Secondary Education Teachers Research Articles

The service-learning strategy "MicroMundo" helps to stimulate the practical training of future secondary education teachers

The “MicroMundo” project is an innovative educational initiative designed to address the issue of antibiotic resistance through a collaborative and service-learning approach focused on detection of antibiotic-producing bacteria. Due to COVID-19 restrictions, MicroMundo was adapted by integrating university students enrolled in the “Master’s in Teacher Training for Secondary Education” (SWITAs) which mentored high school students (SWISs) through the laboratory research experience. Evaluation of the project through surveys highlighted strong satisfaction among participants, with 100% of university students valuing the teaching experience and 80% reporting gains in essential skills such as planning and communication. Pre-university students also highly valued this experience, reporting an increase in motivation despite the challenging circumstances, and noting that it sparked their interest in the field of science. This hands-on approach reinforces the need for practical, research-based experiences and emphasizes the importance of raising awareness about critical health challenges, particularly in contexts beyond the scientific field.

Transforming secondary teacher preparation for multilingual learners through translanguaging: Toward an integrated biliteracy and disciplinary learning framework

AbstractStudents designated as English learners and the broader group of multilingual learners continue to face restrictive learning environments in secondary classrooms despite existing research that demonstrates how integrating literacy development with authentic and relevant disciplinary learning benefits multilingual learners and all students. To address this issue, an interdisciplinary team of biliteracy and secondary content method scholars and teacher educators used funding through the U.S. Department of Education's National Professional Development Program to (1) articulate a cohesive framework that integrates biliteracy with disciplinary learning through research‐based instructional practices and (2) explore how English, math, and science secondary content method instructors apply this framework when working with preservice teachers. The researchers connected translanguaging pedagogy, content and language/literacy integrated approaches, and a practice‐based teacher education model to develop the Biliteracy and Content Area Integrated Preparation (BCAIP) Framework. They found that participating content area secondary method instructors made progress toward applying the BCAIP framework by building upon what they already do in support of diverse learners (i.e., foundational pedagogies) as they shifted toward biliteracy‐oriented pedagogy. The authors argue that situating translanguaging in a disciplinary learning context better positions secondary teacher educators to transform how they prepare preservice teachers to serve multilingual learners.

Engaging Preservice Secondary Science Teachers in TeachLivETM to Support English Learners in Developing and Communicating Science Ideas: An Innovation Guided by a Trifocal Approach

To meet the needs of English learners (ELs) and the call of the Next Generation Science Standards to engage all students in communicating science ideas, a collaboration between science, second language acquisition, and disciplinary literacy teacher educators resulted in a trifocal approach within a reformed science teacher education program. The purpose of this study is to explore how TeachLivETM, a mixed-reality simulation technology, was used to prepare preservice teachers (PSTs) to support ELs in communicating science ideas through questioning. Findings from transcribed lessons, coaching sessions, and PST self-reports show that TeachLivETM provided opportunities to practice questioning and reflect on challenges, and was a collaborative learning context. The significance for secondary science teacher education and inservice teacher professional development is presented.

Measurement of teachers' attitudes and behaviors on applied intercultural education: A case study from Greek public schools

This study's purpose is to examine intercultural education in Greek public schools focusing on educators supporting intercultural proposals. By raising intercultural awareness and acquiring intercultural competence the ultimate goals are achieved for a more inclusive public school. A self-administered questionnaire was applied randomly to collect data from primary and secondary education teachers at public schools in West Attica. A total of 160 teachers having different specialties participated in the study. The results showed a statistically significant relationship between the level of education and the possibility of applying intercultural practices in the classroom. Furthermore, a statistically significant relationship exists between teaching experience and appropriate information on Intercultural Education. All the respondents highlighted the benefits of using intercultural practices in the classroom but they seldom include intercultural practices in their teaching sessions. More than half of the respondents consider that the curricula should be changed and the educational material should be adapted and revised. Public school teachers support for intercultural education, but they consider important a change in the curricula, the teaching material and the teaching methods. Also, a change is required on the methods of training teachers so as they will become a liaison between school and society.

Research on Competency Optimization Path of Physical Education Teachers in Primary and Secondary Schools under the Background of "Double Reduction" Policy

The competence of physical education teachers in primary and secondary schools is a comprehensive evaluation standard to measure whether physical education teachers in primary and secondary schools can complete their work efficiently and produce excellent performance. Under the background of the "double reduction" policy, physical education in primary and secondary schools puts forward new requirements on teachers' competency from the aspects of education service consciousness, work initiative, teacher continuing education, psychological state adjustment, etc. In order to cope with the changes brought about by the implementation of the "double reduction" policy, this study proposes a six-dimensional optimization path for physical education teachers in primary and secondary schools, including: Strengthening the professional knowledge training of physical education teachers in primary and secondary schools; Pay attention to the training of PE teachers' professional skills; Promoting the improvement of the teaching ability of PE teachers in primary and secondary schools; Strengthen the basic professional quality training of PE teachers in primary and secondary schools; Strengthen the construction of social adaptability of PE teachers in primary and secondary schools; Improving the sustainable innovation ability of PE teachers in primary and secondary schools. In order to provide reference for the personal development and better work of primary and secondary school physical education teachers.

Education of lower secondary mathematics teachers in Denmark and France

Education of lower secondary mathematics teachers in Denmark and France

The Mediating Role of Teacher Efficacy Between Academic Self-Concept and Teacher Identity Among Pre-Service Physical Education Teachers: Is There a Gender Difference?

The aim of this study was to analyse the differentiated role played by academic self-concept on teacher identity, taking into account the mediating role of teacher efficacy and the gender of the pre-service physical-education teachers. In this cross-sectional study, 478 master's degree students in Secondary Education Teacher Training participated (Mean = 27.09; SD = 6.32; 54.8% male, 44.8% female, 0.4% other). The following scales were used: academic self-concept, teaching identity, and teacher self-efficacy. After finding significant differences in academic effort, a structural equation analysis (SEM) with the multigroup option was conducted to answer the research objective. The results revealed that the women had significantly higher mean academic effort values than the men. In addition, the SEM, which showed excellent fit indices, revealed that, for the men, teacher efficacy acted as a mediating variable between academic confidence and teacher identity. In contrast, for the women, teacher efficacy acted as a mediator between academic effort and teacher identity. However, academic effort also acted as a direct predictor of teacher identity in male pre-service teachers. As a main conclusion, it can be said that the findings highlight the importance of academic self-concept in undertaking the master's degree by increasing teacher identity through the teaching efficacy of pre-service teacher educators.

Teachers' Attitudes Towards STEM Education: Exploring the Role of Their Readiness via a Structural Equation Model.

Over the past decade, there has been an intensified emphasis on STEM education to correspond with the goals of twenty-first century education. Educators play a vital role in executing a cohesive approach to interdisciplinary teaching and learning; hence, considerable focus has been directed towards the elements influencing teachers' attitudes. The study aimed to provide empirical evidence illustrating the significant influence of teachers' readiness on predicting attitudes. This was achieved by developing a conceptual model that explores the factors affecting individuals' attitudes towards teaching STEM courses. The emphasis was put on self-efficacy, commitment, cognitive readiness, emotional readiness, and teaching attitudes. A total of 494 Greek primary and secondary education teachers participated electronically in the survey, answering according to the TRi_STEM and TASET scales. The validity of the conceptual model was evaluated using a structural equation model (SEM). The results demonstrated a positive association among all six factors. More notably, general attitudes towards teaching impact positively, either directly or indirectly, the four readiness variables and, finally, teachers' attitudes towards STEM education. The current study contributes to the existing body of the literature by identifying and analyzing critical attributes that substantially impact teachers' attitudes towards teaching STEM courses.

Efectividad de un programa en la reducción de los factores de riesgo cardiovascular.

Introduction: The prevalence of cardiovascular risk factors such as overweight, dyslipidemia, hypertension (HTN) and diabetes mellitus (DM2) has increased in recent decades, so there are multiple programs to reduce this prevalence. Objective: To evaluate the early effect of a program aimed at reducing cardiovascular risk factors in secondary education teachers. Methods: An intervention study was carried out based on the application of physical exercises and nutritional education workshops once a week for three consecutive months. General data were recorded and the lipid profile, glucose, blood pressure and body composition were quantified by using the bioimpedance balance, at the beginning of the intervention and 3 months later in the intervention group and the control group. To evaluate the effect of the program, the averages were compared and the level of significance was defined at 0.05. Results: Of a total of 556 people who completed the study, the average age was 44 years; overweight and obesity was at 65.5%. In the intervention group, an increase in HDL cholesterol was evident (OR 1.409; 95% CI 1.213-2.089; p=0.037); decrease in total weight (OR 1.135; CI5% 1.081-1.424; p=0.041) and decrease in visceral fat (OR 2.651; CI5% 1.781-3.271; p=0.024). Conclusion: The intervention program based on weekly exercise and nutritional educational workshop is effective in the short term in reducing some cardiovascular risk factors.

The Digital Revolution in Education: The Role of AI from the Perspective of Future Teachers

We are currently witnessing rapid technological advancement and modernisation of society, with digital technology, particularly artificial intelligence (AI), increasingly asserting its dominance. This study focuses on understanding the attitudes and expectations of future teachers towards AI, which has an impact on all areas of society, especially on the education and preparation of future teachers. Through a questionnaire survey, the study seeks to gain a more detailed insight into how future educators perceive AI and their attitudes towards it. The questionnaire, which was specifically designed for this research, focuses on different aspects of perceptions of AI in education. Respondents from both primary and secondary school teacher education programmes expressed their views on the use of AI in the pedagogical process, its impact on teacher-student interaction and indicated possible implications for the future of education. The main objectives of the research were to determine the views of prospective teachers on the use of AI in teaching, to identify positive, negative or neutral attitudes towards the integration of AI into the educational process, to identify the future role of AI in education, to determine how prospective teachers envision the use of AI in the pedagogical environment in the long term, to identify areas where teaching with AI could be most effectively integrated, and to identify areas where AI could be most appropriately used to improve educational outcomes and processes. The data presented through this paper is part of the "Perceptions of AI by current and future teachers" project. The results of this study could provide valuable information for educational institutions, policy makers of educational strategies and frameworks, and AI developers to better understand the needs and expectations of future teachers in the context of the increasing digitalisation of education. Our intention is to fill the knowledge gap on the perception of AI in educational contexts and thus provide important information for the future development of pedagogical strategies and technologies in education.

Use of active methodologies with ICT in teacher training

The era of knowledge demands educators committed to innovation, which requires providing training to teachers through active methodologies in environments that encourage dialogue, feedback and stimulate their creative and critical thinking. A study is presented that details the experience of upper secondary and higher education teachers, who took part in training that involved the use of active methodologies with the support of technological tools in the classroom. The methodological design was under a qualitative phenomenological approach; A structured interview was applied in which 32 teachers participated. The results show that the combination of active methodologies and the use of ICT in teacher training is effective in providing them with the possibility of transferring their experiences to students. The interviewees agreed that practicing gamification and the flipped classroom method was the most complicated, as it required greater expertise to design and implement it. It is concluded that it is crucial to address the challenges associated with the implementation of these practices, as well as to make the most of the transformative potential of this synergy between innovative pedagogy and digital tools.

Shaping the assessors of tomorrow: How practicum experiences develop assessment literacy in secondary education pre-service teachers

This study analyzes the impact of the supervised practicum on the assessment conceptions and practices of pre-service secondary education teachers, using the theoretical rationale of assessment literacy. We conducted a qualitative study with eighteen pre-service physical education teachers in Spain. The results revealed the difficulties and the variety of experiences the participants encountered during the practicum in relation to assessment. Student accountability and improving learning and teaching were the most common assessment conceptions, although the assessment tasks designed by the participants were not entirely formative. In general, the practicum experience reaffirmed their previous ideas on formative assessment.

MODELING OF THE EDUCATIONAL ENVIRONMENT IN THE TEACHER’S PROFESSIONAL AND PEDAGOGICAL ACTIVITY

The study substantiates the theoretical and methodological aspects of modeling the educational environment in the professional and pedagogical activity of a general secondary education teacher on the methodological basis of the humanistic-competence paradigm of general secondary education and the concept of the New Ukrainian School. The article’s purpose is to clarify the role and significance of the modeling method as a means of efficient professional and pedagogical activity of teachers in the educational environment of general secondary schools. The principles of individualization of educational services, conscious perspective, flexibility of educational influences, democratization, and dynamism of the educational process are emphasized in the process of applying the modeling method by the teacher. The objects of modeling in the teacher’s activity are model programs in teaching subjects, a system of aspect and subject lessons, a set of club activities, individual qualities and properties of students’ personalities, etc. The author proposes the stages of creating a pedagogical model and the algorithm of modeling in the teacher’s activity (setting a goal, selecting an object, formulating a subject, clarifying the normative support, choosing a theory that explains the content of the subject of modeling; substantiating the basic assumptions of simplifying a real object; constructing a model using theoretical foundations; model examination; studying the model using a pedagogical experiment; finalizing, adjusting and finalizing the model). It is concluded that the awareness of the principles of building a model of the educational environment of general secondary school, as well as the use of this knowledge as a theoretical basis for the general scheme of forming the content of the educational process will contribute to the successful implementation of efficient professional and pedagogical activities of teachers in an institution aimed at building a health-developing educational space.

Ability in physical education – No, I can’t discuss it! Insights from lower secondary physical education teachers in Western Australia

Ability has been positioned as a crucial concept in the construction of a subject that is inclusive of and meaningful for all students. Almost two decades since Evans ( 2004 ) called on the field to re-engage in discourse concerning ability, how ability is conceptualised by physical education (PE) teachers remains relatively unexplored. Furthermore, relatively little is known about how understandings of ability are enacted through curriculum, pedagogy and assessment in PE. This research explored these issues with lower secondary PE teachers in Western Australia through self-recorded audio responses to two research questions. Data from 38 participants revealed the struggles that PE teachers had in articulating meanings and representations of ability in PE in their curriculum, pedagogy and assessment practices. Findings illustrated a tendency for many teachers to privilege a performative view of ability and focus on the physical domain in discussing ability in PE. While some teachers made reference to skills and dispositions beyond this domain, data affirmed the dominance of narrow conceptualisations of ability in PE and pointed to limited understandings of how broad, fluid and inclusive notions of ability may be embedded in curriculum design, pedagogy and assessment practices. Summative assessment was the most frequent aspect of practice referred to in teachers’ explanations of how understanding of ability was expressed in their practice. The study points to the importance of professional learning and initial teacher education directing attention to ability as a focus for advancing equitable practices in PE and the need for further research exploring enactments of ability.

Bridging the gap in early career teachers' STEM pedagogy: Exploring micro‐credentials as a possible creative solution

AbstractThis exploratory study sought to address the gap in strengthening science, technology, engineering, and mathematics (STEM) teacher preparation in elementary and secondary teacher education programs. Integrated STEM education is attracting increased attention and gaining momentum from educators, politicians, STEM industries, and the media across the nation. Many state and national organizations have called for a new workforce of problem solvers, innovators, and inventors who are self‐reliant and able to think logically, also suggesting that creating such capacity is one of the critical foundations that drive innovative capacity in the nation. A key to developing these skills is STEM competencies and career goals in every K‐12 student. To do this, teachers must be educated on how to connect STEM careers and integrate STEM content into their curriculum. Providing integrated STEM micro‐credentials for preservice and in‐service teachers can be a flexible solution for providing teachers a method to learn how to improve their content knowledge and pedagogy (Digital Promise, 2019). Participants were a combination of undergraduate preservice teachers and graduate early‐career teachers who were asked about their STEM preparation. The majority of the participants received very little to no integrated STEM preparation. As a possible solution for this, participants were asked about their preferred type of professional development (PD) and if participating in a micro‐credential course would be a possibility. Nearly all of the participants agreed that a self‐paced micro‐credential that blended online and in‐person instruction would be something they would do to learn how to integrate STEM more effectively into their pedagogy. Micro‐credentials could be a successful solution for educator PD.

Professional Competence of College Teachers: her Contribution to the Formation of skills of Social Interaction Skills Among Students of Inclusive Groups

Introduction. The article deals with the theoretical and methodological aspect of professional development of teachers of secondary vocational education. The analysis of the practice of colleges has revealed problems related to methodological support regulating the work of teachers in inclusive groups, insufficient level of professional competence of some teachersin the issues of psychological and pedagogical support of special students, difficulties in the organization of work on the formation of skills of social interaction among students of inclusive groups, etc. The analysis of the practice of colleges has revealed problems related to the methodological support regulating the work of teachers in inclusive groups. In thescientific literature, there is a lack of research on the topic of professional competence of college teachers; in particular, the issue of the influence of the level of competence of teachers on the formation of social interaction skills of students is clearly insufficiently covered. Objective. To study the professional competence of college teachers in the issues of formation of social interaction skills among students of inclusive groups and to develop the content of the professional development program for teachers. Materials and methods. The study used diagnostic procedures aimed at studying the professional competence of college teachers in the formation of social interaction skills among students of inclusive groups: questionnaire, informal conversation, observation of classes, adapted methods “Assessment of pedagogical culture of a teacher” (E. V. Bondarevskaya, T. F. Belousova)“Barriers in pedagogical activity”, “Assessment of teacher’s readiness for professional and pedagogical self-development” (N. P. Fetiskin, V. V. Kozlov, G. M. Manuilov). Results. The experiment has shown that teachers have an insufficient level of professional competence in the issues of formation of social interaction skills in students of inclusive groups. The authors developed a program to improve the professional competence of college teachers. As a result of its mastering, teachers expanded their understanding of the psychological characteristics of students with special educational needs and mastered the methods and techniques of organizing effective social interaction of students of inclusive groups. Discussion. The results of the repeated diagnostic study showed that the approbation of the professional development program contributed to the improvement of the level of competence of college teachers within the existing qualifications necessary for professional activity in the conditions of inclusion. The presented program of professional development can be recommended in the system of training and retraining of teachers of secondary vocational education.

Ancient history education through project-based learning

Abstract The effectiveness of teaching strategies and resources that promote meaningful content learning is most pronounced when active methods such as project-based learning (PBL) are used to teach Ancient History (Molina, 2020, 53). Therefore, this study focuses on a comprehensive assessment of the methodological and historical competences acquired by students enrolled in the secondary education teacher training programme at the University of Cordoba (Spain). The research, which is non-experimental and quantitative, uses a Likert-type scale and involves the participation of 201 Masters students who have completed the course ‘Learning and Teaching Social Sciences’. The results of the statistical analysis show a positive evaluation of PBL in terms of historical understanding and its effectiveness in improving historical awareness. It is crucial to emphasise the advantages of active and collaborative learning inherent in PBL. However, it is also imperative to acknowledge the challenges that students face in applying their methodological knowledge to the secondary school setting. The transition from theoretical understanding to practical implementation is a significant hurdle for many students aspiring to a career in education. These findings underline the importance of promoting the seamless integration of innovative pedagogical approaches into teacher training programmes in order to effectively address the specific challenges of teaching antiquity in an educational context. Finally, this research was made possible by the Ministry of Science and Innovation's ‘Prueba de Concepto’ project, funded by the European Union under grant number PDC2022-133123-I00, and also by the CLIOGEN project (GINDO-UB/187) on Ancient History.

Рефлексивные компетенции педагогов СПО как фактор успешной цифровой трансформации

Введение. Рефлексия является важным фактором успешности в различных видах профессиональной деятельности. В рамках педагогики большинство исследований проявлений рефлексии сконцентрировано на высших психологических функциях человека или на формировании рефлексивной компетенции у школьников и студентов. Остается открытым вопрос о сформированности рефлексии в системе общепрофессиональных компетенций у педагогов, в том числе педагогов профессионального образования. Цель. Обоснование значимости рефлексивной компетенции в структуре компетенций педагога. Методы. Библиографический и контент-анализ научных публикаций, посвященных проблемам педагогической рефлексии, систематизация полученных выводов. Результаты. Предложен подход к изучению профессиональной рефлексии педагога как особого комплекса компетенций, приобретающих особую значимость в условиях цифровой трансформации образования. Практическая значимость. Результаты исследования могут быть использованы для дальнейшей разработки проблематики профессиональной рефлексии как инструмента совершенствования педагогической деятельности. Introduction. Reflection is an important factor in achieving success across various types of professional activities. In pedagogy, most studies focus on the higher psychological functions of individuals or on the development of reflective competencies in schoolchildren and students. The issue of the formation of reflective competencies within the general professional skills of teachers, particularly in the field of secondary vocational education (SVE), remains unresolved. The aim of the article is to substantiate the significance of reflective competence within the structure of a teacher’s competencies. Methods. The study employed bibliographic and content analysis of scientific publications dedicated to issues of pedagogical reflection, along with the systematisation of the findings. Results. An approach to studying professional reflection as a distinct set of teacher competencies, which becomes especially crucial in the context of the digital transformation of education, was proposed. Practical Significance. The results of the study can be used to further explore professional reflection as a tool for improving pedagogical practices.

Empowering Secondary Education Teachers for Sustainable Climate Action

Empowering Secondary Education Teachers for Sustainable Climate Action

Unleashing creativity in STEM teacher education through scripting task pedagogy

AbstractThis paper proposes a creative pedagogical approach that aims to foster authentic STEM teacher education through incorporating scriptwriting tasks in science and mathematics courses for future secondary STEM teachers. These tasks invite teachers to create imaginary dialogues addressing specific pedagogical challenges, such as conceptual difficulties, misconceptions, or unexpected questions arising during instruction. We assert that traditional approaches to lesson planning in STEM methods courses do not provide sufficient opportunity for exploring both content and pedagogy and fostering student engagement. Hence, we propose scriptwriting‐based pedagogy as an innovative and creative way of cultivating future STEM teachers' pedagogical content knowledge. This paper showcases three examples of scriptwriting tasks implemented in secondary STEM teacher education. We elucidate the pedagogical opportunities afforded by scriptwriting and underscore its pedagogical potential for STEM teacher education.