Quality Of Teacher Education Research Articles

Phenomenological exploration of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teacher education, Ethiopia

Purpose: The study explored phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teachers’ education. The study answered the central research question “What do the phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school teacher education looks like?” Methodology: The study explored the lived experiences of instructors and pre-service teacher candidates regarding mentoring relationships through phenomenological research design. I selected 47 participants using purposive sampling technique based on teaching experience, mentors-mentees’ performance, and academic position. Findings: The data were collected using semi-structured interview, focus group discussion, and researcher’s direct observation. The researcher observed educational relationship experiences between mentors and mentees, and caused vertical and lateral effects on professional development beyond engagements in classrooms. The researcher analyzed textual and contextual data qualitatively in themes. The finding indicated that cognizant to critical realistic approach to education, the study explored mechanisms of re-educating educators towards understanding of lived experiences through contentment, contention, conflict, and conciliation of emotional sates into positive mind-sets. I observed the existing phenomenon in educational mentoring based on inquiry, sharing, encouraging, and caring occurred between mentors and mentees. Educational relationship is stronger between students and grades than mentors and mentees. Implications: Educational mentoring should improve capacity of mentors and mentees’ professional and pedagogical development practices to improve quality of pre-service teacher education.

Teachers as thinkers, not feelers: Clarifying the definition and measurement of attitude in teachers’ acceptance of online teaching

This mixed-methods study attempted to clarify the definition and measurement of attitude in teachers' acceptance of online teaching. A combined quantitative and qualitative data collection approach was employed, involving 2,432 Chinese university teachers in the survey. The results supported the appropriateness and necessity of adopting an evaluation-focused attitude rather than affect-focused attitude for explaining teachers' intention to conduct online teaching, suggesting teachers are “thinkers” rather than “feelers” when forming their attitudes towards online teaching. These findings highlight the role of cost-benefit appraisal in determining teachers’ adoption and implementation of online teaching, thus potentially influencing teaching quality of higher education.

Teacher education in Poland (1970–2024): policy development, legislation, and period-specific challenges

ABSTRACT This paper aims to provide a comprehensive analysis of the evolution of teacher education in Poland from 1970 to 2024, detailing socio-political and economic changes that have shaped educational policies. The study uses a historical and policy analysis approach, examining legislative documents, policy developments, and educational outcomes across three distinct periods – Socialist Era (1970–1989), Transition and Integration Era (1990–2004), and Modernisation and Reform Era (2005–2024). During the Socialist Era, centralised control and ideological rigidity resulted in a uniform system. Policy changes aimed to align education with socialist principles, often at the expense of flexibility and creativity. The Transition and Integration Era saw significant reforms driven by Poland’s move towards a market economy and European Union integration. This period focused on decentralising the education system, improving teacher qualifications, and aligning with European standards, though it faced challenges such as resource disparities and resistance to change. In the Modernisation and Reform Era, efforts have focused on improving teacher education quality through modernisation and adopting international best practices. There has been an emphasis on innovation, technology integration, and lifelong learning. Despite progress, issues like equitable resource distribution and the relevance of training programmes persist. The paper concludes with recommendations for further decentralisation, better resource allocation, continuous professional development, and integrating innovative teaching methods. These recommendations aim to guide future policy and enhance the effectiveness of teacher education in Poland. Implications for research include exploring the impact of these reforms on teacher effectiveness, policy adaptation, and practice improvement in education.

Exploring the predictor of teaching quality using the job demands-resources model

Introduction. Maintaining teaching quality in higher education in Indonesia is challenging due to the significant job demands placed on lecturers, who are expected to fulfill multiple roles as educators, researchers, and mentors.Aim. The present research aimed to explore the potential of using the job demands-resources (JD-R) model to evaluate the quality of teaching in higher education.Methodology and research methods. This study employs structural equation modelling (SEM) using SmartPLS 3.0 software to analyse the research model based on a random sample of 285 lecturers from nineteen universities in Indonesia.Results. It has been established that role conflict among lecturers negatively impacts teaching quality, whereas self-efficacy positively influences it. The paper presents methods for utilising the JD-R model to examine factors related to the performance of higher education teachers.Scientific novelty. This study, utilising the capabilities of the JD-R model, identifies factors that influence teaching quality and presents mechanisms that underlie the relationship between role conflict and the level of self-efficacy in teaching performance among high school educators in Indonesia.Practical significance. The paper out-lines the opportunities available to university administrations and the Indonesian Ministry of Education, Culture, Research, and Technology for making critical management decisions related to teaching quality. This includes restructuring the educational process to reduce the burden on teachers and expanding the methods used to assess their performance. These goals can be accomplished through the development of innovative organisational support systems.

Understanding EFL teachers’ experiences of ChatGPT-driven collaborative reflective practice through a community of practice lens

ABSTRACT Purpose: Despite the acknowledged impact of generative artificial intelligence chatbot (ChatGPT) in the field of education, further research is necessary to explore the potential of ChatGPT in enhancing the professional growth of English as a foreign language (EFL) teachers. Hence, this study aims to uncover how Iranian EFL teachers’ (four novice and four experienced teachers) ChatGPT-driven collaborative reflective practice (CRP), both independently and collaboratively, can contribute to their professional development. Design/methodology/approach: We adopted a transcendental phenomenology approach which encouraged us to eliminate any biases or preconceived notions we may have had regarding the phenomenon under investigation and analyzed the data thematically. Findings: Findings gathered through group discussions, observations, and semi-structured interviews demonstrated that EFL teachers developed professionally through ChatGPT-driven CRP done individually and collaboratively. Teachers’ individual reflection with ChatGPT served as a complementary preparatory step for contributing insightful perspectives during CRP in the community of practice (CoP). Originality/value: Discussion of findings indicates the ways ChatGPT-driven CRP as a new mode can enhance the quality of language teacher education and professional development programs, especially in disadvantaged contexts where mentors and teacher educators are not always available to provide language teachers with reflective feedback.

Higher Education Teaching Quality in the Aftermath of the Double Disruption

Higher Education Teaching Quality in the Aftermath of the Double Disruption

Ethical Exploration of Teacher Professional Ethics and Education Quality Assurance

Ethical Exploration of Teacher Professional Ethics and Education Quality Assurance

От редактора: страны БРИКС на пути совершенствования педагогического образования

Modern processes of globalization and international integration have a serious impact on the teacher training system not only in Russia, but all over the world. This process involves new agents, increases its universalization, transforms its content, develops new educational technologies, creates innovative systems of evaluation and accreditation of future and serving teachers, and gradually digitalizes teacher education. All these trends are challenges for teacher education systems in all countries of the world, including the BRICS countries. They require the development of new algorithms of activities; complicate the communication processes of all participants of teacher education. When conducting comparative research on the basis of contrasting the unique and the common, the priority is to find a special universal methodology that will allow to act effectively in different contexts and ensure the quality of modern teacher education (Menter et al., 2017).

The Application of Blended Online and Offline Teaching Methods in College English Public Courses

In the multimedia age, college English is gradually adopting a hybrid teaching method between online and offline. The hybrid teaching method has the advantages of face-to-face teaching and network teaching. Internet technology provides technical support for the combination of traditional classroom and virtual learning environments, provides personalized learning experiences for students, improves the teaching quality of teachers and optimizes the learning effect of students [1]. The online-to-offline hybrid teaching method ADAPTS to the development trend of education and conforms to the basic national conditions of China. Because of this, this paper will analyze the challenges, value and significance of blended teaching method in college English public courses, and on this basis, focus on analyzing the innovative path of adopting blended teaching method in college English public courses to provide some inspiration and suggestions for college teachers to carry out blended English teaching.

Stories of strength: a systematic review of the use of narratives in character education of children

Character education has a significant role in instilling positive character strengths that help to shape a positive mind, a positive attitude, and positive behavior in children. Next to the commonly used didactic approaches, narrative interventions can be used to ‘package’ key moral messages about character strength in entertaining storylines. Unfortunately, empirical studies on the effectiveness of narrative methods for teaching character education to children is scattered across different disciplines. This review aimed to comprehensively describe the published studies, and identify the main elements used for children’s character education in the narratives. Eight databases of studies published between January 1980 and March 2018 were searched for narrative interventions that focused on character education aimed at children. The searches yielded seven studies with a great variety in outcome measures. Findings consistently suggest that narratives with positive approaches can generate honesty and kindness effectively in children. Employing a positively framed story, giving instructions, and encouraging children to explain the key story events half way and at the end of the story can especially produce preferable results in adopting the character strengths.

Analyzing the Performance Trends in Licensure Examination for Teachers (LET) Among Bachelor of Elementary Education (BEEd) Graduates: A Quantitative Approach

The study analyzes the performance trends in the Licensure Examination for Teachers (LET) among Bachelor of Elementary Education (BEEd) graduates from Sultan Kudarat State University – Kalamansig Campus from 2018 to 2023. A descriptive-comparative research design was employed to statistically measure the objectives of the study. Data were obtained from the Professional Regulation Commission (PRC). The study’s respondents are 73 first-timers and 112 repeaters. A total of 185 BEEd examinees were the respondents of the study. Also, the study utilized frequency and percentage counts, z-scores, and p-values to compare the performance and test for significant differences. The results revealed that the performance trends among the BEEd graduates was fluctuating. Performance of first-timers are higher than repeaters in most periods, with institutional passing rates below national passing rates. Notably, exceptional performances were recorded during the March 2019, June 2022, and October 2022 examination periods, where institutional passing rates surpassed national passing rates. The study identifies several factors influencing LET performance, including academic preparation, review sessions, and external disruptions such as the COVID-19 pandemic, which impacted the consistency and preparation of examinees. The data suggest that while first-timers showed relatively strong performance, repeaters faced significant challenges, underscoring the need for targeted support systems to enhance their preparedness and outcomes. The findings highlight the critical importance of continuous monitoring and strategic interventions to improve LET performance. Implementing effective support mechanisms for repeaters, improving academic and review processes, and addressing external factors are essential steps toward enhancing the quality of teacher education.

From Tradition to Innovation: Analyzing Strategies and Support for Enhancing Badminton Course Teaching Quality through Educational Technology.

This study aims to explore the impact of Multimedia-Assisted Teaching (MAT) on the quality of physical education (PE) instruction in universities, with a particular focus on badminton courses. A quasi-experimental design was employed, including pre-tests and post-tests, involving two badminton classes at Ming Chuan University, with a total of 101 students. These two classes were assigned to an experimental group (using MAT) and a control group (traditional teaching methods). The research instrument used was the Physical Education Teaching Quality Scale (PETQ), which includes four factors: course content, teaching strategies, classroom management, and learning assessment. The results indicated that, compared to traditional teaching methods, the use of MAT significantly enhanced students' perception of the quality of PE instruction. The experimental group scored significantly higher than the control group across all scale factors, suggesting that MAT is more effective in capturing students' attention and improving learning outcomes. The conclusion suggests that MAT has significant advantages in improving the quality of physical education instruction. The integration of MAT enables more flexible lesson planning and enhances the learning process through the features of multimedia-assisted teaching. It is recommended that physical education teachers consider applying multimedia technologies to aid teaching, in order to increase student engagement and effectiveness.

The Relationship between Teacher Teaching Quality and the Independent Character and Discipline of Kindergarten Group B Children in Taman District Madiun City

The Relationship between Teacher Teaching Quality and the Independent Character and Discipline of Kindergarten Group B Children in Taman District Madiun City

Initial teacher education is not the problem: retaining teachers in regional, rural, and remote schools

ABSTRACT This abstract presents an analysis of federal policies concerning rural, regional, and remote (RRR) teaching, focusing on initial teacher education and teaching quality within these areas. The study utilises Bacchi’s ‘What’s the Problem Represented to Be?’ (WPR) approach to interrogate the framing of RRR teaching issues within policy discourse. Through a comprehensive review of two federal policies, this analysis explores how the design and implementation of teacher education programmes are placed to address the challenges in providing quality education in RRR areas. We underscore the importance of critically examining policy representations to better understand and address the complex issues surrounding RRR teachers and teaching.

Retraction Note: Simulation of optical image enhancement algorithm based on reinforcement learning in evaluating the quality of physical education teaching for college students

Retraction Note: Simulation of optical image enhancement algorithm based on reinforcement learning in evaluating the quality of physical education teaching for college students

The Application of Classical Conditioning Theory in Elementary Education

As an important part of China's basic education, elementary education is the first stage of China's compulsory education, which plays an important role in laying the foundation and guiding students' academic development and personal growth. How to improve the teaching quality of elementary education, help students develop good learning habits, and better promote students' academic development is very worthy of deep thinking. Pavlov's classical conditioning theory originated from the dog saliva secretion experiment, and its rich connotation and characteristics have important revelation significance for elementary school teaching and behavioral therapy. Therefore, based on the connotation and main features of Pavlov's classical conditioning theory, it is of great research value to explore its application strategies in elementary school classroom teaching and elementary school students' adverse behavior modification, so as to better promote the sound growth of elementary school students.

Evaluation Policy Study of the Second Round of the Taiwan Teacher Preparation Program Evaluation.

This study focuses on the second round of Taiwanese teacher preparation program (TPP) evaluation (2012-2017) to analyze how evaluation policy shapes TPPs. In-depth interviews were conducted with 13 stakeholders, which included professors, administrators, researchers, and staff involved in TPP evaluation. First, the findings revealed that neoliberalism influences evaluation policy and restricts the diversity of TPP development. Second, different evaluation approaches may be used to bring more inclusiveness and flexibility to evaluation standards. Third, evaluation plays an important role in TPP development, and a professional organization responsible for evaluation should be established in Taiwan in the future. To conclude, it is significant for TPP evaluation policy to consider policy ideology, evaluation standards, and program diversity to aid in improving the quality of teacher education not only in Taiwan but also internationally.

Physical Education and Sport (PES) For Quality Teacher Education

Physical Education and Sport (PES) For Quality Teacher Education

Educational Experiences and Teacher Faith Integration Self-Efficacy in PreK–12 Mennonite Schools in North America

Educators at religious preK–12 schools attempt to integrate their faith into their teaching. Yet there is limited empirical study about how faith integration self-efficacy may develop. This study examines the relationships between the faith integration self-efficacy of educators at Mennonite preK–12 schools and their past educational experiences and initial teacher education. Regression analysis of survey responses indicates that the quality of initial teacher education is associated with educators’ faith integration self-efficacy. However, having attended a Mennonite preK–12 school or a Christian undergraduate institution were not predictive of faith integration self-efficacy. Discussion of results highlights implications for educators and future research.

Research on the effect of mixed teaching strategies on students' ambidextrous innovation

Mixed teaching strategies have caused a fierce debate about teaching quality in China's higher education. Based on theories of constructivism and self-regulation, we examine the impact of mixed teaching strategies on learners' ambidextrous innovation capacities. Utilizing a questionnaire survey of 412 undergraduate and graduate students from 36 Chinese higher education institutions, this research demonstrates that combining metacognitive strategies with motivational and collaborative approaches enhances exploratory innovation ability, while the pairing of metacognitive and collaborative strategies promotes exploitative innovation. Furthermore, the study identifies significant differences in the effectiveness of mixed teaching strategies based on students' self-efficacy and teaching acceptance levels. These findings highlight the importance of tailoring mixed teaching strategies to individual characteristics for optimal learning outcomes and fostering students' innovative potential. This research contributes to the discourse on effective teaching practices in Chinese higher education by proposing a mixed teaching strategies matrix informed by self-efficacy and teaching acceptance, offering valuable guidance for educators seeking to cultivate students' innovative abilities.