the educational process. By analyzing current trends and standards in early childhood education, including accreditation requirements and professional competencies, the paper aims to identify best practices for developing skilled educators. It also addresses challenges faced by teacher preparation programs and suggests ways to enhance the quality and relevance of training. Ultimately, this study seeks to contribute valuable insights into the ongoing discourse about teacher preparation in early childhood education, advocating for a well-rounded approach that equips future educators to meet the diverse and dynamic needs of young learners in the United States.

Mentorship for early career academics in a long-term problem- and project-based university academic development program in Denmark: views of subject and pedagogy mentors

ABSTRACT The study explored the viewpoints of two groups of mentors – subject and pedagogy – on their roles in a 12-month problem-based learning (PBL) academic development program at a Danish university. Q methodology analysis from 49 mentors revealed consensus on certain generic characteristics of good mentorship, namely active listening, constructive feedback, and mutual respect. Significantly distinguished collective opinions on good mentorship were identified through three factors: 1) providing advice using one’s own teaching experience, 2) probing mentee self-reflection and responsibility, and 3) co-creating and mediating. While most pedagogy mentors were loaded on Factor 2, emphasizing a social-constructivist approach centred on mentees, subject mentors’ views differed across all three distinct collective opinions. Factor 1 participants consisted mainly of subject mentors who have had no pedagogical background, with some reporting similar views to pedagogy mentors. Factor 3 included five female subject mentors who highlighted the importance of knowledge co-creation, reciprocity, and peer learning – an approach called for in the mentorship literature. The results suggest that structured mentorship preparation programs are needed, in addition to professional learning communities, for pedagogical and subject mentors to work collaboratively.

Codesigning a Clinical Prediction Model for Aboriginal Perinatal Mental Health Using Glassbox AI and Aboriginal Wisdom and Lived Experience.

Perinatal mental health is vital for mothers, infants, and families. Aboriginal mothers, despite their strengths, face greater mental health disparities due to colonisation and trauma. Traditional screening methods lack cultural sensitivity. The Baby Coming You Ready (BCYR) program offers a culturally sensitive assessment with promising pilot results. To support health professionals, an AI solution using the Explainable Boosting Machine (EBM) is proposed, trained with Aboriginal lived experiences. This model identifies maternal protective and risk factors, offering interpretable predictions for holistic culturally sensitive care.

The Effectiveness of Communicative and Test-Focused Approaches in TOEFL® Preparation Classes

This study investigates the effectiveness of the Communicative Approach and the Test-Focused Approach in TOEFL® preparation classes. Sixty-four students from Islamic Senior High School Madrasah Aliyah Al-Insan (pseudonym) in Jombang, East Java, Indonesia, were divided into two groups: one receiving instruction based on the Communicative Approach and the other on the Test-Focused Approach. Using a quasi-experimental design, pre-test and post-test scores were analyzed to measure improvements in TOEFL performance. The results showed significant score increases in both groups. The Communicative Approach group’s mean pre-test score of 456 improved to 483 post-intervention, while the Test-Focused Approach group’s mean score rose from 460 to 493. The paired sample t-test results indicated statistically significant improvements within each group, with p-values of 0.00 for the Communicative Approach and 0.00 for the Test-Focused Approach. Additionally, the independent sample t-test revealed that the Test-Focused Approach group performed significantly better than the Communicative Approach group post-intervention, with a p-value of 0.030. These findings align with existing theories on language learning and test preparation, suggesting that while communicative methods enhance overall language proficiency, test-focused strategies more effectively boost immediate test performance. The study concludes that integrating both approaches in TOEFL preparation programs can provide a balanced and comprehensive strategy, optimizing both language development and test readiness. Future research should explore the long-term effects of such integrated methods on students' language proficiency and academic success.

Bittersweet Experiences for Brazilian Newcomers: Positive Interactions, Microaggressions, and Isolation in General and Dual Language Bilingual Education

ABSTRACT With the rise of the number of immigrant children in schools across the U.S. educational research has directed its attention to understanding these newcomers’ social experiences at school. Grounded in critical sociocultural theory, this interpretive phenomenological study shares the social experiences of four Brazilian newcomers in elementary school. Participants were adolescents who were reclassified English learners, had immigrated to the U.S. as children, and attended general education and/or world language dual language bilingual education (DLBE) programs. As adolescents, participants were able to look back on their experiences as designated-English learners and newcomers in elementary school with greater perspective. Analysis of interview data reveal three main themes: (a) positive interactions with other Brazilian students; (b) microaggressions from non-Brazilian students; and (c) isolation due to participants’ language barriers and English hegemony. Findings highlight the importance of Portuguese-English DLBE programs as a place for Brazilian newcomers to support one another, even if the program was considered a world language immersion program due to the low number of Portuguese speakers. Additionally, findings reveal the prevalence of microaggressions and isolation across general and DLBE settings, underscoring the need for schools and teacher preparation programs to equip teachers with tools to support newcomers.

Exploring digital competence among Vietnamese EFL preservice teachers: the role of ICT self-efficacy, collegial collaboration, and infrastructural support

This study investigated factors influencing digital competence among Vietnamese preservice EFL teachers, focusing on ICT self-efficacy, collegial collaboration, and infrastructural support. Employing a quantitative research design, data were collected from 183 final-year EFL preservice teachers across various Vietnamese universities using validated scales. Structural equation modeling was utilized to examine the relationships between variables. Results validated a four-factor model comprising digital competence, ICT self-efficacy, collegial collaboration, and infrastructural support. ICT self-efficacy emerged as a strong predictor of digital competence (β = 0.43, p < .001), collegial collaboration (β = 0.81, p < .001), and infrastructural support (β = 0.57, p < .001). Collegial collaboration (β = 0.43, p < .001) and infrastructural support (β = 0.09, p < .05) also positively related to digital competence. The model explained 78% of the variance in digital competence. These findings underscore the importance of fostering ICT self-efficacy and collaborative learning environments in EFL teacher preparation programs, contributing to the development of evidence-based strategies for enhancing digital competence in preservice teacher education.

‘Put yourself in their shoes’: developing a knowledge base in urban physical education

ABSTRACT Guided by culturally relevant teaching (CRT) and culturally relevant physical education (CRPE), the purpose of this single case study was to examine how one PETE alumnus teaching in a culturally and ethnically diverse urban school developed a knowledge base about cultural diversity and community dynamics. To accomplish this, one participant completed five semi-structured interviews, five reflection journal prompts, and eight voice memos over the course of 12 weeks. Pre-existing data included a semi-structured interview with John completed in May 2021 and documents, such as lesson plans, reflections, and assignments from John’s teacher preparation program. Three main themes emerged, including critical reflections of one's own identity, nurturing knowledge of school and community, and nurturing knowledge of students. This research is significant because it highlights strategies PETE programs and in-service teachers may emulate to identify cultural distance and gain knowledge of community dynamics and their influence on educational processes.

Lived Experiences and Perceptions of Autistic Young Adults Participating in Employment Readiness Skills Training.

This study aimed to examine the experiences and perceptions of participants engaged in an employment readiness program, Employment Preparation And Skills Support (EPASS), which is a manualized group-based training program designed to improve employment readiness among autistic young adults. A qualitative descriptive design was utilized to generate thick descriptions through semi-structured interviews with 22 transition-age autistic individuals (Mage = 20; 6 females; 16 males). Thematic analysis was employed to understand the experiences and career outcomes of transition-age autistic individuals pre- and post-participation in the EPASS program. Five main themes were identified: (1) More Negative Than Positive Employment-related Experiences; (2) Insight about Training Needs despite Hesitation to Participate; (3) Improved Perception and Confidence of Employment readiness through Experiential Learning; (4) Emerging Career Goals and Plans in Future Application of Knowledge and Skills; and (5) Learning Preference for More Interactive and Practice Experience. Participants reported a better understanding of job preparation skills, work-related social skills and interview etiquette. They also reported that what they learned in EPASS helped them improve their skills and confidence in obtaining and maintaining employment. Overall, participants expressed satisfaction with participating in EPASS and anticipated potential long-term impacts on their employability. This study sheds light on the training needs for transition-age autistic individuals and informs future employment readiness program development. Future studies should focus on collaborating with stakeholders to address training gaps and support needs that foster improved employment outcomes for this population.

Are Aspiring Principals Prepared to Lead for Equity? An Exploratory Analysis of the Principal Fellows Typology in North Carolina

While principals play critical roles in mediating inequitable teaching and learning conditions in their schools, scholars have long argued that some remain unprepared for this responsibility. However, these arguments are often supported by qualitative studies of school leaders, years after their pre-service preparation. Using survey data on two cohorts of Master of School Administration (MSA) graduates, also pre-service principals, across North Carolina, this study analyzes their perceptions about their preparedness to engage in equity-oriented leadership. The study leverages the new Principal Fellows policy in North Carolina, a competitive grant program that awards state funds to principal preparation programs demonstrating exemplary principal program features and a focus on preparing school leaders for equity, as the basis of its evaluation. Overall, MSA graduates reported being very well prepared to enact equity-oriented leadership practices, though this preparedness was significantly higher for graduates across Principal Fellows preparation programs. The main finding from this study is that principal preparation program quality is the most significant predictor of graduates’ preparedness to engage in equity-oriented leadership. The findings from this study offer implications for principal preparation programs, policy, and future research.