Quality Of Teacher Training Research Articles

От проблем к возможностям: реорганизация педагогического образования в период пандемии COVID-19 в постсоциалистических странах

Although the COVID-19 pandemic is far from over, there is no doubt that education researchers will analyze the changes in teaching and learning over the years to come. There is no certainty that new waves and variants of COVID-19 will not force humanity to radically change educational technologies in the future. This will bring mankind closer to the predictions of science-fiction authors and futurists, not taken seriously before. In this regard, it is important to scientifically document and analyze various measures for transforming education in the current situation, thus, creating the database for future generations. Analysis reveals that geographically adjacent countries with numerous current or historical interrelations, show the uniqueness of their response to the pandemic because of a number of current economic, social, cultural and geographical factors. Quite promising in this regard are the post-socialist countries of Central and Eastern Europe, which in the second half of the 20th century had almost identical principles for developing national education systems, but changed significantly under the influence of the reforms of the last thirty years. Comparing the cases of five universities from Russia, Germany, Bulgaria, the Czech Republic and the Pridnestrovian Moldavian Republic enable us, not only to identify common problems, but also to describe the most effective measures for the reorganization of higher education during the COVID-19 pandemic, dictated by the need to sustain the quality of teacher training.

Non-Examined Secondary School Curriculum and Quality Teacher Education: Case of University of Nairobi Students on Teaching Practice in Meru

Student teachers in teaching practice find themselves in a scenario whereby they are examined based only on their pedagogical competencies. This paper focuses on the student teachers’ quality in relation to the non-examined curriculum component, where the goal of the curriculum is to develop the life skills of students. A phenomenological approach and social constructivist framework are relied upon. The study’s sample size consisted of 47 University of Nairobi students in the Meru teaching practice zone. The students were observed and interviewed to find out the nature of their involvement in the non-examined curriculum. The data collection was guided by activities they participated in, reasons for their participation, how the school administration supported their involvement and how this contributed to their self-fulfilment as teachers of quality. The research findings indicate that student teachers appreciate the quality and relevance of their teacher preparation courses and the central importance of their relationships with learners that are entrusted to them. It emerged that their teaching of non-examined curriculum displayed their expertise which raised their morale when they were teaching the examined curriculum. Precisely, their teaching of non-examined curriculum created a forum for student teachers to feature in their local communities, neighbourhoods and at the county level, which made them feel that they have something to offer to the wider society. Furthermore, the study highlights the student teachers’ concerns with developing identities as ‘teachers’ and the ample opportunities provided during teaching practice for them to try out what was learned during teacher training preparation. Observing these 47 students depicted their high levels of passion, confidence, creativity and intrinsic motivation, features of quality preparation for teaching practice. The study recommends the essence of investing in quality teacher training preparation programmes.

Modelling in Teacher Education: Beliefs of Teacher Educators in Rwanda

The study aims to explore teacher educators’ beliefs about role modelling in teacher education in Rwanda. This study hopes to contribute to filling the gap created by limited empirical study available on teacher educators and the relevance of role modelling for high quality teacher training. The study was designed as an exploratory qualitative research using semi-structured interviews of 20 purposively and conveniently selected teacher educators. Content analysis was used to analyze collected data. The findings reveal that participating teacher educators believe that role modelling is an important component in the process of teaching teachers. Moreover, participants hold beliefs about role modelling as implicit exemplar practices and behavior. They think that teaching teachers involves not only providing knowledge but also serving as a good example in both teaching practices and behavior at training institutions as well as in the society. The study concludes that both implicit and explicit modelling should be included in the overall reflections of policy, research and practice of pedagogy of teacher education and especially in the professional development of teacher educators. Further empirical studies are recommended about the implications of implicit modelling on student teachers’ learning outcomes.

Impact of a physical education service-learning programme on ASD children: A mixed-methods approach

Background. Children with Autism Spectrum Disorder (ASD) have few opportunities to engage in physical activity, which affects their already limited social and motor skills. Different Service-Learning (SL) proposals designed to meet this need have started to emerge, and research is required to better understand the services provided. Objective. Two objectives were established in this study: (1) to understand the impact of a physical education SL programme from the viewpoints of Physical Education Teacher Education (PETE) students and the families of the children with ASD involved; and (2) to analyse the programme’s effects on the motor domain of children with ASD (physical activity levels and basic motor skills). Method. The study used a mixed-methods approach. Thus, for the first objective, a qualitative approach consisting of group interviews and reflective journals was used with a sample composed of 12 parents of the participating children with ASD and 52 PETE students. For the second objective, a quasi-experimental design was used with a sample of 25 children with ASD, 15 in the experimental group (4 girls, 11 boys; age: 10.13 ± 2.56 years) and 10 in the control group (1 girl, 9 boys; age: 10.13 ± 3.09 years). In this part, triaxial accelerometers (Actigraph, xGT3X-BT) and the Movement Assessment Battery for Children-2 (MABC-2) were used. Results. Five content categories emerged from the qualitative approach, three of which were shared by the families and the PETE students: ‘Motor-related benefits for children’, ‘Social impact regarding inclusivity’, and ‘Teacher training quality’. In addition, the ‘Personal growth’ category emerged from the PETE students, and ‘Desire for consolidation of the programme’ emerged from the families. Regarding the quantitative approach, the experimental group showed significant improvements in moderate Physical Activity performed on weekdays (p ≤ 0.001), as well as on the Manual Dexterity (p ≤ 0.05) and Balance (p ≤ 0.05) variables from the MABC-2 test. Meanwhile, the results in the control group remained stable or decreased. Conclusion. The SL programme implemented was beneficial for all the parties involved and successfully achieved the objectives established a priori. In any case, further research on programmes and services for children is needed to guide future proposals.

Inclinations in Research in Teacher Education

A standard teacher’s education programme is a logical and smooth to inscription some particular pedagogical problems. A quality teacher training programme have teacher functioning regularly with specialist messier teacher in virtual or traditional classroom to boost the experience and knowledge. Now a day’s area of education is not only limited to book knowledge but it required overall knowledge for the growth of the students as well as teacher pupils. Teacher education plays an important role in the building or setting up the future growth of students. Teacher Education consists of two components firstly pre-service teacher education and in service teacher education. Teacher education programme is not connected with both theoretical as well as practical. The main purpose of this paper is to be reviewed the recent trends in research in teacher education. Finding of the study is that there must be some subject like pedagogical subject must be included programme in the curriculum. Study is also focused that globalization had the part of positive sequel on the teacher education. Keywords: Ethics, Inclinations, Information and communication technology, Teacher Education

К вопросу о формировании и развитии профессиональных компетенций студента - будущего учителя истории

The article considers the urgent problem of modern higher pedagogical education related to the formation and development of professional competencies of a future teacher. The purpose of the article is to identify, on the basis of analysis of federal state educational standards of higher education, as well as own pedagogical experience of the professional competencies of a future history teacher, which are necessary to improve the quality of teacher training in the process of educational and extracurricular work at a university. The article presents various interpretations of the concept of professional competencies of a teacher presented by both domestic and foreign researchers. Based on the analysis of professional tasks and activities declared in the Federal State Educational Standard of Higher Professional Education and Higher Professional Education (2011, 2014, 2016, 2018). Five professional competencies of a history teacher have been identified. They are included in the curricula and working curricula for the disciplines of the subject preparation of the bachelor's degree (profile History and Social Studies): Methods of teaching and upbringing in historical education, Use of information and communication technologies in teaching history, Game technologies in teaching and upbringing, "Pedagogical workshops" as additional to the general professional competencies contained in the federal state educational standard of higher education. The formation of professional competencies of future history teachers is carried out as part of the students' academic work, and their development and practical application in the process of extracurricular work. The professional competencies of the teacher are characterized by his level of professional training, his attitude to work, to himself and affect the effectiveness of the implementation of educational and educational work in school.

Educational innovation in the comprehensive training of nursing graduates

A multi and interdisciplinary teamwork was developed on the integration of basic sciences among themselves and their contribution to professional training. Work was done on the identification of essentialities, organization and structuring of contents according to the requirements and precedence relationships of the Nursing discipline. The general objective was to identify the interdisciplinary relationships between the basic sciences of the nursing career to improve the quality of teaching. A qualitative and descriptive study was carried out through a historical-logical analysis based on documents, syllables, teachers of the basic training semesters and students. Interviews with teachers and student surveys were applied and it was found that there is a need to develop methodological career work aimed at disciplinary integration. Failures were detected such as an inadequate perception of the students about the role of interdisciplinarity in their training, no planning of methodological career activities that promote interdisciplinarity, dissatisfaction with integration in knowledge-integrating projects, and the need for methodological proposals for the interdisciplinarity from the first year of the degree. An integration of the contents was achieved with an inter and transdisciplinary approach, which is recognized as having a favorable impact on academic success and the quality of teacher training.

Usability of eLearning interventions for teachers and day care workers in Africa: a scoping review protocol

Introduction : Poor quality teacher training is one reason why children do not achieve school readiness. The Occupational Therapy Practice Framework (OTPF) includes teacher and day care provider training in teaching basic concepts to pre-schoolers, as an essential occupational therapy role. eLearning and mLearning are affordable, accessible, and usable formats for this training. This scoping review will provide a framework for improving the usability of eLearning and mLearning for teachers and day care providers of pre-schoolers. Methods and Analysis :This scoping review follows Arksey and O’Malley’s (2005) framework and the PRISMA-ScR reporting guidelines using ERIC, CIHNAL, Africa Wide Information and Academic Search Premier databases, and a blind review process by two researchers. COVIDENCE software will be used to manage the review. Framework analysis using the nine usability criteria and WeftQDA will identify recommendations for eLearning and mLearning design. Ethics and dissemination: This protocol is published to improve transparency and avoid duplication of work, as recommended in the PRISMA-ScR guidelines. The findings of this scoping review will be published in a peer-reviewed journal in 2020 and presented at conferences. The results will also inform the design of an mLearning application for teachers and day care providers within the African context. Key words : early childhood development, pre-school, school readiness, teacher training, eLearning, mLearning, LMICs

Enhancing Teacher Training Quality:, Perceptions And Perspectives

Enhancing Teacher Training Quality:, Perceptions And Perspectives

FEATURES OF TEACHER TRAINING IN ITALY (THE END OF THE XX – THE BEGINNING OF THE XXI CENTURY)

The urgency of studying the European tools for ensuring the quality of pedagogical education is determined by the international recognition of the importance of vocational training and teacher's development, which led to a significant improvement and increase in the educational process quality in the pedagogical education institutions. The key role of teachers in the modernization of European education, which is determined by the framework of all legislative documents that define the essence of the modern educational policy of the EU is emphasized. This causes challenges for the national system of pedagogical education in the context of the implementation of the concept "New Ukrainian School" of the XXI century. In the article the European common directions of ensuring the quality of pedagogical education in the late XX - early XXI centuries and its influence on the modernization of the national system of pedagogical education are analyzed. It is proved, that the main directions of ensuring the quality of pedagogical education in the European countries and Ukraine are: teacher training for educational reform, consolidating the organizational structures in the field of professional development and rationalization of national systems of pedagogical education; improving the quality of teacher training and development; focusing on pan-European joint activities in the area of in-service training for educators. The author established that the key provisions of international and pan-European documents set out a joint program of action to improve the quality of pedagogical education. In this program teachers are considered as the main agents of change in implementing the pan-European strategy for the development of education and training, developing the European space of pedagogical education and forming on this basis a global model of a modern teacher.

TENDENCIES OF PEDAGOGICAL EDUCATION DEVELOPMENT IN UKRAINE: CHALLENGES AND PROSPECTS

The review article identifies and characterizes the main tendencies of pedagogical education development in Ukraine: entering the European Higher Education Space internationalization, modernization, ensuring individual educational trajectory of teacher self-development, affirming academic integrity, ensuring future teachers' academic mobility, educators, formation and improvement of teacher's "soft skills". There are identified challenges in the process of pedagogical education reforming, including the implementation of the policy of higher pedagogical education institutions autonomy, the financial capacity of academic mobility the future teachers of various specialties, teachers, education managers, ensuring the quality of teacher training in a pandemic, creating resource content for informal training of future teachers, etc. The prospects of pedagogical education development have identified the unification of the process of future teachers' training in accordance with European quality standards; accreditation of educational programs on the basis of real quality criteria taking into account the needs of labour and the regional context; introduction of innovative forms, methods, technologies of teacher training in partnership of science, business, production, practice, etc.

CONTENT DIRECTIONS OF CONSCIOUSNESS HUMANIZATION OF FUTURE TEACHERS AS A FACTOR OF TRAINING THEM FOR CHILD GUIDANCE AND UPBRINGING

KOBRII Olha – PhD hab. (Education), Professor of General Pedagogy and Preschool Education Department, Drohobych Ivan Franko State Pedagogical University, 24 Ivan Franko Str., Drohobych, 82100, UkraineE-mail address: olha_kobriy@ukr.netORCID: http://orcid.org/0000-0003-3098-5878 ResearcherID: https://publons.com/researcher/1967189/olha-kobrii/ To cite this article: Kobrii, O. (2020). Zmistovi napryamy humanizatsiyi svidomosti maybutnoho pedahoha yak chynnyka yoho pidhotovky do opikunsko-vykhovnoyi diyalnosti [Content directions of consciousness humanization of future teachers as a factor of training them for child guidance and upbringing]. Human Studies. Series of Pedagogy, 11/43, 115‒128. doi: https://doi.org/10.24919/2413-2039.11/43.220480Article historyReceived: September 28, 2020Received in revised form: November 4, 2020 Accepted: November 23, 2020Available online: December 30, 2020Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2020 The Author. Human studies. Series of Pedagogy published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/). The article substantiates the main directions in the development of the problem concerning consciousness humanization of future teachers as a factor of preparing them for child guidance and upbringing. It is determined that a return to traditional values which focused on the Christian worldview in the context of idealistic Christian approach to upbringing indicates the development of the dual nature of man (that has a body and a soul), the priority of morality and recognition of these tendencies as a component of the integral system, which creates conditions for the formation of personal self-awareness and self-fulfilment of young people. It is taken into account that the orientation of the process of humanization of the future teacher’s consciousness towards the idealistic Christian approach to education presupposes recognition of the latter as the basis for the formation of value orientations, characterized primarily by the awareness of the Christian essence of man, recognition of the priority of morality, emphasis on respect towards a person, the formation of one’s spiritual world, aspiration to achieve perfection, implementation of moral virtues in practice, rethinking and believing in the need to focus information on the ideals of the good, and so on.The directions of humanization of the future teacher’s consciousness (in preparation for child guidance and upbringing) are: implementation of a personality-oriented approach to personality upbringing, taking into account individual features of the future teachers, their creative ideas, formation of the ability to interact with children; creating a well-organized environment, ensuring a successful child socialization as a mechanism of upbringing, prompt adjustment of the process of upbringing, as well as a practical implementation of the individual’s relationship with the environment, creating conditions for independence and activity of higher education students, focusing on the national traditions, free choice of life outlook, religious affiliation, value orientations, everything that characterizes humanization as self-humanization.It is emphasized that the process of socialization of the personality as a process of development of one’s social capabilities (coexistence in society, establishing relationships with people) in preparation for guardianship and upbringing becomes valuable if its consciousness is freed from social myths and illusions, and the value orientations are filled with the content which presupposes cultural assimilation of the reality and provides the main purpose of human life, shapes a person’s spiritual principles to live by. The specifics of socialization as a mechanism of upbringing is defined by external social influences that acquire a certain personal meaning, and specific social phenomena – the formation of personal qualities, social needs, orientations, social activity – and personal values determine one’s inner world, while the quality teacher training (higher education students) for child guidance and upbringing involves providing optimal conditions for professional self-development, self-awareness, self-fulfilment, personal growth. The process of humanization of a person’s consciousness means not only the cultural assimilation of reality but also the priorities of values, which provide real humane relationships with other people, the embodiment of spiritual and moral values as the most important factors in human life.

Context-based chemistry problem solving

The purpose of this study was to investigate preservice chemistry teachers’ science expectations on learning science after they completed the introductory Context-Based Chemistry Problem Solving. The sampling of the study consisted of 22 preservice chemistry teachers studying at Hacettepe University, Faculty of Education. The scores obtained by participating groups from the ‘Science Expectations Questionnaire’. In addition, preservice teachers’ interviews are given as evidence. As a result of the evaluation of preservice chemistry teachers’ the expectations about learning science on independence, coherence, concept, reality link, math link and effort dimensions, it is thought that there will be important outcomes in terms of improvement of the quality of teacher training at the university and that there will be an important contribution to literature in this sense.
 
 Keywords: Context-based chemistry problem solving, science expectations, teacher education.

Impact of a spanish Higher Education teacher development programme on approaches to teaching. Psychometric properties of the S-ATI-20 scale

La calidad de la formación de los profesores en las Universidades ha sido un debate inacabado entre las autoridades y los académicos debido a su impacto en el aprendizaje de los estudiantes. Aprender a enseñar en educación superior no es un camino directo, existen pocas oportunidades para aprender cómo enseñar a este nivel antes de entrar a enseñar directamente. Las Universidades deberían monitorizar hasta qué punto los profesores cumplen con sus funciones docentes y se dedican a mejorar sus habilidades y aptitudes docentes, así como sus actitudes y el compromiso hacia sus estudiantes. Siguiendo la línea de investigación sobre enfoques de aprendizaje (SAL), este estudio atiende a la formación docente analizando el impacto de un breve programa de desarrollo en los enfoques de enseñanza a través del uso de un cuestionario en español (S-ATI-20) que no es sino una revisión y validada versión del Approaches to Teaching Inventory (ATI), así como de otra información de corte cualitativo. El diseño es pre-experimental (pretest-postest) sin grupo de control. Se recogió información de 85 profesores a lo largo de tres cursos académicos consecutivos: 2014-2015 (n = 48), 2015-2016 (n = 22) y 2016-2017 (n = 15). Los resultados muestran que los programas de desarrollo cortos tienen un efecto positivo en los enfoques de enseñanza. Además, los resultados corroboran la estructura de dos factores del S-ATI-20, distinguiendo entre profesores que al enseñar se centran en el cambio conceptual y el estudiante (CCSF) o en la transmisión de la información y en el profesor (ITTF). Por último, la discusión teórica del impacto en los enfoques de enseñanza nos anima a (re)pensar la relación entre distintas formas de manejar las responsabilidades docentes. ¿Están los enfoques realmente en un continuo bipolar?, ¿deberíamos pensar en los enfoques como si fuera un modelo basado en una muñeca rusa (matrioshka)?

Infant-toddler care in Singapore: Journey towards quality

In Singapore, early childhood care and education has evolved according to the nation’s needs since its independence in 1965. From a welfare scheme to custodial care, early childhood care and education is now recognised as a critical part of children’s learning and development. Over the years, the government has progressively implemented policies to raise the quality of early childhood care and education and while increased efforts have been effective, there is still a gap between policy and practice. This article reviews the policies and frameworks throughout the history of early childhood care and education, with a focus on infant toddler care and examines some of the alignment and gaps. It identifies two key areas for improvement – staff to child ratio and teacher quality for quality infant toddler care. In the current staff to child ratio, an ‘educarer’ oversees 5 children between 2 and 18 months. This indicates that the educarer needs to be well trained for this role to cater to a wide range of learning and developmental needs. However, the quality of teacher training has been disparate and was only harmonised in 2017. This suggests that the quality of educarers is still uneven in the sector. In terms of qualifications, educarers only need to fulfil the minimum level of teacher certification, which means that the youngest children in their most formative years are being taught and cared for by the least qualified educators ( Bull and Bautista, 2018 ). Cognisant of these issues, this article proposes recommendations to address issues of manpower allocation and teacher quality.

QUALIDADE DA FORMAÇÃO DE PROFESSORES NA RELAÇÃO COM OS DISCURSOS DA “QUALIDADE DO ENSINO”: EFICIÊNCIA, PRODUTIVIDADE E INCLUSÃO ESCOLAR

What prevailing conception of quality guides the training ofteachers? With this central question, this text, in the light of the meanings of quality of education and teaching in dispute in Brazilian educational policies, analyzes the understanding of the quality of teacher education for primary school, as it has been developing in the last decades. It adopts the historical-dialectic perspective as a research reference, and understands that the ideal of teaching quality, emerged from the interest of dominant groups for the reintegration of education in the economic agenda, in institutionalized initiatives, it brings simplistic theoretical-practical interpretations of teacher training policies to make students' right to quality education effective. The text brings arguments about the importance of understanding the quality of teacher training socially referenced by principles of emancipation and construction of an educational practice for all.

Entrepreneurship teacher training in high school in Bogotá (Colombia)

Entrepreneurship is an issue that has positioned itself as a key element for decision-making by governments, in their aspiration to generate new alternatives for progress. Its involvement in education has led international organizations to consider it within their action plans. In the case of the Organization for Economic Cooperation and Development, its incorporation is in sight, especially in high school. Law 1014 of 2006 in Colombia supports the entrepreneurship class at schools in the country, intending to motivate processes that increase job opportunities and improve the quality of life of the society. However, according to this law, the responsibility of leading concrete actions in the classrooms falls on the teachers who, despite the lack of training in entrepreneurship at the university degrees, courageously assume this challenge. Considering this situation, it is important to generate a discussion from the teachers' point of view in the framework of a qualitative investigation, through interviews and documentary analysis, configures an inquiry resulting from the approach to their experiences, concerns and needs for a quality teacher training, that assumes entrepreneurship based on the demands of the new millennium. Hence, this reflection article is inclined to present the tasks aimed at the implementation of entrepreneurship in high school, from the experience of the teachers and instructors of the National Learning Service, through an approach to the reality of some schools in the city ​​of Bogota. As a result, it was possible to demonstrate their efforts, learn about their implementation style and uncover this immense field to explore within the lack of training offered by universities and institutions in charge of providing training to teachers and those who are being prepared to become ones.

The The Need of Distance Learning in the Wake of COVID-19 in Morocco:

Owing to the rapidly ubiquitous infection of Coronavirus in Morocco and other parts of the globe, a plethora of governments have urgently resorted to implement distance learning to save the current academic year from an evitable failure. Given the non-prevalence of information and communication technologies (ICTs) in Morocco, distance learning has been a quite bold attempt to officially continue education, even after the closure of schools and campuses, without interruption with a slightly adjusted grading scale in order to lead the boat of the current academic year to a safe harbor. In this regard, many underprivileged students have benefitted from free modems and laptops, the case of Euromed University of Fes (UEMF). This great initiative has enabled the aforementioned students to enjoy the full experience of distance learning. As for secondary schools and most public institutions, the supply of electronic devices has almost been lacking. One should know that the government has taken some modest initiatives, such as offering free access to a few platforms, national channels, and official pages of the aforesaid ministry, namely TelmidTICE. It must be noted that distance learning, in Morocco, has continuously undergone various challenges during COVID-19 ranging from content and pedagogy to assessment and evaluation. Having used both quantitative and qualitative research for the purpose of gathering relevant data by means of questionnaire and participant observation, we have been able to ferret out the real challenges that are structurally embedded and ramified in the application of distance learning whose infrastructure must be constantly buttressed via empirical research and quality teacher training to better respond to different learning needs and styles, and simultaneously combat digital illiteracy.

Theories of Educational Sciences in Vietnam’s Research & Development

The basic thesis of this paper is that Education Science need to be developed into Education Sciences of the “Society & Education & Individual” relationships and their theories need to be integrated into Research & Development and the teacher training in Vietnam. The paper uses the methodology of literature review and scoping study of articles published in the 2019 Vietnam Journal of Education and international publications on theories in education sciences. The study results indicate that educational theories including Montessori’s education, Bloom’s taxonomy and theory of experiential learning have been widely studied and applied in teaching, however it is not enough. Therefore, systems approach need to be used to identify theoretical problems to be addressed in intensive research & development to contribute to the development of education sciences of “Society & Education & Individual” and the quality of teacher training.

Experiences of impact on the application of inclusive measures in the Metropolitan University

In the article, an analysis of the conceptualizations about inclusion from the educational perspective, disability and the essential elements of training is carried out. In this way, its objective is to reflect on the needs of teachers to attend to diversity with a participatory approach. The methodology used was descriptive and exploratory; A documentary analysis was carried out, in normative documents, legal sources and investigations concluded in the Metropolitan University of Ecuador. Among the results achieved, the following stand out: the quality of teacher training, adjusted to innovation, to approach the issues from an inclusive approach; preparing to assess community learning and activities, to reduce the rate of exclusion within and outside the higher education system.