Training Of School Teachers Research Articles

Pelatihan Bahasa Prancis Berbasis Media Audiovisual untuk Guru SMA dari 21 Kota di Indonesia

Audiovisual media-based French language training for high school teachers in Sumatra, Java and Eastern Indonesia aims to improve teachers’ abilities and provide access to audiovisual learning media especially for those serving in remote areas. French Literature Program FIB-UGM conducted it in collaboration with the French Embassy in Indonesia, Institut Français d’Indonésie, and TV5Monde. The success of socialization makes this program not only atrract high school teachers, but also by French lecturers from various universities and French teachers from five Institut Français d’Indonésie and Alliance Française. The program was conducted online and took place from 5 to 16 July 2021, followed by a total of 105 people. Participants were divided into 8 groups with a learning length of 27 hours / group. The training materials are divided into Modules A and B. Module A contains training on ‘exploring tv5monde.com sites for teachers’, ‘Accessing learning resources’, ‘using apprendre.tv5monde.com in the classroom’, and ‘understanding and using pedagogical tools on enseigner. tv5monde.com’. Module B contains everything in module A, ‘creating activities out of videos’, and ‘designing teaching sheets from audiovisual media’. This program provides access to teaching materials in the form of audio-visual documents that can be downloaded and used in classrooms that do not yet have adequate network infrastructure. This is an important contribution for teachers in the regions who often have difficulty accessing audio document teaching materials that suit the needs of their class. This training has been successfully improve the ability and confidence of high school and vocational teachers and produce output in the form of sitography (resources pages) databases easily accessible to teachers.

METHODOLOGICAL COMPETENCE OF THE FUTURE PRIMARY SCHOOL TEACHER: ESSENCE AND STRUCTURE

Based on the analysis of psychological, pedagogical, methodological and scientific sources and empirical analysis of the main concepts of the study, the article highlights the relevance of updating the system of professional training of future primary school teachers, emphasizes the importance of forming their instructional competence. The opinions of domestic researchers on the structure and components of the methodological competence of the teacher are analyzed. It is established that scientists define the methodological competence of the teacher as a set of interconnected components in the form of special knowledge, skills, experience; sometimes didactic and creative abilities, professional qualities of personality or different types of competencies are involved. It is noted that the methodological competence of the future primary school teacher is a multifold phenomenon, it develops in professional activities, requires established components and is based on mastery of teaching methods of primary education subjects. The article offers its own interpretation of the methodological competence of future primary school teachers, which we are considering as a complex multifunctional system of professional skills and personal abilities of the teacher, which determine his ability to effectively organize the educational process in primary school in accordance with educational objectives. The article identifies the components of the methodological competence of the future primary school teacher (stimulating-motivational, cognitive, activity-creative, personal-reflexive) and reveals their content. They act as a holistic system consisting a set of interconnected structural components that outline the range of methodological capacity of future professionals and are necessary for the effective organization and conduction of professional practice.
 Keywords: teacher; future primary school teacher; methodological competence; methodological competence of future primary school teacher; structure of methodological competence; methodological competence’s structure of future primary school teacher.

Pre-Service Training of Elementary School Teachers for Organization of Inclusive Learning Environment

The paper highlights the ongoing challenges and barriers of training teachers to implement inclusive education in various types of schools. The study has identified theoretical aspects and the importance of professional training of future elementary school teachers to organize an inclusive educational environment. It has produced an analysis of the international and national legislative and normative documents that regulate and support inclusion in educational institutions of Ukraine. The author has performed a substantial analysis of scholarly texts and publications on the researched topic and defined the present challenges in psychological and pedagogical theory in historical and pedagogical context. Considerable attention is paid to the study of research of Ukrainian scholars on organization of education activities and use of innovative pedagogical technologies in the context of including persons with special educational needs and disabilities (SEND). Various aspects of training pre-service teachers for effective implementation of inclusive education have been outlined: individualization of instructing in an inclusive classroom, use of information and communication technologies, application of art and music therapy tools for special needs services and speech therapy activities for development of language and speech skills in preschoolers and elementary school students, organizational and methodological foundations of special education and rehabilitation settings of universities, teacher training institutes and colleges. It has been proved that the prerequisite for effective socialization and inclusion of students with special educational needs and disabilities (SEND) is the development and sustainability of a proper nurturing inclusive environment, and hence the multidisciplinary psychological and pedagogical support for students with SEND is vital. The emphasis is placed on the use of effective innovation strategies and practices, the development of a coordinated program of pre-service and in-service teacher training, mutual interaction and cooperation (local and international) in an inclusive educational community. It has been found that the creation of an effective inclusive educational environment in modern elementary schools is determined by the level of professional capacity and motivation of teachers to implement relevant tasks in practice.

Improving the Quality of Teacher Training for the Organization of Dialogic Education of Primary School Students: Methodical Aspect

The article presents organizational and methodological aspects of professional training of future primary school teachers for dialogic learning of students. Dialogic learning is a kind of interactive organization of the educational process, based on mutual understanding and interaction, considered by the author as an effective factor of improving professional future primary school teachers’ skills. The organizational aspects of the effective practical solution of the researched problem are outlined, such as dialogization of the content of education; introduction of various forms of productive dialogues and a system of methods of problem-based learning; dialogization of communication as a means of creation a certain psycho-emotional educational microenvironment; formation of future specialists’ skills of critical reflection as an internal dialogue for self-improvement and self-development. The pedagogical potential of the disciplines of psycho-pedagogical and professional-methodical orientation on the dialogue of the educational process is determined. It has been proved that effective forms and methods of dialogic learning in teacher training are: training, group activities, problem lectures, interactive classes, discussions, didactic games, business- and role-playing games, etc. The basic principles of pedagogical ethics and culture of the organization of dialogic training within the study of an elective course “Communicative Pedagogy” are emphasized. It was found that the quality of dialogic learning is determined by the level of formation of participants’ communicative competence in pedagogical interaction, especially their mastery of the basic techniques of listening. The author’s materials from the dissertation “Preparation of primary school teachers for the organization of dialogic training” for PhD (K. Fomin, 2020) are partially used in the article.

FEATURES OF THE ESTABLISHMENT AND DEVELOPMENT OF PRIMARY EDUCATION IN UKRAINE (BY THE CASE OF TRANSCARPATHIAN REGION (ZAKARPATTIA))

The article examines the features that characterize the primary education development in Ukraine with a special focus on the Transcarpathian region (Zakarpattia). The purpose of the article is to clarify and expand the periodization table that reflects the formation and development of primary education in Ukraine. It also highlights the features within each stage, focusing on primary education in Transcarpathia. A set of interrelated research methods was used: general scientific methods including but not limited to analysis, synthesis, generalization, systematization were applied to compare and contrast the research findings; special historical and pedagogical methods, for instance, historical-retrospective and historical-structural methods were used to systematize the historiography of the research issue; a chronological method was applied to develop a periodization that illustrates how primary education in Ukraine was formed and developed. The authors argued that the periodization developed by Z. Onyshkiv illustrates the flow with which primary education developed and evolved into the present position, however, there is a need to update the information, taking into account current trends in primary education. Consequently, the 6th stage called the stage of the New Ukrainian School, which reveals the essence of the modernization of primary education has been added. Thus, six stages describe the main landmarks in primary education development: Stage 1 marks the beginning of education when primary schools were opened (from the 10th century to the end of the 18th century). Stage 2 is identified as the acceptance of primary education when there were attempts to establish programs to train teachers for primary school (early 19th century and 20s of the 20th century). Stage 3 is characterized by the extensive reforming targeted at primary education and in-service primary school teachers’ training programs (between the 20s and 50s of the 20th century). Stage 4 emphasizes the intensive development of primary education and teacher training programs (between the late 1950s and 1990). Stage 6 highlights the measures taken by independent Ukraine to improve primary education (1991–2015). Stage 6 accentuates the stage that has started the new school reform marked as the New Ukrainian School reform (between 2016 and the present) (2022). This stage has been added to illustrate how entirely different the modern reform is. The New Ukrainian school reform stage is aimed at harmonizing the educational goals in Ukraine with the goals set for European education.
 Keywords: education; primary education; professional training of primary school teachers; primary schools; formation; development; primary school students; competence approach.

Peculiarities of Organization of Pedagogical Practice for Future Teachers of Primary School in Ukraine and Cyprus: Comparative Analysis

The article substantiates the relevance of practice-oriented learning and highlights the importance of practice in school in the process of training future teachers. The authors define progressive ideas of teachers’ practical professional training in Ukraine and the Republic of Cyprus. A comparative analysis of the Field Placement Program of student teachers of the two countries was performed. The stages of practice-oriented training of future primary school teachers, the content and results of pedagogical practice are highlighted. The paper describes the experience of the University of Cyprus (UCY) on the activities of clubs in teacher education, where students create conditions to discuss positive and negative situations, share ideas with students at school, carry out collaborative analysis of their teaching during field placement in video clubs. It was found out that in Vasyl Stefanyk Precarpathian National University (PNU) the discussion of the results of students’ work during pedagogical practice at school is carried out mostly at the university with a group of teachers and learners where future teachers publicly report on their work. The graduate students’ feedback on Teacher Education (results of pedagogical practice in school) is analyzed: the presence of clear instructions on the organization of teacher activities in primary school; ability to set goals and objectives of the lesson; ability to plan professional activities to achieve these goals; skills of organizing educational dialogue in the classroom; ability to create comfortable psychological comfort in the classroom; establishing partnerships with students’ parents and teachers at school; skills of communicative culture in teaching children; use of means to stimulate students’ motivation, etc.

Formation of Transversal Competencies in the Process of Future Primary School Teachers’ Training

. The article updates the problem of professional training of future primary school teachers in the context of forming the necessary knowledge, skills and abilities. Different views of scientists on the content of the concepts of competency, competence and professional competency of pedagogical workers are considered. Ways of forming transversal competencies in the process of training future primary school teachers, the modern form of development of professional knowledge and communication, which in fact determines the urgency of finding optimal ways and means of its implementation at the current stage, are considered. The lack of systematic scientific and methodological support determines the relevance of the study of transversal competences in the preparation of future primary school teachers in the modern system of international educational professional training. An attempt was made to analyze the main trends of reforming professional education in the European educational space (Romania, Bulgaria, Ireland, Finland, Portugal, etc.). It also actualizes the need to study and use the experience of foreign countries, taking into account the specifics of domestic realities, and to make a comparative analysis of the theory, methodology and organization of future primary school teachers training in the context of modernization of the education system in Ukraine.

Interdisciplinary Coordination in the Primary School Teacher and Educator Training System

The article highlights the problem of realization of interdisciplinary connections in the process of preparation of future primary school teachers and educators of preschool educational institutions. The emphasis is placed on the need to apply a competency-based approach to ensure the mobility and adaptability of graduates of pedagogical institutions of higher education in compliance with international educational standards. The semantic characteristics of the concept of "interdisciplinary coordination" are analyzed in order to linguistically substantiate the choice of terminological tokens from a number of synonyms and to build a hierarchy of the studied concepts. Interdisciplinarity is inherent in the holistic process of forming the components of the competency paradigm in the training of specialists in the pedagogical field. From the standpoint of the competence approach, interdisciplinary coordination involves creating conditions for the synthesis of knowledge and experience of behavior in a professional context. The classification distribution of interdisciplinary coordination in accordance with the methods and directions of its implementation in the system of training future primary school teachers and educators is carried out. The signs of regressive and progressive interdisciplinary coordination and the practical aspect of their implementation within the educational and professional programs "Primary Education" and "Preschool Education" are determined. The system-synergetic connections between the blocks of academic courses by types of interdisciplinary coordination within the studied specialties are visualized. The emphasis is placed on the dynamics of quantitative and qualitative indicators not only within one type of interdisciplinary coordination, but also between them within the axis in response to public demands. The advantage of progressive horizontal interdisciplinary coordination in the training of preschool education specialists has been established. Implementation of an interdisciplinary approach in the methodological system of education is a determining condition for the effectiveness of the formation of competencies of future specialists in the pedagogical field.

School Gardens: Initial Training of Future Primary School Teachers and Analysis of Proposals

This paper describes a training proposal for future teachers in the design, management, and use of school gardens as an educational resource. During the 2020/2021 academic year, future teachers in the 4th grade of Primary Education (last year of the University Degree) received theoretical-practical classes to develop teaching-learning activities in the area of Sciences that they implemented in a Primary school. This training proposal and the research activities designed and implemented in the school garden by future teachers were analysed using three criteria: curricular contents covered, competency richness and structure and content. From the training programme implemented, we highlight an increase in the motivation of students towards learning to use this resource; because it is learned “in situ” in the school garden, it is possible to carry out outdoor work, sharing natural resources through cooperative work and improving relationships. Regarding the design of activities proposed by the future teachers, there is a predominance of the use of observation and classification processes and a deficit of other scientific competences, which implies the need for greater specific initial training on school gardens.

TRAININGS AS A KIND OF INFORMAL EDUCATION AND THEIR EFFICIENCY FOR EDUCATIONAL PROCESS: EXPERIENCE AND PROSPECTS

The article shows pedagogical potential of trainings as an innovative way of obtaining informal education and self-development of a specialist of the New Ukrainian School. The interpretation of the notion “informal education” by the scientific community is considered, the characteristics of informal education are given, the possible institutions of its receipt are listed. The content of various forms of informal education in the direction of improving the digital competence of teachers is determined. The best experience of organizing and conducting trainings on professional development of scientific and pedagogical workers on the basis of the Center of Innovative Educational Technologies "PNU EcoSystem" of Precarpathian National University is widely presented. It is proved that the practice of such work is effective in the context of the New Ukrainian School, as it is based on the best experience of trainers gained during numerous study visits to leading universities in the world, claiming the best innovative developments for improvement of learning process. The training of primary school teachers has evidenced the effectiveness of such trainings, as they not only promote creative interaction of participants, but also develop the ability to use practical skills and interesting educational content; encourage the enhancement of general cultural and professional development of learners; meet socio-communicative and intellectual needs; stimulate professional self-perfection. The experience of organizing training shows that participants who are familiar only with the basic use of digital tools, tend to apply them more meaningfully in their teaching practice. The research proves, a competent teacher is able not only to use but also to create innovative developments, taking into account their maximum potential in the educational context.

Towards Harmonisation of Language Teacher Education Programmes in Malawi: An Analysis of Language Teacher Programmes

This study aims at analysing language teacher education programmes from three secondary school teacher training institutions in Malawi. It also discusses the possibility of having a consolidated language teacher education programme for all institutions. The data were generated through document analysis of the language teacher education programmes and route maps. The data shows that the three programmes have a four-part kind of teacher programme which has courses in education foundation, teaching methodology, content and teaching practice. The courses offered are basically similar in all the three institutions with minor differences, especially in terms of the number of courses and the level at which they are offered. Considering the fact that these three institutions aim at producing teachers that will handle the secondary school English curriculum there is a possibility of having a consolidated language teacher education programme.

Missionary Froebelians’ Pedagogy and Practice: Annie L. Howe and Her Glory Kindergarten Teacher Training School

AbstractIn the mid to late nineteenth century, many missionary women from Western countries arrived in Japan to engage in educational work. They made a significant impact not only on the establishment of Christian kindergartens and kindergarten teacher training schools but also on the dissemination of Friedrich Froebel's theory of kindergarten education across Japan. This paper considers the role of religion in the missionary women's implementation of Froebel's theory to understand how Christian faith and values have influenced pedagogy and practice at their training schools, with a particular focus on the case of prominent American missionary and Froebelian Annie L. Howe (1852-1943) and her Glory Kindergarten teacher training school in Japan. By highlighting the curriculum and day-to-day training experiences at Howe's Froebelian kindergarten teacher training school, this study contributes to the body of knowledge about how teaching, learning, curriculum, and pedagogic discourse were transformed not just by the decisions of the Froebelians but also by Howe's Christian faith and values.

Based Learning Training Lesson Study to Improve the Quality of Elementary School Teachers Kartasura Muhammadiyah, Indonesia

Aim of study is to examine and describe 1) the effectiveness of lesson study as a model of Muhammadiyah Elementary School teacher training to improve the quality of learning 2) validation of lesson study as a model of Muhammadiyah elementary school teacher training to improve the quality of learning. This research used an approach of descriptive-qualitative phenomenology and the research design used the modified class action-based lesson study. The subject of study included the Primary School teachers Muhammadiyah of Kartasura, and the informants were the teachers, headmasters, supervisor. The data gathering employed questionnaires, interview, and observation The data analysis used the first order understanding and second order understanding with an interactive model, including data reduction, data display, and conclusion/verification. The conclusion of this research is, 1) The effectiveness of lesson study as a model of coaching Muhammadiyah elementary school teachers to improve its the quality of learning through K3S (Principal Working Group), while its implementation through KKG (Teacher Working Group) activities. 2) validation lesson study as a model of teacher development to improve its quality of learning through validation on a limited scale programmed by the KKG (Teacher Working Group) at the cluster level in each school, and carried out evaluation, and validation of this lesson study to create active, innovative, creative and fun learning.

Statistics Topics Training For High School Teachers in Padang

One of a part mathematics subjects for high school students is statistics. Some statistics topics were usually studied by university students, but now they are studied by high school students. Teachers have difficulty teaching the topic to students for several reasons. The training is needed in order to improve the ability and knowledge of teachers about the statistics topics . The training was given to high school mathematics teachers in Padang under group named MGMP. There are 25 participans of the training. The results of activity evaluation showed an increase in the knowledge of statistics topics. In conclusion, this activity has been effectively carried out and can help the mathematics teachers to deeply understanding statistical topics

Identification of the Need for Teacher Training at The Primary School Level

The study's main objective was to determine the need for primary school teacher training. The study's major goals were to (a) investigate the importance of teacher training programs at the primary school level for the effectiveness of the teaching-learning process; (b) determine the need for teacher training at the primary school level; (c) determine the need for professional training at the primary school level, and (c) recommend specific measures to improve primary school teacher training. A survey technique was utilized to conduct the study. Through random sampling, one hundred thirty-eight (138) male-female public primary and Punjab Education Foundation (PEF) affiliated school teachers were selected from the five Tehsils of District Bahawalpur with an equal proportion of urban and rural schools. The data were collected through a questionnaire and interpreted through SPSS V23. The results showed that no one teacher had excellent knowledge of to use learning tools in the classroom, Knowledge of National Profession Standards for teachers, concepts of math, practical application of content knowledge skills and English Language skills. So, there is a need of training for teachers to use the learning tools in the classroom effectively, to know about National professional Standards for teachers, teaching skills of math, science, and English.

The Diagnostics of the Development of Cooperative Skills of Future Primary School Teachers

The study has focused on the importance of implementing the main provisions of the NUS concept, which produce the educational process based on subject-subject interaction. It has been emphasised that the new paradigm of future primary school teacher training generates new ideas into educational practice based on dialogue, cooperation, co-creation, collective action, respect for each individual, the need to understand another position, etc., which are formed in the process of cooperative learning. Therefore, pedagogical higher educational establishments should provide conditions in the system of professional training for the development of students’ cooperative skills. The purpose of the study is to describe the diagnosis of the readiness of future teachers to improve cooperative skills with the help of interactive technologies in the educational process of primary school. The study applied the following methods: “Value orientations” (M. Rokych) and “Map of research of the motivational component of readiness”, questionnaires, “Map of research of the communicative component of readiness”. The authors have described the results of the study on motivational and value, cognitive, activity and communicative components of the readiness of future primary school teachers to form cooperative skills in younger students. It has been found that applicants for higher education in the second year of study are dominated by the average level of development of cooperative skills on all criteria, which aims to further improve the educational process in the lens of research. It has been emphasised that interactive technologies involve the organisation of cooperative learning, when individual tasks grow into a group, where each member of the group contributes to joint activities. The recommendations have been developed that are useful to take into account when organising the process of cooperative learning in classes at higher educational establishments

Causal Model of Various Factors that Influence the Usefulness of Science and Mathematics Learning: Based on a Questionnaire Survey of University Students in Elementary School Teacher Training Courses

Causal Model of Various Factors that Influence the Usefulness of Science and Mathematics Learning: Based on a Questionnaire Survey of University Students in Elementary School Teacher Training Courses

Training in Formative Assessment and Use of Mobile Applications for High School Teachers as a Community Service Activity of the Department of Medical Education, Faculty of Medicine, Universitas Hasanuddin

The digital revolution had transformed human life in many ways, including the way people learn. It affected students who are very dependent on mobile devices, social media, and mobile applications. These transformations demanded teachers to also transform. Teachers needed to embrace the technology and integrate it into their learning strategies. The Department of Medical Education of the Faculty of Medicine of Universitas Hasanuddin (FMUH) received a grant for a community service project from the faculty. This study describes training aimed at equipping high school teachers with the capability of using several mobile applications, including Google Forms, Quizizz, and Anki flashcards. The FMUH yearly intake was almost 300 students per year which were mostly high school fresh graduates in Indonesia. As the teachers of our future students, we considered the need for technology use in promoting teachers’ competence. Therefore, as our community service project, we held a one-day training for high school teachers which focused on the use of various mobile applications in formative assessment. At the end of our training, we elicited our participants’ evaluation using a Likert-scale questionnaire and open-ended questions. The responses were analyzed using statistical and descriptive analysis. This training involved 79 teachers and the evaluation form was filled out by 55 participants. The analysis showed that all respondents agreed that the training was able to increase their competence in using mobile applications for formative assessment. They pointed out the importance of this training in increasing the quality of education. This training was considered very useful in increasing high school teachers’ competence in formative assessment as well as in digital learning. This type of training was proposed to be frequently conducted.

Pengaruh Penguasaan Kosakata dan Minat Baca terhadap Kemampuan Menulis Teks Deskriptif Siswa

This research is a qualitative research on Indonesian language education, especially on the influence of vocabulary mastery and reading interest on the ability to write descriptive texts. This study aims to determine the effect of vocabulary mastery and reading interest together on the ability to write descriptive texts of State Vocational High School students in Kebumen Regency. In addition, it also aims to determine the effect of vocabulary mastery on the ability to write descriptive texts of State Teacher High School students in Kebumen Regency. The next objective was to determine the effect of reading interest on the ability to write descriptive texts of State Vocational High School students in Kebumen Regency. The method used in this study is a survey method with multiple linear regression correlational approach with a sample of 65 students. The results showed: There is a significant effect of vocabulary mastery and reading interest on the ability to write descriptive texts at the State Teacher Training School in Kebumen Regency. This can be seen from the results of statistical calculations carried out and analyzed in this study. From the description of the data after the correlation analysis, the correlation coefficient is 42.7% and the determination coefficient is 40.8%. After testing with the SPSS program, it is proven that the correlation coefficient is significant. This means that there is an effect of vocabulary mastery and reading interest together on the ability to write descriptive text. Keywords: Vocabulary mastery, reading interest, ability to write descriptive text.

Diseño instruccional según el modelo ADDIE en la formación inicial docente

This essay analyzes the instructional design from model ADDIE in the educational initial formation, in a course of seventh semester of the Degree in Special Education during 2020- 2021 at the Benemérita Escuela Normal Veracruzana (BENV). The qualitative methodology used was the teacher’s research-action (Ebbutt y Elliot, 2000) with triangulation strategies of method and subjects (Santos-Guerra, 1990). It articulates the description of the instructional design with the configuration of virtual learning environments, understood like spaces of education-learning and evaluation, an expansion of space and temporary possibilities from the intercommunication and interconnection mediated by the use of technology (Bustos & Coll, 2010). The five phases that structure the ADDIE model are described and analyzed from various angles such as disciplinary and pedagogical dimension of Special Education, cross-institutional dimension, technological dimension, which allows assessing the links between participants. Learning focused on learning to learn and motivational learning were linked to broad and complex instructional processes for teacher training schools as Analysis Design, Development, Implementation and Evaluation.