Quality Of Teacher Training Research Articles

Determinant factors of learning quality in Indonesian junior high schools

Learning quality in schools is the core of efforts to improve the quality of national education. In this view, teachers play an important role as knowledge facilitators, helping students through the learning process and providing an environment that promotes growth and critical thinking. This study aimed to describe how the learning quality in junior high schools of South Papua Province, Indonesia, is predicted by teacher training quality, teacher self-efficacy, and teacher collaboration. We utilized a quantitative research approach with a survey research design to obtain research data from 184 teachers working in junior high schools in South Papua Province, Indonesia. The collected data were thoroughly analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS). The results of the data analysis indicate that the quality of learning in junior high schools of South Papua Province was significantly predicted by all the independent variables, both direct and indirect. These findings underscore the importance of fostering teacher training quality, teacher self-efficacy, and teacher collaboration to improve the quality of student learning.

Quality Assurance in Preschool Teacher Training According to the Aun-Qa Approach

Ensuring the quality of teacher training programs is an important aspect of organizing higher education activities at universities and is the primary factor in improving the quality of school education. Currently, many countries around the world regard quality assurance in training programs as a crucial step in the educational reform process, contributing to the overall development of the nation. This article focuses on surveying and researching the content of quality assurance in pedagogical universities. The content of quality assurance in pedagogical universities according to the AUN-QA approach covers all activities that these universities implement to maintain, improve, and enhance their training quality. Researching the AUN-QA approach for quality assurance in teacher training in general, and specifically in preschool teacher training, serves as a method to enhance training quality and plays an important role in the trends of internationalization, competition, and global cooperation in education. All these studies represent significant theoretical and practical findings that align with modern trends and the current requirements for fundamental and comprehensive reform in education and training. Therefore, identifying the research issue "Quality Assurance in Preschool Teacher Training According to the AUN-QA Approach" has highlighted new points and made direct contributions to improving the quality of preschool teacher training to meet societal needs and current international integration.

Discussion groups in teacher training: analysis of inclusive didactic strategies

The present study analysed the use of active and participatory methodologies in teacher training, exploring inclusive didactic strategies from Universal Design for Learning (UDL), using a mixed methodology. The data were gathered through discussion groups (DG). The main aim was to promote active and participatory methodologies in higher education through the use of inclusive didactic strategies. The sample was constituted by 73 students of the Degree of Primary Education from the Faculty of Education Sciences at the University of Seville (Spain), who were organised in 20 DGs. The research instruments employed were: UDL training session sheet and DG script on inclusive educational strategies and UDL. These instruments were validated by expert judgement. The results were organised by strategy, based on UDL guidelines (quantitative data: frequencies and percentages), and the data obtained from the DG minutes (qualitative data: content analysis) were organised by UDL dimension. The results confirm that the use of different didactic strategies favours reflective and critical thinking and promotes participation, generating shared knowledge and information management in different formats using ICTs, thereby contributing to improving the quality of teacher training.

The problem of quality of qualified professional teacher training in Turkey

The education system of Ukraine is at the stage of European integration changes and internal modernization processes. The characteristic trends of this period are the realization of one's own national experience, its comparison with European and world traditions, as well as the need to analyze and highlight the most effective progressive ideas and advanced concepts that exist in the world space, the possibility of their adaptation to the needs of national education. Therefore, institutions of higher education must train qualified teachers, creative, possessing a high level of pedagogical skills, realizing their own autonomy and capable of developing original solutions. The novelty of the problematics of the studied topic is that the problem of the quality of professional training of a qualified teacher in Turkey has not yet found a comprehensive reflection and systematic generalization in the Ukrainian scientific and pedagogical discourse. Therefore, the goal of the study was to formulate the problem of the quality of professional training of a qualified teacher in Turkey. To implement the goals and objectives of scientific research, the authors relied on the following materials and methods of scientific research: 1) theoretical – analysis of scientific databases, electronic repositories of institutions of higher education, scientific institutions and libraries where dissertation abstracts, scientific publications and other scientific works are stored; systematization and generalization of research results; 2) empirical – conversations, correspondence with Turkish scientists and university professors; pedagogical supervision. The authors formulated the problem of the quality of training of a qualified teacher, which is a widely discussed problem for many years in the world and in Turkey itself, which proves the need to rethink the definition and boundaries of the teaching profession. On the basis of the generalization and systematization of the obtained results, the authors formulated the concept of "qualified teacher" – this is a novice teacher who has successfully completed training on an accredited educational program of initial teacher training. Scientific and practical recommendations on the use of constructive ideas of the Turkish experience to improve the quality of teacher training in the system of continuous pedagogical education of Ukraine are substantiated

Idarat Barnamij Ta’lim al-Lughah al-‘Arabiyah fi al-Muassasah al-Dauriyah Markaz al-‘Arabiyah Pare Kediri

The background of this research is based on the importance of effective management in Arabic language learning programs, especially in language course institutions that play a significant role in developing Arabic language proficiency in Indonesia. Markaz Arabiyah Pare Kediri is recognized as one of the leading centers for Arabic language learning, but in-depth research on the management of its programs remains limited. Therefore, this study aims to analyze and evaluate the management of the Arabic language learning program at Markaz Arabiyah, focusing on effectiveness, curriculum relevance, and innovation in teaching methods. The research method used is a qualitative approach with a case study design. Data was collected through in-depth interviews with administrators, teachers, and students, as well as direct observation and document analysis related to program management. The data analysis techniques include data reduction, data display, and conclusion drawing/verification. The objective of this research is to understand the management of the Arabic language learning program at Markaz Arabiyah, including its planning, organizing, implementation, supervision, and evaluation. The research results indicate that the program management at Markaz Arabiyah Pare has successfully created a conducive learning environment that supports the enhancement of students' Arabic language proficiency. However, some aspects need improvement, such as aligning the curriculum with global needs and enhancing the quality of teacher training.

Re-imagining Teacher Education in India: Assessing the Implications of National Education Policy 2020

The Union Cabinet of India approved the National Education Policy (NEP) 2020 on July 29, 2020. Formulated under the guidance of Dr. K. Kasturirangan, former ISRO Chairman, and commissioned by the Ministry of Human Resource Development, this policy aims to chart a new course for India’s education system. NEP 2020 tackles crucial aspects such as Quality, Affordability, Equity, Access, and Accountability within the current educational framework. The policy is structured into four parts: Part I (school education), Part II (higher education), Part III (another critical focus area), and Part IV (implementation strategies). This investigation specifically delves into teacher education, a component falling under Part II, which pertains to higher education. Utilizing a qualitative approach, data was collected from diverse sources including journals, reports, print media, and various government websites. The results indicate that NEP 2020, especially concerning teacher education, has the potential to enhance the quality of teacher training, establishing a globally competitive environment. The study identifies both opportunities and challenges, providing constructive recommendations for the effective implementation of the proposed reforms in teacher education. Keywords: National Education Policy, Teacher Education, Quality, Accountability, Higher Education, Implementation Strategies, Competitive Environment

Challenges and risks of implementing innovative practices in higher education of Ukraine

The article deals with the introduction of innovative practices in Ukraine, their feasibility in higher education, challenges and risks that cause both progress and decline in higher education. The authors emphasize the need to introduce innovative resources in the field of adult education, because it is in the current crisis conditions that innovative digital resources are created. It is determined that the purpose of this article is to reveal the effectiveness of the implementation of innovative practices as an important object of development of higher education in Ukraine. The task is to study innovative practices: the challenges of today, the feasibility of application and avoidance of risks that could lead to the decline of higher education; review of the advantages and disadvantages of artificial intelligence resources: Gamma, ChatGPT. The authors characterize the peculiarities of the concepts of "innovation" and "innovative practices" aimed at ensuring quality education for higher education students in today's crisis conditions, in particular, full-scale invasion and lack of electricity. The author analyzes the feasibility of introducing innovative practices of the twenty-first century, which include applications of artificial intelligence, for example, Gamma, ChatGPT. The author emphasizes that higher education in Ukraine is significantly influenced by the European space, since education is based on the European-type structure, and, accordingly, the learning process is on the way to mastering them. It is found that the adult education system in European countries is imperfect, the biggest problem is ensuring quality teacher training, which should be given sufficient attention, since the basis of qualitative education is highly qualified specialists. In conclusion, the author emphasizes that the preservation of the intellectual potential of the nation in the difficult conditions of the twenty-first century, characterized by the challenges of society, depends on the introduction of innovative practices in higher education in Ukraine.

Research on Perception and Influencing Factors of Rural Teacher Training Quality from the Perspective of Policy Tools —Based on the Western and Northern Regions of Guangdong Province

Research on Perception and Influencing Factors of Rural Teacher Training Quality from the Perspective of Policy Tools —Based on the Western and Northern Regions of Guangdong Province

Research on Innovative Training of Localized STEM Teachers Grounded in Shared Commitment

The high-quality development of a country driven by talent necessitates comprehensive and practical STEM (Science, Technology, Engineering, and Mathematics) education. The goal of localizing STEM education is to cultivate comprehensive innovative technology talents that meet the needs of the new era. STEM teachers play a core role in this concept, and the quality of teacher training directly determines the development trend of STEM education and the quality of future talents in the country. Therefore, based on the current situation and existing problems in STEM teacher training, the shared commitment to “high-quality STEM teacher training” is employed as a guiding principle, highlighting the role of various elements in the STEM teacher training process. The practical path for STEM teacher training is proposed from four aspects: top-level design goal orientation, resource integration to solve supply imbalance, curriculum construction to improve the teaching system, and sustainable development to enhance professional ability. This study hopes to provide guidelines for innovative training of localized STEM teachers in China.

Innovation in Research-Oriented Teacher Training in Universities of Education in Vietnam

The context of globalization and international integration sets forth new requirements on the quality of human resources, thereby demanding improvement of the quality of teacher training in universities of education. International studies shows that scientific research-based teacher training is proving to be an effective method. The importance of scientific research in teacher training is mentioned in the article, also specific research-oriented teacher training methods are pointed out and analyzed: teacher training with problem based situations, teacher training using practical action research.

Pre-Service Teacher Training Quality: Influence of Quality Assurance Practices and Interrelationships with Leadership Role

This study examined quality assurance practices and their influence on quality training of pre-service teachers, as well as the relationships between leadership roles, quality assurance, and teacher training quality in Colleges of Education (CoEs) in Ghana. A descriptive cross-sectional design was adopted, and stratified random sampling was used to sample 132 teaching staff and 357 students from five CoEs in the Eastern and Greater Accra Zone. A questionnaire was employed for data collection. Data were analysed using regression and mediation analysis. The key findings were that: quality assurance was identified to have a positive but statistically insignificant effect on students’ training in Colleges of Education in Ghana with an overall mean score of quality training of students’ measures was 4.75 (SD± 1.52). The overall mean score of leadership role measures from the tutor’s perspective was 4.65 (SD± 0.94). ii) leadership role positively and significantly mediates the relationship between quality assurance and quality training of students in Colleges of Education in Ghana with the overall mean score of leadership role measures from a student perspective being 4.71 (SD± 1.38). The study concludes that leadership strengthens the impact of quality assurance on student teachers’ training. The study recommends that quality assurance units in Colleges of Education in Ghana should be strengthened with the necessary resources to positively influence students’ training.

Revitalizing Teacher Education: Assessing the Implications of Nep 2020

Abstract: The National Education Policy (NEP) 2020 received approval from the Union Cabinet of India on July 29, 2020. It was formulated under the guidance of former ISRO Chairman Dr. K Kasturirangan, commissioned by the Ministry of Human Resource Development, to outline a new vision for India's education system. The NEP 2020 addresses key aspects of the current education system, such as Quality, Affordability, Equity, Access, and Accountability. It is organized into four parts: Part I (school education), Part II (higher education), Part III (another critical focus area), and Part IV (implementation strategies). This study specifically delves into teacher education, a component of Part II which concerns higher education. Employing a qualitative approach, data was gathered from diverse sources including journals, reports, print media, and various government websites. The findings suggest that the NEP 2020, particularly in relation to teacher education, holds the potential to elevate the quality of teacher training, establishing a globally competitive environment. The study identifies both opportunities and challenges, and offers constructive recommendations for the effective implementation of the proposed reforms in teacher education.

Program Evaluation and Triangulation: What Three Data Sets Show about How Participants Respond to the Course Teaching Academic English with the TOEFL iBT® Test

Drawing from a larger CIPP program evaluation (Context, Input, Processes, Products) comprised of 11 analyses of the ETS online teacher training course titled Teaching Academic English with the TOEFL iBT® Test (TAE), this paper triangulates three qualitatively different data sets and seeks to understand how participants responded to the TAE course. The research team considered self-reported data (closed- and open-answer survey questions), engagement data, and learning data. The self-reported data were strongly positive and illustrated the value participants reported having about the course content, especially ETS-created materials. Some gaps were indicated: calls were made for more materials—especially additional resources participants could use when teaching—and for increased interactions during the course workshop. In partial juxtaposition, the engagement data indicated that participants were engaging the course less than anticipated. The learning data simultaneously indicated that some assessments were quite easy for participants while elsewhere participants did not have the desired uptake of some topics. Viewing the three data sets together, the research team arrived at a more nuanced conclusion: despite participant satisfaction, development processes should continue, to ensure the highest quality teacher training program possible, in terms of its content, resources, and interactions.

Features of Preparing Future Mathematics Teachers for the Implementation of Logical Tasks

This article describes the types of logical tasks in Mathematics textbooks of the main school according to the updated program and the characteristic features of the methodological training of future mathematics teachers in their implementation. The issue of preparing students for the implementation of logical tasks is considered. Methods and techniques for improving the logical thinking of students studying in the specialty of a mathematics teacher are outlined. The main task of teaching mathematics is the development of logical thinking and logical training of students. Accounting in the ability to think logically, along with the interest of a student who comes to school, is the main task of a mathematics teacher. Therefore, it is necessary to train future teachers of mathematics as young specialists capable of developing logical literacy of students using effective teaching technologies. This leads to the need to increase the requirements for the quality of teaching students in general schools and, accordingly, the quality of training of future teachers in pedagogical universities. However, only supplementing the process of training students with new content, increasing the amount of knowledge communicated to students is not able to solve the task of raising the quality of teacher training to the level of modern requirements. The solution to this problem, in our opinion, lies in the systematization of fundamental training of future teachers, should be logical training that allows students to be confident in critical thinking, analysis, reasoning and reasoning, maintain and justify their point of view.

КАЧЕСТВО НА ПОДГОТОВКАТА НА УЧИТЕЛИ В СИСТЕМАТА НА УНИВЕРСИТЕТСКОТО ОБРАЗОВАНИЕ

The article presents the results of a study conducted with users of personnel from the educational practice – directors of schools and kindergartens and experts in the field of education. The purpose of the research is to establish the respondents’ point of view regarding the quality of teacher training in the university education system. The main tasks of the study are to determine the opinion of the surveyed persons regarding the current state of the professional-pedagogical training of teachers; to identify the respondents’ expectations of the competence profile of the modern teacher; to systematize the viewpoints of the respondents in the context of opportunities for improving the educational content of the university pedagogical training. The sample of the study included 15 subjects, divided into three focus groups. The research methods used in the study are theoretical analysis, qualitative analysis, and content analysis.

Эффективность обучения в магистратуре глазами магистрантов

<p>The evaluation of the effectiveness and quality of teacher training, which exists today at the level of master’s education, including for preschool education, is aimed at determining the degree of achievement of the results planned in the program. In fact, the measure of the formation of competencies necessary, according to the authors of the program, is assessed for the implementation of independent pedagogical activity. However, this assessment of the quality of teacher training in the magistracy seems to be one-sided. Of unconditional interest is the effectiveness of the use of acquired competencies by masters in real pedagogical activity and / or the assessment by teachers of their new professional qualities in solving educational problems. But studies of these issues have not been identified in the psychological and pedagogical literature. The purpose of the study was to evaluate the effectiveness of mastering the master’s program by identifying the opinion of master teachers on the impact of studying in a master’s program on their professional activities. The study was conducted using a survey. It was attended by masters who graduated from the university in the period from 2013 to 2022. The survey made it possible to obtain general information about the respondents, to determine the goals of entering the magistracy, to learn about met and unfulfilled expectations, about the impact of studying at the magistracy on their professional activities, and above all, on interaction with children. The obtained data on how undergraduates themselves feel their own progress in the profession are interesting. The results of the study allow us to speak about a positive assessment by undergraduates of training under the program both in terms of improving professional qualities and skills, and in terms of developing personal qualities. Problems were also identified, primarily related to the lack of conditions within the system of preschool education that motivate teachers to develop professionally.</p>

A Comparison of Pre-Service Science Teacher Education in Myanmar, the Philippines and Japan

Teacher education is the very first step for preparing quality teachers and it is crucial to provide quality teacher training. This research aims to analyze and compare pre-service teacher education policies and programs in Myanmar, the Philippines, and Japan, focusing on secondary science teachers. A case study research design was employed by utilizing Technological Pedagogical and Content Knowledge (TPACK) framework. The result shows that TPACK components found in national education policies and programs in Myanmar were Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK). On the other hand, TPACK found in the Philippines and Japan were CK, PK, Technological Knowledge (TK), PCK, Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). In all three countries, limited provision of Technological Pedagogical and Content Knowledge (TPACK) was found. It is interpreted that provision of a balanced and sufficient knowledge of TPACK is essential to well equip pre-service teachers with required knowledge and skills considering internationalization and transnational education. This research uncovered the general patterns and trends in pre-service teacher education for science in three Asian countries as well as their uniqueness and best practices.

Professional Development Needs of English Teachers in Kazakhstan

The systematic work in the field of education in the Republic of Kazakhstan to increase the requirements for the quality of teacher training is directly related to advance training courses for teachers. Conducting research before the formation of courses for each group and taking into account individual requests allows us to build the learning process more effectively. The relevance of this study lies in the fact that special attention is paid to the potential benefits of professional needs analysis to obtain a more comprehensive understanding of the situation with the study and teaching of English in Kazakhstani schools. This study presents the results of the needs analysis of Kazakhstani English teachers before the beginning of advanced training courses for teachers of English within the framework of the pedagogical development program developed by the Akmola Region English Language Teachers Association (ARELTA) and the Regional English Language Office of the U.S. Embassy in Astana. The purpose of the study is to collect data for the development of a curriculum for an advanced training course for English teachers within the framework of the project. The survey involved 328 respondents, all of them teachers of English from different regions of Kazakhstan. The performed analysis represents the English language teacher's perception of professional development needs and is critical for analyzing the needs and professional development of other teachers.

Fostering Critical Thinking in Pakistani Secondary School Science: A Teacher's Viewpoint

This qualitative narrative study explored a science teacher’s perceptions and lived experiences regarding developing critical thinking skills among secondary school students in Pakistan. An in-depth interview was conducted with a 45-year-old physics teacher with 18 years of teaching experience. The findings revealed that although the teacher recognized the importance of developing Critical Thinking (CT) skills for quality education and lifelong learning, the current teaching practices and examination system focused more on rote learning and passing exams. The teacher suggested using questioning techniques, relating concepts to daily life examples, group work, and hands-on practical activities to promote CT skills. However, large class sizes, lack of training, and pressure to produce good exam results were barriers. The study recommends revamping the exam system to assess CT skills, providing quality teacher training, and creating a supportive school environment. The findings contribute to understanding grassroots-level issues in developing CT skills in Pakistan.

Effects Of Covid-19 On The Performance Of National Teachers' Colleges In Uganda

Purpose: This study attempted to investigate the effects of COVID-19 on the performance of National Teachers’ Colleges (NTCs) supported by Enabel.Methodology/approach: The study adopted a cross sectional research design. The study population consisted of staff working in the NTCs purposely or randomly selected. The self-administered questionnaire was used to collect the data that was analysed using both descriptive and inferential analysis.Findings: The research findings showed that programmes disruptions (r = 0.496); funding disruptions (r = .403) and capacity gap (r = .556) are moderately significant and positively associated with NTC performance respectively. Overall, the variables studied explain 33.9 percent of the variation in the organizational performance of NTCs.Implications/limitations: The research findings have shown that whereas programme disruptions and capacity gaps significantly contributed to the explanation of performance in NTCs during the lockdown, funding disruptions do not. The study recommends the continued adoption of innovative approaches to realize the objective of quality teacher training and education. Research into the effects of Covid-19 on the students in NTC is recommended, as this current study did not explore the component of students.Originality/value: While the effects of Covid-19 on the education sector have been studied, this has been mainly done at the primary and secondary levels of education in Uganda. This paper has attempted to investigate Covid-19 effects on NTCs supported by Enabel.Keywords: Covid-19; programme disruptions; funding disruptions; capacity gaps; organizational performancePaper type: Research paper