Skills Of Teachers Research Articles

Exploring the effects of prospective mathematics teachers’ knowledge on their professional noticing

In recent years, there has been an increasing interest in utilising videos as a tool for enhancing the professional noticing skills of prospective mathematics teachers (PMTs). Several studies have shown the effectiveness of video-based approaches for the professional development of PMTs. However, limited research has been conducted on the impact of PMTs’ mathematical knowledge for teaching on their professional noticing skills in the context of video-based lessons, particularly in relation to specific mathematical topics. This study aimed to address this gap by proposing a video-based lesson analysis framework to investigate the possible effects of PMTs’ mathematical knowledge for teaching on their professional noticing skills. We then utilised this framework to explore Vietnamese PMTs’ knowledge required for teaching the application of the derivative in economic contexts, with a focus on their situation-specific abilities such as perception, interpretation, and decision-making. Our findings indicated that various components of PMTs’ knowledge exerted different influences on their noticing abilities. Additionally, our study revealed that there are limited connections between PMTs’ mathematical knowledge for teaching and their professional noticing skills. Finally, the study demonstrated the effectiveness of the proposed lesson analysis framework for evaluating PMTs’ video-based professional noticing skills.

Pengaruh Kompetensi Guru Terhadap Hasil Belajar Peserta Didik di Madrasah Ibtidaiyah

This research was conducted with the aim of analyzing the influence of teacher competence on student learning outcomes at Madrasah Ibtidaiyah through the literature study method. In this study, the author collected and reviewed various related literature, including journal articles, books and previous research reports that discuss teacher competency and its impact on learning. The results of the analysis show that teacher competency in the fields of pedagogy, personality, professionalism and social play an important role in improving student learning achievement. Highly skilled teachers usually create a supportive learning environment, increase student engagement, and implement efficient teaching methods. These findings indicate that it is necessary to increase teacher competency through training and professional development in order to improve learning outcomes at Madrasah Ibtidaiyah. It is hoped that this research will provide valuable insight for policy makers in efforts to improve the quality of education.

Current Situation of Chinese Calligraphy Education in Primary and Secondary Schools of Leling City

Chinese calligraphy is a kind of traditional art in which brushes and ink are used to write Chinese characters. It is a fundamental part of Chinese history and culture. People can better comprehend Chinese customs, values, and aesthetics by learning calligraphy. The purpose of this study is to determine the current state of Chinese calligraphy training in Leling City's primary and secondary schools in order to identify and resolve any potential problems. Since calligraphy teachers' teaching philosophies have a significant role in differentiating students' learning, the study would also ascertain their methods. In order for this to be determined, a descriptive quantitative research design was used, which gathers and statistically examines quantifiable data from a population sample in order to look for connections between predetermined variables. There were 787 Chinese calligraphy students chosen as respondents of the study. They are presently studying Chinese calligraphy in the Chinese province of Shandong, in the city of Lei Ming. According to the findings of the study, Chinese calligraphy instruction in Leling City's primary and secondary schools is typically effective in terms of teacher competency, instructional design, and the availability of sufficient materials and resources as judged by the students. Chinese calligraphy training has significantly expanded in the nation's basic and secondary schools as a result of the Chinese government's growing emphasis on cultural education and the influence of contemporary technological innovation. The respondents' opinions about the current state of Leling City's primary and secondary schools and their attitudes toward instructing Chinese calligraphy did not significantly correlate, based on the study. In order to further develop abilities and a passion for the subject, the researcher recommends that the planned Chinese calligraphy enrichment program for primary and secondary levels be integrated into the delivery of teaching. In addition, educators should strive for ongoing professional development in Chinese calligraphy in order to become more skilled teachers and authorities in the subject. Moreover, the study was able to create a Teaching plan in the delivery of Chinese Calligraphy.

The Role of Positive School Experiences and Trust in Teachers in Adolescents' Conflict Management Skills and Exposure to Bullying

ABSTRACTPrevious studies have reported a negative relationship between adolescents' conflict management skills and their exposure to bullying. However, the mechanisms underlying this relationship have not yet been fully clarified. This study examines the role of positive school experiences and trust in teachers in this relationship. The research, conducted with a cross‐sectional design, included 543 adolescents aged 11–14. Of the participants, 314 were girls and 229 were boys, providing a balanced sample in terms of gender distribution. The data revealed significant relationships between conflict management skills, positive school experiences, trust in teachers, and exposure to bullying. Positive school experiences and trust in teachers were found to partially mediate this relationship, while exposure to bullying was negatively associated with these variables. The results were discussed in light of the existing literature, and recommendations were provided.

A systematic literature review on the importance of teacher recruitment and retention in global educational reform

This study conducts various economic approaches implemented worldwide to augment teachers’ recruitment and retention. It commences by situating the criticality of teacher recruitment and retention within the broader ambit of educational expansion and reform worldwide. Each nation prioritizes recruiting and retaining high-caliber educators, acknowledging the critical role that remuneration and additional professional opportunities play in attracting and sustaining individuals within the teaching profession. This systematic literature review analyzes the Economic approaches to teacher recruitment and retention. Using the PRISMA (Preferred Reporting Items for Systematic Review and Meta-analysis Protocols Statement), this literature review is those articles successfully published between 2017 and 2023. The study uses two well-known internet sources: Web of Science and Scopus. There are 215 publications, including 15 papers with the most citations for this thorough literature study. This study emphasizes the importance of economic incentives, such as salary and professional development opportunities, in attracting and retaining skilled teachers in educational institutions. This study finds that policymakers and educational administrators worldwide have pertinent insights and data poised to aid in formulating more efficacious economic strategies for recruiting and retaining teachers. The recommendations are based on a nuanced understanding of the interplay between financial factors and educational efficacy, seeking to inform future policy directions and academic discourse in this field.

Using improvisation to develop communication skills in future teachers

The article explores the role of improvisation in the process of developing communication skills among student teachers. Improvisation, as an active learning method, provides unique opportunities for developing interpersonal skills, adaptation to changing environments, and emotional control. The author conducted an experimental study during which students of the Faculty of Education participated in specially designed improvisation training. The results showed significant improvements among participants in the areas of self-confidence, communication effectiveness, and creative thinking ability. The improvisation approach demonstrates its potential as an effective means of developing the communication competencies necessary for successful teaching.

Assessment of Knowledge and Skills for Technology Integration among Primary School Teachers in Kano State Nigeria

This study aimed to assess the knowledge and skills of primary school teachers in Kano State, Nigeria, in terms of integrating technology into classroom teaching. It studied the knowledge, skills, factors influencing technology integration, and barriers faced by primary school teachers in Kano State, Nigeria. The aim was to evaluate the readiness of teachers for effective technology use in the classroom and identify key challenges to its integration. A survey design was employed, with data collected from 365 teachers using a structured questionnaire. Descriptive and inferential statistical analyses were conducted to examine the teachers' technology knowledge, skills, and perceptions of the barriers to integration. The results revealed that most teachers possessed moderate to low levels of technology knowledge and skills, with positive attitudes and access to technology being key factors influencing adoption. Major barriers included inadequate infrastructure, limited access to training, and resistance to change. The study also identified significant differences in technology knowledge based on years of teaching experience, and significant relationships between barriers and technology use. The findings highlight the need for targeted interventions, including professional development programs, improved infrastructure, and policies that promote a positive attitude toward technology. These interventions are crucial for enhancing technology integration in primary education and improving educational outcomes in Kano State.

Transformational Leadership Skills of Head Teachers: Their Influence to School Effectiveness

Transformational Leadership Skills of Head Teachers: Their Influence to School Effectiveness

The relationship between the 21st-century skills and computational thinking skills of prospective mathematics and science teachers

The relationship between the 21st-century skills and computational thinking skills of prospective mathematics and science teachers

How project-based collaborative learning affect on numeracy ability of elementary school teacher education students

Based on project-based collaborative learning, this study attempts to evaluate the numeracy skills of prospective elementary education teachers. The study design is pretest-posttest control group, and the research methodology is experimental and quantitative. Purposive sampling strategies are used to create experimental and control classes.While project assignments are completed individually in the control class, they are administered in groups to the experimental class. Ten multiple-choice and yes-or-no (objective) questions are used in the pre-test and post-test results to gather information on students' numeracy proficiency. Project-based collaborative learning research findings are applied to enhance the numeracy skills of prospective elementary education teachers. The score's outcomes after acquiring the experimental class were 0.001 and The experimental class used group projects, while the control class used individual projects. The control class's pre-test and post-test collaborative learning results differed by less than 0.001.

Aproximación a la capacitación en competencias digitales de docentes en servicio en contextos de pobreza

This study had like main objective to develop recommendations for teacher training in digital competencies in contexts of poverty in Latin America. Using a qualitative approach that combined documentary review and participatory methods, key strategies for the adaptation of accessible digital tools and the development of practical skills in teachers were identified. The findings highlight the importance of creativity and continuous training in educational technology to overcome technological limitations and promote educational equity.

Synthesized Research on Computer Modeling in Science Education: Addressing Pedagogical Challenges and Implementation Barriers

This systematic literature review investigates the role of computer modeling in science education with the objective of synthesizing its effectiveness in enhancing students' understanding of complex scientific concepts and providing actionable recommendations for pedagogical and policy improvements. The study employs a systematic approach to analyze 27 peer-reviewed articles published between 2019 and 2023, sourced from the Scopus database. Through this review, it is evident that computer modeling facilitates the visualization of abstract phenomena, such as molecular changes and planetary movements, which are otherwise challenging to observe in traditional classroom settings. Furthermore, the findings demonstrate that computer simulations positively impact student engagement and motivation, leading to increased interest, participation, and critical thinking skills in science subjects. However, several challenges persist, including teacher skill gaps, insufficient technological infrastructure, and an over-reliance on virtual experiences, which limit the broader implementation of this innovative tool. This review concludes that addressing these barriers is crucial to maximizing the potential of computer modeling in science education. The insights derived from this study serve as valuable guidelines for educators and policymakers to effectively integrate computer modeling into science curricula, thereby advancing both teaching practices and student learning outcomes. This study concludes with actionable policy recommendations, including teacher training, infrastructure development, and curriculum integration, to address pedagogical challenges and technological barriers

EXAMINATION OF PIRLS AND TIMSS INTERNATIONAL ASSESSMENT RESULTS OF PRIMARY SCHOOL STUDENTS THROUGH DISCOVERY LEARNING MODEL AND “PULL-PUSH” TECHNOLOGIES

In this article, the extent to which elementary school students acquire innovative and information and technology literacy in accordance with the requirements of the times in order to develop 21st century life skills of reading literacy in the six-year PIRLS international tests is studied. The analysis of the 2021 PIRLS research has made comments on the level of reading literacy of the 4th graders of Uzbekistan compared to the rest of the world. The use of discovery and project-based learning approaches that enhance the literacy skills of elementary teachers and students can help address these issues. The main purpose of this study consists of two parts: 1) To determine the reading literacy skills of elementary and future elementary school teachers based on the assessment of minimum competence; 2) by analyzing the effectiveness of the learning model after the introduction of the skill of improving reading literacy of primary school students, the mechanisms of achieving the result are shown. The model allows not only elementary school teachers, students, and elementary school students to effectively design the level of development of reading literacy of students and students, to assess the level of achievement of didactic, international-level methodical goals set in the application of innovative methods. KEY WORDS: OECD, PIRLS, Discovery Learning, Minimum competence, Stimulation, Singapore, Indonesia, Levene's test, Paired Sample T-test, STKIP method of discovery learning model.

A ukulele for everyone: a collaborative self-study of an initiative for student-owned ukuleles in an Australian university

ABSTRACT The limited time for music education in generalist primary and early childhood teacher education courses remains a persistent challenge in initial teacher education. An initiative for student-owned ukuleles was launched at an Australian university to enhance the skills and confidence of pre-service primary and early childhood generalist teachers to include music activities in their teaching. This collaborative self-study explores the experiences of four music teacher educators across several years and iterations of core arts subjects where pre-service teachers purchased or borrowed a ukulele. The initiative for student-owned ukuleles began during the COVID lockdowns and extended into periods of online learning and the return to in-person teaching. Data collection consisted of individual narratives, document analysis and reflective discussions. Thematic analysis was undertaken to identify emergent themes. In this article, we report how the initiative built community and connection, supported confident and unselfconscious singing, using a pedagogy informed by participatory music making. The findings highlight the potential benefits to supporting generalist teacher skills and confidence to use music in their classrooms and the value of self-study to transform our practice as teacher-educator-researchers. The findings may be of interest to music teacher educators in similar circumstances.

UNDERSTANDING THE SIGNIFICANCE OF NEP 2020 AND TEACHER EDUCATION IN VIKSIT BHARAT@2047

Teachers play a significant role in bringing a positive transformation in the whole education system. The skill and competencies of teachers greatly influence the quality of education imparted to the students to shape their future into desired outcomes. The National Education Policy (NEP) 2020 envisages the need and significance of capacity-building of the teachers with the vision to Viksit Bharat which advocates an advanced India by the year 2047. The NEP 2020 proposes some of the essential conditions of teacher education programmes that tend to empower teachers through proper professional development so that better learning outcomes may be achieved by the students. The present paper aims to discuss the significance of the National Education Policy (NEP) 2020, its recommendation for teacher education and role of teachers in building a Viksit Bharat by addressing effectively the country’s diverse educational needs. KEYWORDS: National Education Policy (NEP) 2020, Teacher Education and Recommendations on it by NEP 2020, Role of Teachers in Viksit Bharat, Significance of NEP 2020 and Teacher Education in Viksit Bharat

Exploring Teachers' Initial Perceptions of Corpus Linguistics and Their Readiness to Incorporate Corpora in Classroom Instruction: A Qualitative Analysis

The integration of corpora into language teaching appears to be lacking, raising the question of whether this omission is due to teachers intentionally choosing not to use corpora in their classes or a lack of awareness and knowledge about these tools. This study of teachers in Indonesia aimed to explore two research questions: (a) what are the teachers' initial perceptions regarding corpus linguistics, and (b) do the teachers intend to integrate corpora into classroom instruction? Fifteen secondary and tertiary-level teachers participated in this qualitative study. Researchers gave the teachers a brief presentation on corpora to develop their Corpus Literacy (CL) and understand its relevance to their teaching intentions. The research team then conducted focus groups to collect data from the participants. The study results indicated positive initial perceptions of corpora among the teachers and demonstrated that they could quickly acquire corpus literacy. However, to promote a stronger interest in integrating corpora in teaching, corpus literacy needs to be bolstered by additional resources, including technological capabilities, the skills of both students and teachers, and sufficient time. This study offers several pedagogical insights for corpus linguists, website developers, and teacher educators to enhance the successful integration of corpora in language teaching.

Analisis Kesulitan Siswa dalam Mempelajari Bahasa Arab di Kelas VII-6 MTs Budi Agung

MTs Budi Agung students find it difficult to learn Arabic, even though learning Arabic is very important. This study aims to identify the difficulties of grade VII students of MTs Budi Agung in learning Arabic and the factors that influence it. This study uses a descriptive qualitative method with observation and interview data collection techniques. This study involved around 30 grade VII-6 students and Arabic teachers as subjects. Data collection techniques were carried out through participant and non-participant observation and structured and unstructured interviews. Data were analyzed using a descriptive qualitative analysis method with theme analysis techniques. The results showed that students had difficulty in understanding sentence structure, vocabulary, and pronunciation due to lack of learning motivation, parental support, and teacher ability and development of Arabic learning strategies. These factors have an impact on low academic achievement and student learning motivation, so that students have difficulty learning. The results of the study suggest that it is necessary to improve teacher skills, develop interactive learning strategies, improve communication between teachers-students-parents, and provide varied learning resources. This study contributes to the development of Arabic language education in Indonesia and can be used as a reference for teachers and schools to improve the quality of Arabic language learning.

Enhancing engineering design, scientific creativity, and decision-making skills in prospective science teachers through engineering design-based robotics coding applications

ABSTRACT Background Engineering design-based robotics coding applications are innovative approaches in science education that can enhance key skills among prospective science teachers. Addressing global environmental issues within these applications provides a unique context for developing engineering design skills, scientific creativity, and decision-making abilities. Purpose This study aimed to determine the effects of engineering design-based robotics coding applications, conducted within the context of global environmental issues, on the engineering design skills, scientific creativity, and decision-making abilities of prospective science teachers. Sample The research was conducted with prospective science teachers at a state university in Turkey during the 2022–2023 academic year. Design and methods The study employed the convergent parallel design of mixed research methods. Quantitative data were collected using the ‘Engineering Design Skills Scale’, ‘Scientific Creativity Scale’, and ‘Decision-Making Skills Scale’. Qualitative data were gathered through a ‘Semi-Structured Interview Form’. Results The findings revealed that engineering design-based robotics coding applications significantly improved the engineering design skills, scientific creativity, and decision-making abilities of prospective science teachers. Conclusions These results suggest that integrating such applications into science teacher education, particularly in the context of global environmental issues, can play a vital role in equipping future educators to address environmental challenges. This study underscores the importance of innovative approaches in teacher education to strengthen prospective teachers’ ability to develop solutions to environmental problems.

Educational Social Skills: a Study on Emotional Intelligence in Higher Education

Objective: the research aimed to identify the level of emotional intelligence of teachers of Lato Sensu Postgraduate Courses at an HEI in the Itajaí Valley (SC). Theoretical Framework: the text addresses the concept of Educational Social Skills (ESS) and Emotional Intelligence (EI), highlighting the impact of EI on teachers' performance in the classroom and in their interactions with students. Method: from a methodological point of view, the research was classified as qualitative, descriptive and exploratory, using the case study method. Eleven (11) teachers working in higher education took part in the study, specifically in Lato Sensu postgraduate courses at an HEI in the Itajaí Valley (SC). One of the instruments used was the emotional quotient mapping test - EQ Map, by Cooper and Sawaf (1997), to identify the level of emotional intelligence of the teachers. Results and Discussion: the results showed a high level of Emotional Intelligence in the scales relating to Work Pressures, Personal Pressures, Emotional Awareness, Emotional Awareness of Others, Intentionality, Creativity, Interpersonal Connections, Constructive Dissatisfaction, Personal Power, Relationship Quotient and Optimal Performance. On the other hand, the Compassion, Confidence Radius and General Health scales showed low levels. In general, at the time the survey was carried out, the teachers had a good level of Emotional Intelligence, indicating that they feel satisfied with their work at the institution, a fact that has a direct impact on their efficient performance with students in the classroom and, consequently, on their contribution to achieving the HEI's organizational objectives. Implications of the research: the research revealed the need to maintain the development of EI within the institution, exploring the educational social skills of teachers in order to better observe interpersonal relationships in the institutional environment. This analysis could stimulate longitudinal research that follows the evolution of teachers' emotional intelligence throughout their careers. Originality/Value: with the growing interest in research and studies on Emotional Intelligence, the challenges associated with Educational Social Skills (ES) and Emotional Intelligence applied to Higher Education continue to exist, representing a gap to be explored.

Supportive mechanisms in enhancing teachers’ agency for inclusive educational practices in rural Lesotho schools

Recently, the government of Lesotho has intensified its focus on promoting inclusive education across all sectors, driven by a commitment to enhance access to quality education and improve learners’ success. Despite these efforts, challenges persist, particularly in rural schools, which are often disadvantaged and face difficulties in fully implementing inclusive educational practices. Although the overarching goal of inclusive education remains vital for ensuring access and success for all learners, effective implementation necessitates enhanced teacher skills and knowledge. This paper explores the supportive mechanisms that enhance teachers’ agency for inclusive educational practices in rural Lesotho schools. It further examines their perspectives on fostering inclusive education. A qualitative transformative approach was adopted through a participatory case study design. Data were generated through focus group discussions with two groups of six teachers, totalling twelve participants, from two rural primary schools in Lesotho. These discussions were then analysed using a thematic approach. The findings illuminate supportive mechanisms that can enhance teachers’ agency in fostering inclusive educational practices. Additionally, the paper identifies a significant lack of explicit acknowledgement of teachers' agency within Lesotho's inclusive education practices. There tends to be a tendency to blame teachers rather than recognise and build upon their strengths. Consequently, acknowledging and leveraging teachers' resilience is highlighted as crucial. The paper advocates for the effective implementation of inclusive education in Lesotho by strengthening rural educators, emphasising the significance of an asset-based approach to challenge the notion of rural insufficiency rather than the richness of resources needed for successful inclusive education.