Teacher Preparation Research Articles

The Current State and Ways of Improving Islamic Education in the Republic of Kazakhstan

The active development of modern information and digital society activates the issues of prospects and the search for ways of high-quality training of applicants for higher education in the speciality “Islamic Studies” in Kazakhstan and the creation of a modern system of methodological tools for such training as a guarantee of success and competitiveness of specialists in the field of Islamic studies in modern conditions on the labour market. The purpose of the study is to substantiate the need to improve the system of methodological tools used in the process of preparing applicants for higher education in Kazakhstan. In the course of a study conducted at the Egyptian University of Islamic Culture Nur Mubarak (Almaty) and the College of the Astana Madrassa, a methodological system for training applicants for technical and professional, post-secondary, and higher education in the speciality “Islamic Studies” is developed. In the course of the study, a survey is conducted among students and teachers to examine the level of Islamic education in the Republic of Kazakhstan for the following components of the survey: motivation for learning, development of professional competencies, use of innovative technologies and techniques, ways to improve Islamic education, problems of Islamic education, social interest of the population regarding Islamic education. Recommendations for improving the quality of Islamic education are formulated. This research identifies potential advancements in the methodology for educating candidates at technical, vocational, post-secondary, and tertiary levels, with a focus on incorporating aspects of preparedness for Islamic education. The study's practical contribution lies in its development of an enhanced methodological framework. This framework aims to elevate the education of candidates pursuing technical and professional, post-secondary, and higher education, particularly in shaping future experts during their academic journey in Kazakhstan's specialized higher education institutions.

Development and Evaluation of an Immersive Cinematic Escape Room for Disaster Preparedness and Self-Efficacy Among Nurses

BackgroundThe occurrence of natural disasters is unpredictable. Nurses need to have the core competency of disaster nursing to effectively respond to natural disasters. This study aimed to develop and evaluate the effectiveness of an immersive cinematic escape room (ICER) instructional approach in disaster preparedness and self-efficacy in nurses. MethodThis quasi-experimental research design used a convenience sample of 115 nurses. The course contents covered establishment of medical stations, incident command system (ICS), personal preparedness and protection in disasters, and mass casualty triage (START). Evaluation of disaster preparedness and self-efficacy occurred before, one week after and four weeks after the course. ResultsThe experimental group, lacking prior disaster preparedness education experiences, demonstrated a statistically significant improvement (p < .01) compared to the control group with more such experiences. At week four, both groups showed improvement in the self-efficacy scores, but the improvement did not achieve statistical significance (p > .05). ConclusionThe ICER approach significantly enhanced nurses’ disaster preparedness and self-efficacy. Educators are encouraged to adopt this approach for comprehensive disaster nursing education.

Observations of Prospective Teachers' Experience and Challenges Faced During Teaching Practicum-1

This paper investigates the provision of insights and comments based on observations made by fifteen prospective teachers throughout their sixteen-week teaching practicum-1 experience in an elementary school. The paper explores, evaluates, and details the professional growth experiences of these fifteen prospective teachers throughout their teaching practicum-1 observation phase using qualitative data from an interview procedure and SWOT analysis. A qualitative study with a phenomenological approach was used for the current study. Samples participated on a volunteer basis. The semi-structured interview protocol was developed. The instrument was developed with the help of a literature review and it was validated by the field experts. Thematic SWOT analysis was used. The findings show that the students found this experience significant for their professional development and that they gained a lot from it. The paper also discusses several difficulties and constraints that were faced during their teaching practicum 1. However, this study underscores the importance of hands-on teaching experience in the development of skills and proficiencies of prospective teachers. Thus, this paper provides recommendations based on the outcomes and difficulties experienced during the practicum to help improve the preparation and assistance for future teachers. This work pays much attention to the concept of reflection and practice-based learning in teacher training and development and calls for improvement in the approach to training teachers in the field of education.

Performance of generative pre-trained transformers (GPTs) in Certification Examination of the College of Family Physicians of Canada

IntroductionThe application of large language models such as generative pre-trained transformers (GPTs) has been promising in medical education, and its performance has been tested for different medical exams. This study...

Developing culturally relevant leadership educators.

This article demonstrates how educators can create opportunities for students to learn about leadership in a variety of circumstances. Through the integrated model for contextualizing leadership learning, educators can center culturally relevant leadership while considering the environment where leadership learning is provided as well as the context in which the identity, capacity, and effectiveness of leadership educators are developed. The implications of this integrated approach emerged from 26 narratives and are explored through three themes centered on co-curricular program development and implementation, as well as personal and professional development. These themes include examining organizations' histories and structures, the developmental readiness of educators and students, and the significance of context.

Pre-service English teachers’ beliefs and practices in the use of digital technology: the case of a technology-enhanced teacher preparation course in South Korea

ABSTRACT Even though many teacher education programs have evolved to include technology courses to meet the growing demand for technology integration in education, many of them tend to treat technology as an add-on entity and teach technology skills in isolation. Focusing on the case of 29 pre-service English teachers in South Korea, this study aims to qualitatively examine how a semester-long teacher preparation course designed to provide pre-service teachers with adequate training and design-based experiences for implementing technology in their content areas influences pre-service teachers’ beliefs and practices in the integration of digital technology. The findings of the paper show that pre-service teachers’ perceptions and self-efficacy beliefs about technology integration in teaching are strongly influenced by their experiences of exploring different technology options and engaging in hands-on experiences related to technology integration. Based on the findings, the paper argues that a technology-integrated teacher preparation course that involves various hands-on experiences helps pre-service teachers enhance their self-efficacy beliefs in technology integration; in turn, this enables them to use digital technologies in more innovative and creative ways.

The influence of online education on pre-service teachers’ academic experiences at a higher education institution in the United Arab Emirates

Online education has gained widespread adoption in recent years due to several factors, including the COVID-19 pandemic, which has accelerated the growth of online education, with universities transitioning to online platforms to continue their activities. However, this transition has also impacted the preparation of pre-service teachers, who receive training to become licensed or certified teachers. This study investigates the influence of online education on the academic experiences of 130 pre-service teachers attending the Postgraduate Diploma Program at Al Ain University in the UAE. It also explores the relationships between pre-service teachers’ demographics and five academic experiences. A quantitative questionnaire consisting of five newly-developed scales was used for data collection. Pre-service teachers’ demographics were found not to impact effective teaching and learning, skill development, or satisfaction. Age and employment status were found not to influence pre-service teachers’ views of faculty online assessment and feedback or course organization and management. However, online course organization and management and faculty online assessment and feedback were significantly correlated with marital status as engagement and motivation with employment status was, but not with age or marital status. Effective teaching and learning, faculty assessment, and feedback positively impacted pre-service teachers’ engagement and motivation, while effective teaching and learning and course organization correlated with pre-service teachers’ skill development and satisfaction. Research on online education and pre-service teachers’ experiences post-pandemic is limited. Thus, future studies should explore this relationship to understand better pre-service teachers’ online learning experiences, involvement, and success.

Development and evolution of clinical partnerships: K-12 school leaders' perspectives

PurposeThe purpose of this research study was to examine school leaders’ critical perspectives about the nature of their partnerships with K-12 schools and two Educator Preparation Programs (EPP).Design/methodology/approachData were collected through interviews with K-12 school leaders to obtain partners’ critical perspectives about school–EPP partnerships. The interviews were coded thematically and oriented around the central concept of working to represent the interplay of the participants and their collaborators’ perceptions of the nature and dimensions of school–EPP partnerships.FindingsThe analysis resulted in the construction of a mosaic of school leaders’ collective lived experiences using a statewide conceptual framework as a guide. Four themes emerged from our interviews with school partners: (a) the need for dynamic, responsive and synergistic partnerships; (b) the need to monitor and maintain the underlying structure and integrity of the partnership; (c) the culture of interns as colleagues or as visitors; and (d) the need to innovate.Originality/valueFour themes emerged from our interviews with school partners: (1) the need for dynamic, responsive and synergistic partnerships; (2) the need to monitor and maintain the underlying structure and integrity of partnerships; (3) the culture of interns as colleagues or interns as visitors; and (4) the need to innovate.

Teacher Perspectives of Pediatric Neuropsychology and Supporting Children With Chronic Health Conditions.

The goal of the present study was to examine teachers' perceptions of neuropsychological reports broadly and their preparedness to support the educational needs of students with chronic health conditions. Teachers were selected from across the United States using stratified random sampling. 280 teachers (76.2% female; 58.4% public school; 53.9% rural setting) completed an anonymous electronic survey via Qualtrics. Half of the teachers were familiar with neuropsychology and previously read a neuropsychological report, which the majority found useful with a preference toward shorter reports. Most found listed recommendations to be appropriate, but half of teachers identified limited resources as a barrier to implementation. Teachers reported limited education, training, and comfort for providing accommodations to children with chronic health conditions, which was significantly lower for cancer, congenital heart disease, and sickle cell disease. Older teachers, more years of experience, and special education teachers demonstrated significantly higher levels of education, training, and comfort. Frequency of implementing accommodations was significantly negatively correlated with perceived burden and positively correlated with perceived benefit across most accommodations. Teachers reported a preference for single-page handouts and speaking directly to neuropsychologists about the specific learning needs of students with chronic health conditions. Results highlight areas for future research and intervention regarding teacher's preparedness for working with children with chronic health groups and opportunities to improve communication between neuropsychologists and teachers to ultimately improve access to educational supports and overall quality of life of students with chronic health conditions.

An Examination of Educational Leadership Preparation in Ontario: Are Principals Prepared to Lead Equitably?

&lt;p&gt;In response to the changing demographics of schools in Canada and efforts to better equip principals to challenging inequity, leadership preparation programs have adopted new policies focused more on leading with an equity lens. However, studies have demonstrated a disconnect between what is covered in these leadership programs and how school principals actually perceive their ability to lead equitably and work with diverse learners. Six current school principals and vice principals in Ontario, Canada who have successfully completed a Principal Qualification Program (PQP) course were interviewed to understand their perceptions on the program’s ability to prepare them to lead, and their perceptions on concepts of equity, diversity, and inclusion (EDI). The racial experiences and identities of each participant shaped their definitions of EDI, as well as their understandings of difference. Study findings indicate several critical areas of change for principal preparation programs in Ontario: training guidelines, efforts to prepare educators to be equitable leaders, and the educators’ perceptions on their preparedness to lead. Utilization of Critical Race Theory in Education and Applied Critical Leadership additionally help frame analysis and support the need to integrate culturally relevant pedagogical practice into leadership preparation programs.&lt;/p&gt;

Understanding the benefits and challenges of Content and Language Integrated Learning (CLIL) in English education: a literature synthesis

Content and Language Integrated Learning (CLIL) is a dynamic educational approach that holds the potential to enhance language proficiency, content knowledge acquisition, and academic achievement among students. By integrating language learning with subject content, CLIL provides students with immersive and meaningful learning experiences that facilitate communicative competence, critical thinking skills, and intercultural awareness. Discussions surrounding CLIL implementation have emphasized its potential to transform language education and promote multilingualism in diverse educational contexts. Key findings from research on CLIL suggest that participation in CLIL programs can lead to improvements in students' language proficiency across various linguistic skills, including listening, speaking, reading, and writing. Additionally, CLIL facilitates deeper comprehension and retention of subject matter by providing authentic contexts for learning and promoting interdisciplinary connections. Students participating in CLIL programs demonstrate comparable or even superior levels of content knowledge acquisition compared to those in traditional subject-based instruction, highlighting the effectiveness of CLIL in promoting academic success and critical thinking skills. However, the success of CLIL implementation hinges on various factors, including teacher preparation, institutional support, and resource allocation. Educators play a central role in the success of CLIL programs, requiring specialized training and ongoing professional development to effectively integrate language and content instruction. Institutional support is essential for creating conducive environments for CLIL implementation, while adequate resources are critical for optimizing learning experiences and addressing the diverse needs of learners.

A Literature Review of Teachers' Preparedness to Teach and its Influencing Factors

Pre-service teachers' self-assessment of their preparedness to teach is closely related to their sense of teaching efficacy. A clear definition of the concept of preparedness to teach, an understanding of its structure, and the corresponding measurement tools based on national and regional professional standards for teachers are essential scientific and theoretical foundations for research on preparedness to teach. This study collects the latest research findings and policies on teaching readiness in different countries and regions based on national contexts. It then complements and organizes them to form a literature review.

Preservice Elementary Teachers and Future Civic Teaching

In order to strengthen civic education in elementary schools, research is needed to understand preservice teachers’ ideas about civic teaching. The current study examined the degree to which elementary preservice teachers’ civic competencies (i.e., civic awareness, dispositions, and interpersonal skills) and the grades they plan to teach are associated with expected future civic teaching. Survey data were collected from 235 undergraduate students majoring in early childhood or elementary education. Results from hierarchical multiple regression showed that greater civic awareness and lower levels of trust in the American promise were associated with expected future teaching about politics, while greater civic awareness, stronger commitment to social issues, and better interpersonal skills were associated with expected future teaching about community engagement. Additionally, those who plan to teach the upper elementary grades (third–fifth) were more likely to report that they will teach about politics and community engagement in their future classrooms when compared to those who plan to teach younger grades (PreK–second). Practical implications for preservice teacher preparation are discussed.

Assessing the Approaches and Challenges Encountered by Primary School Teachers in Managing Inclusive Classrooms

This study assessed how primary education teachers who handle inclusive classrooms utilized the teaching approaches and the challenges they experienced. This descriptive correlation study had 30 purposively selected teacher respondents who answered the researcher-made survey questionnaire containing ten indicators for the teaching approaches used and the ten challenges encountered. The data gathered were treated using descriptive and inferential statistics. The findings revealed that the respondents’ perceptions of their teaching approaches in managing the mainstream classroom in terms of: managing teacher-student interaction were generally positive opinion of the teaching methodologies used to manage teacher-student interaction; classroom conduct and demeanor was diverse; fostering logical development was favorable tendency towards it; and there was a general alignment with constructivist teaching methods but emphasizing opportunities for improvement. The respondents’ perception of the challenges encountered in fulfilling their role in an inclusive education setting highlighted the need for better teacher preparation, curricular adaptation, and inclusive and collaborative education. Targeted professional development, curriculum reform, and stronger parent partnerships could improve inclusive education and help all students succeed academically and socially. There was no significant relationship between teacher-student interactions and fostering logical development, and challenges experienced by the teachers. There was a significant relationship between the classroom conduct and demeanor, implementing a constructivist teaching approach and the challenges experienced by the teachers. It is recommended that educational institutions and policymakers should prioritize inclusive education teacher competency through focused professional development and collaboration among all stakeholders.

Education of Hospitalized Diabetic Patients: Analysis of Training Needs among Nurses in a Lebanese Hospital – A Secondary Publication

The design of diabetes inpatient educational preparation should be based on the needs of the nurses involved in terms of skills in this area. The objective of this qualitative study is to identify the preparatory needs of nurses working in the medical and surgical units of a Lebanese hospital in terms of Survival Skills Education for Hospitalized Diabetic Patients (SSEHDP). Method: The focus group method is used for data collection using a semi-structured interview guide. The needs expressed by the thirty-two participating nurses were classified into categories of the competency framework for providing self-management education to diabetic patients proposed by the American Diabetes Association. Results: By focusing on the themes of an SSEHDP, a list of preparatory needs was drawn up. The needs identified and analyzed are then translated into general and specific learning objectives for educational preparation. Conclusion: The needs analysis is only the first step in a work that will ideally continue into the implementation and eventual evaluation of an educational program developed to help nurses acquire skills in the education of diabetic patients.

Barriers to Providing Transitional Supports for Autistic Students: Insights of School Professionals.

Following high school exit, many autistic young adults are not enrolled in post-secondary education or employed, and few are engaged in community activities. This disengagement among autistic young adults may be a result of the limited or inadequate supports provided to autistic transition-age youth in schools. Therefore, the purpose of the current study is to explore how school professionals report preparing transition-age autistic youth for adulthood and the barriers that make it difficult for school professionals to provide quality transition services. We surveyed 21 school professionals who work with transition-age autistic students. The survey solicited descriptions of transition supports provided to youth, and barriers that make it difficult for school professionals to provide high quality transition supports. Qualitative content analysis was used to identify themes from the data. Participants described barriers related to the autistic youth they taught or supported, their families, the classroom environment, and the community. Barriers were either framed as deficits inherent to autistic students and their families, or larger systemic issues that make it challenging to implement high quality transition supports. We recommend implementation of autism-specific trainings within teacher preparation programs and school districts, professional development opportunities that create spaces for educators to challenge and resist deficit views of autism, and development of strengths-based transition programs that are implemented by school-based professionals who work with autistic students.

The interplay between teachers’ trust in artificial intelligence and digital competence

AbstractThis study examines the relation between K-12 teachers’ trust in artificial intelligence (TAI), their knowledge of AI (KAI), and their digital competence (DC). It further examines the relation between TAI and age, sex, teaching experience and International Standard Classification of Education (ISCED) levels. The study employed a comprehensive and validated instrument and used a sample of 211 primary and secondary school teachers. The results show that there is a significant positive relation between all three variables and that KAI is a robust and substantial predictor of TAI. In the absence of KAI, the significant relation between DC and TAI ceases to exist. In addition, teachers with different levels of DC do not show significant differences in their attitudes towards AI. Results further show that TAI is independent of age, sex, teaching experience and ISCED level in this sample of teachers. The study contributes valuable insights into the complex interplay between teachers’ TAI, their KAI, and their DC, providing practical implications for policy, teacher preparation and professional development in the rapidly evolving landscape of AI integration in education.

Giving “Reality to the Dim Vision of a Life of Freedom:” A Reassessment of the Impact of the Oswego State Normal School

ABSTRACT Drawing from the Sheldon and Manktelow collections at SUNY Oswego’s Penfield Library, along with sociological criteria for a profession – graduate-level training, autonomy, peer evaluation and responsibility to the public – this article reassesses Oswego State Normal School’s impact on nineteenth-century teacher education. Descriptions of Oswego identify the school as an active site of object teaching and Pestalozzianism in the US. Yet, as this analysis reveals, Edward Austin Sheldon and Oswego’s faculty oversaw the development of practices and innovations that were designed to enhance teacher autonomy and to involve teachers in their own learning and evaluation. With Oswego’s reputation for innovation spreading, Sheldon took responsibility to describe and defend the teacher preparation work conducted at Oswego. This article argues that Oswego should be remembered not just for the promotion of object teaching and Pestalozzian principles, but also for its efforts to leverage such practices and principles to cultivate a stronger teaching profession.

Practicing a Pedagogy of Discomfort with Teacher Candidates: Observations and Reflections from a Year-Long Case Study

This article explores the outcomes of instruction employing a pedagogy of discomfort (or disequilibrium)—a teaching style that embraces discomfort as a part of the learning process—in a teacher preparation program. Drawing on data from a case study, we present findings from our work involving teacher candidates in discussions about social injustices to encourage a deeper understanding of the origins of these societal issues and a greater awareness of how they impact PK-12 education. This paper identifies the minimization and validation of difference and privilege that emerged in the context of participants’ responses, including themes that circulate around responsibility to change the existing system into one that is more equitable to all.

Systemic Success in Physical Education: A PLC Before Its Time

Drawing from a variety of conceptual and theoretical frameworks, this article provides a summary of decades of research into a university–district partnership that in multiple ways could be considered a systemic success. It describes the practices and processes of how two sectors of the broader physical education system (i.e., in-school physical education and teacher education) have complemented each other in the pursuit of the ongoing workforce development of physical education professionals. Physical education professionals belonging to the participating school district and teacher preparation program have sustained a working partnership based on sound professional learning community (PLC) principles (e.g., ongoing professional development, collaborative teaming, common vision, mission, and language, strong support from the central office) long before PLCs became fixtures in districts and schools. Indeed, this partnership could, in many respects, be described as a PLC before its time. This article highlights the partnership’s early days and several features that have supported its success and longevity. It also offers supporting evidence from the perspectives of the students, parents, and teachers who have been associated with this partnership.