Quality Of Teacher Training Research Articles

IMPROVING STUDENTS’ ABILITY IN TRANSLATING INDONESIAN FOLKLORES INTO ENGLISH USING CAT TOOLS

This research aims at describing students translation ability in translating Indonesia folklores into English through classroom action research. This research was conducted on the sixth semester students in Facultylation quality of Teacher Training, Universitas Mahasaraswati Denpasar. The data was analyzed by using descriptive qualitative. Based on the result of the analysis, it showed that students’s translation quality was improved. It could be seen from the naturalness and the consistency use of English terms. Besides, students’ translation products greatly improved, with the average progress score rising to 12.55 and they also showed positive response to the use of CAT Tools.

Training future educators to develop ecological knowledge of preschool and school children

In the article, the basic principles of training future educators and teachers in the field of environmental education are discussed. Such a process requires mastering a set of innovative pedagogical knowledge on ecology to be aware of them in the future and integrate such knowledge into the profession of a teacher. This determined the relevance of the topic of this study. The article aims to determine the results of the effectiveness of the introduction of disciplines that increase the level of environmental knowledge and introduce innovative pedagogical methods in this area. It is equally important to determine the assessment of the usefulness of introducing new disciplines on methods of teaching environmental knowledge among students (attitude to innovations, anxious use of innovations, external barriers to the integration of innovations into pedagogical practice, readiness to use innovative pedagogical knowledge). A comprehensive approach to methodology was used in the study. The main method in the work is the method of pedagogical experiment. Moreover, descriptive, statistical, and theoretical methods are also applied. The methods of questionnaires and observation were employed to diagnose the effectiveness of innovative research, according to preschool teachers. The main hypothesis is the assumption that innovative environmental knowledge courses and self-education activities contribute to the competence and quality of teacher training significantly and provide for their integration into the work of school and preschool education. The result of this study is evidence that teacher training programs and new pedagogical methods related to innovations in ecological education affect the ability to operate with new methods and modern knowledge in future professional practice. A further prospect is the development and implementation of effective methods for introducing innovative pedagogical knowledge into the training of teachers in the field of preschool and school education.

DEVELOPMENTAL STAGES OF SPECIAL EDUCATION TEACHER TRAINING PROGRAMS IN THE UNITED STATES OF AMERICA

The article analyzes the developmental stages of special education teacher training programs in the United States of America. It was founded that for many years there were no licensing requirements or programs to train teachers to work with children with special educational needs. The civil rights movement, legislative revisions, and court cases changes in special education teacher training and service delivery models for students with disabilities. The article describes three eras of teacher training each differed from the previous one by improving conditions for children with disabilities. The first teacher training programs were started in the early 1950s and were intended for special educational and clinical institutions for children with speech and hearing impairments, mental retardation, and deaf students. In 1958, The Education of Mentally Retarded Children Act was passed and the practice of training special education teachers in colleges and universities began. In 1975, Congress passed the Education for All Handicapped Children Act. In the mid-1970s, competency-based teacher education began to operate, but scientists came to the conclusion that this practice is too mechanical and does not cover all the nuances of teacher training. In the 1990s, the Learning Behavior Specialist-1 Licensure was introduced to serve the majority of students with disabilities in state schools and the quality of teacher training was improved. As for today, every student with limited educational opportunities can be fully or partially included in general education institutions or a special school. The decision is made by the committee that develops the Individualized Education Plan or the 504 Plan.
 Keywords: special educational needs; inclusive environment; inclusion; child with special educational needs; inclusive education; state standards; special teachers; certification; licensing requirements.

Anti-racist education in the first years of elementary education: possibilities of/in PIBID/Pedagogy

This article presents a reflection on the possibilities of PIBID/Pedagogy in the process of theoretical, methodological and didactic foundation for the development of an anti-racist education, based on a theoretical-epistemological contribution anchored in authors such as Fonseca (2009); Cunha Junior (2005) and Skovsmose (2007) – regarding linguistic and mathematical literacy, from a critical perspective –, Cavalleiro (2001); Gomes (2006, 2012); Ribeiro (2002) – in reflections on anti-racist education. The analysis of experiences demonstrates that PIBID can be simultaneously configured as a training space aimed at building an anti-racist education, and as a possibility of raising the quality of teacher training – initial and continuing.

Teacher training reform in French-speaking Belgium: A controversial translation process

A major reform of teacher training has been underway for the past three decades in French-speaking Belgium, in response to the low quality of teacher training and the consequences for school teaching and learning deemed to be in deep crises. Using a number of eclectic methods (metaphors, typologies, timelines, network maps), we map controversies that arise during four steps of the policy translation process—problematization, interessement, enrolment and mobilization—by various types of actors (people, texts, working groups, institutions, etc.). Scientific and pedagogical problematizations framed by two interest groups of field level policy actors can produce objects and devices that are transformed and negotiated by political and administrative actors. However, the translation process is rendered controversial and complex as political decision-making is also flavored with backdoor political interests that are negotiated. Administrative policy actors in stakeholder institutions are trying to barter their institutional “share” in the reform implementation, adding some operational problems on the level of organizing the reform, thus reframing some of the original objectives.

К вопросу о новых подходах к подготовке педагога: социологический аспект

The article is devoted to the analysis of situation related to the development and application of new approaches to the training of the teaching staff and solving the problems of shortage of workers in schools. In accordance with the report of the Deputy Prime Minister of the Russian Federation on social policy Tatyana Golikova, the shortage of teachers as of October 1, 2023 amounted to about 11 thousand people, which requires enhanced measures to build personnel capacity in schools throughout the territory and, especially, in the remote areas. From a sociological perspective, the author illustrates two-sided view of the identified issues. On the one hand, it is of interest to analyze the legal regulation of the training of specialists for the system of basic general education, and on the other hand, the attitude of society and the main customers of educational services to given government vectors. The empirical data presented in the article contradict the flexible educational trajectories developed by the state in the formation of new pedagogical competencies among the future teachers. A serious reason that adversely affects the development of teacher education is the current state of teaching staff at all levels. The article illustrates the view of parent respondents (customers of educational services) on new approaches that form the basis of modern training of school teachers. At the same time, new vectors for solving staffing needs in schools are burdened by both the existing age and gender imbalances. The article provides qualitative and quantitative data indicating the slow renewal of teaching staff. The article reveals the attitude of parent community towards practicing teachers and analyzes the problems of young specialists who came to school without basic pedagogical education. The author emphasizes feasibility of methodological substantiation of the content of pedagogical training of specialists who do not have a basic psychological and pedagogical education. The promise of scientific understanding of this issue along with the growing interest in the quality of teacher training is noted, the main conclusions are drawn and recommendations are outlined.

Exploring student teachers’ experiences of vulnerability in higher education spaces

Recently, scientific interest in higher education students’ wellbeing has increased. The highlighted issues include professional development, professional identity, and personal behaviour. The significance of this study relates specifically to supporting students’ wellbeing by gaining an understanding of factors contributing to their experiences of vulnerability. Through the arts-informed methodology of Photovoice, which emerges from community-based participatory research, 16 student teachers explored the concept of vulnerability in the context of a higher education institution. The research project required student teachers to take photos of that which represents what they perceive as vulnerability. Student teachers explored their personal, school and campus space with this project. Ultimately, this research speaks to the Sustainable Development Goal of good health and wellbeing, which seeks to promote wellbeing across the individual life span, and ensure healthy lives, as well as the Sustainable Development Goal of quality education, which emphasises the need to improve quality of life and quality teacher training.

Образовательные партнерства в построении качественного педагогического образования

The article is devoted to the actual problem of the influence of partnership relations between pedagogical universities and employers on improving the quality of teacher training. The paper considers modern mechanisms of interaction between pedagogical universities and general education organizations that affect the improvement of the quality assessment system of teaching staff: a demonstration exam in the system of higher pedagogical education; professional and public accreditation of teacher training programs, as well as the formation of a professional expert community to assess the training of teaching staff and targeted training. The authors conclude that the training of qualified teaching staff requires the improvement of the educational process of pedagogical universities, and educational partnership is a condition for improving the quality of training of teaching staff. The empirical material was the results of a survey of the heads of educational organizations in the east of the Kaliningrad region. The practical significance of the article consists in the use of the results obtained in the system of higher pedagogical education in order to ensure high-quality professional training of graduates.

Формирование профессиональной идентичности студентов педагогической магистратуры в условиях системно-модульной организации образовательного процесса

Current geopolitical situation and Russia's withdrawal from the Bologna process showed the urgent need to improve the national system of continuous pedagogical education, in which the master's program as the second level of higher education is focused on more in-depth, in comparison with the bachelor's degree, professional training of graduates, providing them with a high level of professional identity as the most important indicator of professional development. Due to a number of reasons (changes in master's degree standards, increased requirements for graduates with short terms of study and the lack of basic specialized education for many students, etc.), the quality of education in the master's program has significantly decreased, manifested in the absence of an increase in the educational level of students. Currently, to ensure the quality of teacher training in master’s studies, universities should find reserves in the organization of the learning process to develop professionalism among students, develop and implement flexible modular educational programs, their technological support, and build an effective system of interaction with employers. The purpose of the study: to develop a model for the formation of professional identity of students of pedagogical magistracy in the conditions of a system-modular organization of the educational process. The theoretical methods were an analytical review of scientific sources on the problem of professional identity, analysis and generalization of the results; pedagogical modeling. Based on the results of the theoretical analysis, the structural-content components of the professional identity of teachers are revealed as a complex, integrative, dynamic personal education that influences the professional development and success of the professional pedagogical activity. The method of pedagogical modeling led to the creation of a model for the formation of professional identity among master’s degree students in pedagogy with a system-modular organization of the educational process. The model makes it possible to form ideas about the formation of students' professional identity during the period of study in a pedagogical master's program as a systemic, dynamic, cyclical process of subject-subject pedagogical interaction between participants in educational relations.

Прοфесійна підгοтοвка вчителів у Великій Британії

The system of professional teacher training in the UK is studied, its main aspects and changes that have taken place in recent decades are taken into account. The key reforms that have contributed to the current development of this system are analysed. The role of universities, colleges and other educational institutions in the process of forming teachers’ professional competences is analysed. Special attention is paid to teacher training programmes, their structure, content and methods. It is emphasised that pedagogical practice is an important component of the teacher training system. It is clearly structured. University lecturers and school staff are involved in its organisation. The role of mentors and the interaction of students with experienced teachers in the process of internships are highlighted. The main aspects of teacher training, such as the focus on the development of professional competences and the use of innovative approaches in the learning process, are considered. The factors influencing the quality of teacher training, in particular, the content of the curriculum, the role of technology in the educational process, the school environment and the process of professional adaptation of young teachers are studied. It is noted that an individual programme is developed for novice teachers at school. An approach to the evaluation of trainee teachers and their preparation for work is described. The structure of postgraduate education, which contributes to improving the professional competence of teachers, is characterized. Based on the analysis of recent studies, it is concluded that the teacher training system in the UK is characterised by innovative methods and the use of new and flexible technologies that introduce diversity and differentiation into the educational process. The importance of reforming teacher training in the context of changes in the modern educational paradigm is demonstrated. The results of the study contribute to a deeper understanding of the British experience of teacher training and may be useful for improving the system of professional training of teachers in higher pedagogical schools in Ukraine. Keywords: United Kingdom, teachers, school, students, professional training, educational process, higher education institution, pedagogical practice, professional activity.

РАЗВИТИЕ ГОТОВНОСТИ ПРЕПОДАВАТЕЛЕЙ К ИСПОЛЬЗОВАНИЮ ЦИФРОВЫХ ТЕХНОЛОГИЙ В ИНКЛЮЗИВНОМ ОБРАЗОВАНИИ

Digital technologies are rapidly spreading, thus, providing unlimited access to digital tools, materials and services. The spread of digital technologies leads to qualitative changes in production and global markets and affects the education sector. During the pandemic caused by SARS-CoV-2, educational organizations at various levels were forced to transfer the learning process to an online format, which required prompt resolution of a set of issues to ensure the quality of teacher training to implement the education process using digital technologies. This problem has not lost its relevance since not all the teachers are sufficiently proficient in digital technologies. In the context of inclusive education, this issue is aggravated by the fact that students with disabilities often study remotely and use specialized hardware and software. The subject of the research is the development of readiness of teachers to use digital technologies in inclusive education. The purpose of the study is a theoretical justification for the need to develop the readiness of teachers to use digital technologies in inclusive education and experimental verification of the effectiveness of the implementation of advanced training courses to develop the readiness of teachers to use digital technologies in inclusive education. To achieve the goal of the study, the following methods were used: the author's diagnostic tool “Assessing the skills of using digital technologies in the context of inclusive education”, the advanced training course “Digital technologies in the context of inclusion”, the e-inclusion service and the methods of mathematical statistics. The results show that the initial state of readiness of teachers to use digital technologies within the framework of inclusive education in the experimental group differs from the final one, which allows us to conclude that the effect of change has arisen as a result of the use of empirical methods for teachers training. The readiness of teachers to use digital technologies in inclusive education has increased in the following aspects: normative regulation of the digital and inclusive educational environment; material and technical equipment of inclusive education in the digital environment; creating inclusive online content.

Teacher Training: The Link Between Academic Performance and Success in Professional Practice

This research approaches initial teacher training from the perspective of structure and curriculum. During initial teacher training, any disconnection between theoretical content and the practical application of theory should be avoided. Therefore, this article proposes to study the quality of teacher training by determining the predictive capacity of academic performance with respect to success in the professional practices of teachers in training. An index of predictive validity of academic performance and the application of Bayes' theorem are used to estimate this complex problem. The target group of this study is the science pedagogy careers belonging to the 2006 to 2013 cohorts, with a size of 842 students from a Chilean state university. The results indicate that the predictive validity of academic performance does not reach 50%, which shows the disconnection between success in professional practice and previous training. These results raise the need to analyze the relevance of theoretical content in professional teaching practice. Furthermore, it emphasizes the need to have adequate quality assurance processes for initial teacher training for the entire higher education system.

Early Childhood Education Policy and Practice in Ghana

Early childhood education (ECE) in Ghana has grown from a traditional approach to a more formalised and modernised system of care and education services for young children. As a valued practice, ECE reflects a distributive, regulatory or redistributive policy. The paper analyses Ghana’s ECE policy implementation using McDonnell and Elmore’s framework of five elemental instruments. We supported the analysis with ECE policy documents and research evidence in ECE. Enabling and inhibiting factors affecting ECE were identified and ways were devised to enhance the latter. We established that while ECE has somewhat addressed equity and access issues, concerns exist regarding implementation factors such as quality teacher training and parent involvement for promoting effective programs. The paper recommends the need to evaluate ECE and provide planned and ongoing opportunities to advance the professional development, capacity, and motivation of ECE implementers, especially early childhood teachers.

Facebook Movie-Based Discussions: Bringing Down Intercultural Barriers in English Language Education

The paper’s main aim is to highlight the importance of underpinning English language education with intercultural competence. The authors describe and analyze the experience of the cross-cultural exchange in Facebook movie-based discussions as an innovative approach to English teacher preparation in Ukraine. The study examines the perceptions of American films regarding various social, educational, and cultural issues by American and Ukrainian participants. The authors address the following questions: 1. What are the intercultural differences in the perception of American movies manifested by the representatives of the American and Ukrainian cultures during movie club discussions? 2. What are the participants’ attitudes to online discussions in a Facebook group? The research engages 83 participants, including university professors, their family members, and prospective teachers majoring in teaching English as a foreign language. The study applies Hofstede’s cultural dimensions model and descriptive, comparative, and qualitative methods. Since the research is empirical and an exciting outcome of international academic collaboration in teacher preparation, its findings have proven the significance of cross-cultural communication for educational purposes. The emphasis on strengthening English language teacher preparation with intercultural awareness, values, and skills for service in the multicultural world has evident benefits for the quality of teacher training in the Ukrainian context. The research also signifies Facebook as a platform for future online educational collaboration.

THE ROLE OF ACMEOLOGICAL APPROACH IN THE PROFESSIONAL TRAINING OF FUTURE FOREIGN LANGUAGES TEACHERS IN INSTITUTIONS OF HIGHER EDUCATION

The article analyzes the role of the acmeological approach in the future foreign language teacher training by investigating the main aspects that are as follows: study of the future FL teachers’ personal qualities and abilities, methods of raising their motivation and developing learner autonomy, opportunities for carrying out scientific research and studying the level of higher education institutions readiness to improve the quality of education. It was determined that the development of personal qualities and abilities, as well as the formation of professional competencies, is carried out as a consequence of the acmeological approach, which is integrated into the content of the educational program disciplines compiled for future teachers of foreign languages (English and German). The impact of various motivation types on the acmeological development of future foreign language teachers is clarified and intrinsic motivation is defined as the one that has the greatest stimulus to study. An overview of the possibilities for involving higher education students in research activities was carried out, as a result of which it was recommended to involve future teachers of foreign languages more widely in the realization of their scientific potential. A review of the readiness level of higher education institutions to improve the quality of teacher training has shown that there are positive changes that contribute to the effective process of education, but some recommendations have been identified that will intensively contribute to this process.
 Keywords: acmeological approach; future foreign languages teacher training; German language; English language; educational program; institutions of higher education; professional competencies; the content of education; motivation; self-development.

The actual state of quality management of primary teacher training at Quang Binh University according to the AUN-QA approach

In the current trend of education innovation, the quality management of primary teacher training according to the AUN-QA approach is a significant and necessary content for higher education institutions, contributing enhancing training quality and international integration. However, the quality of teacher training in local higher education institutions is still low with insufficient attention. The article, therefore, focuses on analyzing and assessing the actual state of AUN-QA based quality management of primary teacher training at Quang Binh University in the period 2017-2021, thereby proposing measures to improve and renovate the quality of primary teacher training, meeting the increasing demands of the labor market.

Standardy kształcenia psychologicznego i pedagogicznego nauczycieli w Niemczech – ich treść i dyskusja

In the article, the standards of psychological and pedagogical training of teachers of general secondary education in Germany are considered. The following methods were used to achieve the goal of the study: general scientific methods (analysis, synthesis, generalization), which were used to develop standards of psychological and pedagogical training of teachers; methods of structural and functional analysis, based on which insufficient reflection in the standards of all aspects of professional pedagogical activities were identified. The study found that the training of future teachers of general secondary education in German universities includes four blocks: 1) special-subject; 2) subject-didactic; 3) "Science of Education"; 4) professional and pedagogical practice. The special importance of the block "Science of Education" is emphasized, as it reflects the content of teachers’ psychological and pedagogical training. It was found that the standards of teacher training in the "Science of Education" block are formulated in view of the competencies that must be mastered by the future teacher for the effective implementation of professional and pedagogical activities. A number of conclusions have been reached: 1) implementation of the standards is the main tool for reforming professional pedagogical education in Germany at the beginning of the 21st century; 2) development of standards for the training of future teachers is carried out with a focus on results – the development of professional competencies, based on interdisciplinary knowledge and reflection on acquired experience; 3) the standards are a dynamic set of requirements for teacher training, which can be supplemented and changed depending on the socio-cultural conditions of professional pedagogical activity; 4) the standards are not aimed at the individual activities of a teacher, but at his holistic professional development, taking into account participation in school development; 5) the standards are a framework structure for further development of the curriculum and the formation of the content of modules of future teachers’ psychological and pedagogical training; 6) the key principles of structuring the content of psychological and pedagogical training of teachers of general secondary education in accordance with the above standards are the following: interdisciplinarity, modularity, reflectivity. We are convinced that the implementation of standards is positive for improving the quality of teacher training in Germany. At the same time, we believe that the approved standards do not reflect all aspects of professional pedagogical activity (civic and social competence, leadership skills).

Training Quality Management and Management of Teacher Training: an Overview of Research Initiatives in Vietnam

Training quality in general, and training quality management in particular, play a critical role in educational growth, representing not only the current level of educational development but also serving as the foundation for future educational development. This article employs the process of document review for training quality management and documents pertaining to the quality of teacher training in Vietnam. The findings show that training quality and training quality management, as well as teacher training quality management, have several techniques, forms, and content and that there are numerous aspects that can impact training quality. Training quality management or training quality assurance As a result, further research is required to increase not just awareness of training quality but also training quality.

The mentor–tutor partnership in Turkish special education initial teacher training: an exploration of collaboration and agency

ABSTRACT This paper explores the perspectives of the tutors and mentors involved in Turkish special education departments` initial teacher training, and how their understanding of and degree of agency shapes the nature of the partnership in it. The data collected from four partnership settings identified three sub-themes: expertise; experience; and expectations. The collective understanding within the teacher training environments shaped the behaviour of individuals. However, rather than working in collaboration with schools, the dominant role in the partnership is either taken by the tutors, and the mentor is largely ignored, or tutors leave the dominant role to the mentors and participate in the system superficially. Exploring the collaboration in Turkish teacher training programmes seems to be an important area to improve the overall quality of teacher training. Looking at ways in which mentors and tutors exert agency offers an opportunity to strengthen levels of collaboration.

Domestic and Foreign Experience in Training Future Managers of Educational Institutions

The purpose of the presented research is to study, summarize and analyze the Ukrainian and international experience of training future teachers who will hold senior positions in educational institutions. The methods of information analysis and synthesis, the comparative method, as well as the method of induction and deduction were used in this study. At the final stage of the study, the method of analyzing scientific literature relevant to the subject of the study was used. The study analyzes the current state of training of future leading educational institutions, master’s degree students in the specialization “Management of educational institutions” on the example of educational institutions in Ukraine. Some information about universities in Poland, the United States of America, the United Kingdom and Canada was reviewed. The practical value of the presented research lies in the fact that the information from it can be used to study the international experience of training future teachers and analyze working strategies to improve the quality of teacher training in higher education institutions.