Special Teacher Training Research Articles

Critical Issues in Interculturality for Young Language Learners

This study critically addresses key issues related to interculturality among young language learners, focusing on an international primary school in Shenzhen, China. Interculturality is framed from a non-essentialist perspective, emphasizing the dynamic and reciprocal negotiation of meaning between individuals from diverse cultural backgrounds. The research explores how intercultural understanding can be cultivated through interactive pedagogical strategies such as storytelling and storycrafting, which facilitate both language learning and cultural exchange. The study highlights the unique characteristics of young learners, noting that their innate curiosity and active engagement make them well-suited to these approaches. Additionally, it examines the practical challenges of integrating intercultural encounters into language education, including the need for specialized teacher training and the complexity of managing diverse linguistic backgrounds. The study concludes that fostering interculturality in young learners requires a shift from traditional cultural instruction to engaging students in authentic, interactive experiences. These approaches not only enhance language acquisition but also promote deeper intercultural understanding and prepare students for global citizenship.

Incorporating Graphic Humor and Comic Vignettes in Second Lang

Abstract: This article explores the integration of graphic humor, specifically comic vignettes, into a foreign language teaching (FLT) context and its impact on enhancing communicative competencies. It addresses the paradox of how simple humorous sketches can convey complex meanings and discusses their relevance in a globalized world with approximately 7 billion inhabitants. By examining Alon¬so Abad’s (2010) insights on the intersection of psychology and language pedagogy, the article highlights the advantages of using comic strips over more traditional or conventional verbalist approaches. The current discussion, includes theoretical frameworks such as Krashen’s Affective Filter Theory and the CEFR’s concept of existential competence, emphasizing the role of emotional and personal factors in language learning. The article defines graphic novels and humor graph¬ics, illustrating their ability to engage students with a variety of alternative topics and create meaningful learning experiences in the learning field. It also delves, into the semiotic models of humor and cartoons, noting the cognitive effects of combining verbal and visual elements. Practical aspects of incorporating graphic materials into language teaching are discussed, including the need for specific teacher training and the development of an alternative set of discourses connected with visual competencies. The article concludes with some recommendations based on Littlewood’s (1981) procedures for designing didactic materials, aiming to foster a positive classroom environment and enhance language acquisition through humor. Overall, the integration of comic-based learning materials is pre¬sented as a necessary approach, which intends to fulfil the lack of intuitive and criti¬cal thinking in the second language teaching (SLT) field. Keywords: graphic humor, images, cartoons, vignettes, communication, creativity, critical thinking, innovation.

PEDAGOGICAL PRINCIPLES FORMATION OF INCLUSIVE COMPETENCE OF FUTURE SPECIAL TEACHERS

In the last decade, inclusive education has become the majorintegral partsof our lives. There are many studies on its implementation in the education system of Kazakhstan. However, there are very few studies of the inclusive competence of an inclusive education special teachers(defectologists). In the context of Kazakhstan, itis important to study the development of a model of knowledge and competencies necessary for the training of special teachers in inclusive education.How we can inclusive education be related to the inclusion of scientific research in the quality assessment system of an educational institution. Questions arise how to link profiles in inclusive education with inclusive education. The main aim of the research is to distinguish inclusive education as a new model of education and propose an individual methodology or a set of recommendations on the development of special teachers’ professional competencies.Therefore, we consider themodel and principles for the development of special competencies of future special teachers in the context of inclusive education.As a result of analysis and formation of a model we gave recommendations for analyzing the pedagogical issuesand formation of future special teachers' inclusive competencies.The results of the research can be used in creating educational programs in aninclusive education and consideration of methodology development for inclusive training special teachers for inclusive schools.

The Challenges and Opportunities of NEP-2020 in the Reference of Inclusive Education in India: An Overview

The National Education Policy (NEP) 2020 provides a transformative vision for India's education system by emphasizing inclusive education and offering equal learning opportunities for children from varied socio economic, cultural and ability backgrounds. This paper looks at the challenges and opportunities given by NEP 2020 for promoting inclusive education in India. Infrastructure deficiencies, insufficient teacher preparation, and social biases are major hurdles, but policy-driven changes, technological integration, and financial support mechanisms present potential. This report gives an overview of the challenges and opportunities for implementing inclusive education in light of NEP 2020. Poor infrastructure, a lack of specialized teacher training and entrenched social attitudes about disability and marginalization all impede progress. However, opportunities arise as a result of policy-driven efforts, growing use of information and communication technology (ICT), and financing provisions aimed at fostering more equal learning settings. The research emphasizes the need of teacher capacity building, community participation, and long-term policy commitment in overcoming these challenges and realizing NEP 2020's inclusive vision. According to the findings, successful policy implementation requires stakeholder engagement to establish a more inclusive and easier to able education system in India.

O POTENCIAL DA INTELIGÊNCIA ARTIFICIAL NA APRENDIZAGEM EDUCATIVA

The use of artificial intelligence (AI) in education has emerged as a topic of growing importance as educational institutions seek to innovate and enhance their pedagogical practices. This study aims to explore how AI can reconfigure learning processes and transform traditional educational practices. In a context where personalized learning is vital, AI stands out as a powerful tool to meet the individual needs of students, promoting the development of essential 21st-century skills. The bibliometric analysis conducted reveals a significant increase in academic interest in the application of AI in education, especially in the last five years, indicating an awakening to technological possibilities. The main areas of investigation include personalized learning, intelligent tutoring systems, and educational data analysis, known as learning analytics, which allow real-time monitoring of student progress. AI offers immediate feedback, adapting to each student’s learning pace, improving academic performance, and reducing educational inequalities. However, for this transformation to occur effectively, it is crucial that educational institutions integrate these technological solutions into their pedagogical approaches. However, the research points to significant gaps, such as unequal access to AI technologies, limiting the democratization of benefits. The lack of infrastructure and specialized teacher training hinders effective implementation. Additionally, there is a shortage of studies focused on the development of socio-emotional skills. Therefore, research must advance in the search for new technologies, ensuring an equitable and enriching learning environment. The future of education, transformed by AI, promises to be a space where all students can thrive, developing skills to face the challenges of the 21st century.

ESTUDOS SOBRE DESIGUALDADES EDUCACIONAIS NO BRASIL: UMA ANÁLISE SOBRE ALGUNS ESTUDOS DE DESIGUALDADES NA EDUCAÇÃO BÁSICA NO BRASIL

This article presents an analysis of selected studies on educational inequalities in Basic Education in Brazil, addressing the main dimensions of these inequalities, such as socioeconomic, regional, racial, gender factors, and access for people with disabilities. Through a literature review of renowned authors, this work discusses the causes and consequences of educational inequalities and suggests possible solutions to promote more equitable and inclusive education. Socioeconomic inequality is identified as a significant factor, affecting school performance and dropout rates among low-income students. Regional inequalities are also highlighted, emphasizing the disparities between the North and Northeast regions and the more developed Southeast and South regions. Racial analysis reveals ongoing discrimination that hinders black and indigenous students, while gender inequalities, though less pronounced in terms of access, still affect girls' educational and professional choices. Additionally, the inclusion of students with disabilities remains a challenge due to the lack of adequate infrastructure and specific teacher training. The exacerbated impact of the COVID-19 pandemic is addressed, highlighting the digital divide and the need for effective public policies. Programs such as Bolsa Família and the National School Feeding Program (PNAE) are cited as positive measures, although insufficient without equitable resource allocation. The analysis concludes that a multifaceted and inclusive approach is essential to address the various forms of inequality in Basic Education in Brazil, aiming to ensure that all students have access to quality education, regardless of their socioeconomic, regional, racial, gender, or disability status.

PISA 2022. Predictores de la competencia matemática de los estudiantes españoles de Educación Secundaria

Mathematical competence is fundamental for active, participatory and engaged participation in the 21st century, and for facing the challenges of a globalised society. This study aims to analyse the simultaneous effect of a set of predictors on the mathematical competence of Spanish students who have participated in PISA 2022. The sample consists of 28,792 Spanish students (14,465 boys, 50.24%; 14,327 girls, 49.76%), from 935 schools. Two questionnaires are used to collect data: one for students and one for school principals. A hierarchical linear model is used according to the three levels presented by the data (Level 1=Students, Level 2=School and Level 3=Autonomous Community). At the first level, sex, socio-economic background, family cultural level, mathematics anxiety and self-efficacy is included; at the second level, the socio-economic background of the school; and at the third level, GDP per capita. The results show that girls experience more anxiety and less self-efficacy in mathematics than boys. The socio-economic background of the students, the cultural level of the family, mathematics anxiety and mathematics self-efficacy are significant predictors of mathematical competence. At school level, socio-economic background has an impact on achievement. These findings suggest the need to strengthen collaboration between school and family, as well as to provide specific training for teachers on how to address socio-affective feelings towards mathematics.

PISA 2022. Predictors of the mathematics achievement of Spanish students in Secondary Education

Mathematical competence is fundamental for active, participatory and engaged participation in the 21st century, and for facing the challenges of a globalised society. This study aims to analyse the simultaneous effect of a set of predictors on the mathematical competence of Spanish students who have participated in PISA 2022. The sample consists of 28,792 Spanish students (14,465 boys, 50.24%; 14,327 girls, 49.76%), from 935 schools. Two questionnaires are used to collect data: one for students and one for school principals. A hierarchical linear model is used according to the three levels presented by the data (Level 1 = Students, Level 2 = School and Level 3 = Autonomous Community). At the first level, sex, socio-economic background, family cultural level, mathematics anxiety and self-efficacy is included; at the second level, the socio-economic background of the school; and at the third level, GDP per capita. The results show that girls experience more anxiety and less self-efficacy in mathematics than boys. The socio-economic background of the students, the cultural level of the family, mathematics anxiety and mathematics self-efficacy are significant predictors of mathematical competence. At school level, socio-economic background has an impact on achievement. These findings suggest the need to strengthen collaboration between school and family, as well as to provide specific training for teachers on how to address socio-affective feelings towards mathematics.

An Overview on Indian Knowledge System

The Indian knowledge system (IKS) seeks to actively support, and advance research aimed at addressing contemporary societal challenges. Rooted in the rich tradition of Vedic literature, including the Vedas and the Upanishads, IKS is poised for integration into digital learning platforms. To enhance the quality of classroom instruction on IKS courses, tailored modules for educator training and orientation are under consideration. Specialized teacher training centers will be established, focusing on specific topics within the Indian Knowledge Systems. Innovation within IKS will be fostered through initiatives like Grand National Challenges, National Competitions, and Hackathons, with incentives provided for groundbreaking ideas. Collaboration with global institutions, facilitated by entities like the Indian Council of Historical Research (ICHR), will enable the conduct of India-centric research. To catalyze the founding of Indian knowledge System in numerous Higher Education Institutions (HEIs), initial seed financing will be provided. Outreach efforts targeting the public will employ diverse mechanisms to spread and promote genuine IKS. Public involvement will be encouraged via Jan Bhagidari programs, akin to citizen science initiatives. Youth will find job prospects through skill-based programs, and IKS will actively foster tradition knowledge by leveraging technological keys to platform Indian inheritance globally. The overarching goal is to capture 10% of world tourism, thereby generating substantial employment opportunities for the youth.

The Use of Socioscientific Issues in Science Lessons: A Scoping Review

Socioscientific issues represent an innovative approach within the realm of STEM education as they integrate real-world problems, promote critical thinking, and encourage interdisciplinary learning, thus preparing students to address complex societal challenges through scientific inquiry. The objective of this scoping review was to analyze the use of SSIs in science lessons. A database search of Web of Science and Scopus focused on articles published between 2013 and 2023. When applying the inclusion and exclusion criteria, a total of 106 articles were selected. The scoping review revealed a focus on socioscientific issues within high school and undergraduate curricula, particularly pertaining to environmental, genetic, and health-related concerns, as well as localized SSIs. A variety of methodological approaches, predominantly qualitative, were applied to capture the educational dynamics of integrating socioscientific issues into pedagogy. Inquiry-based learning emerges as a preferred pedagogical model, stimulating student engagement with real societal challenges. The educational resources employed encompass both conventional texts and digital tools, such as data mapping and visualization software, facilitating a multifaceted comprehension of SSIs. Pedagogical techniques are diverse, incorporating argumentation, role-playing, and digital media to enrich the teaching and learning experience. Nevertheless, the incorporation of socioscientific issues faces obstacles, including resistance to pedagogical innovation, the inherent complexity of the topics, and the demand for specialized teacher training.

Exploring the Experiences of Muslim Early Childhood Educators in Teaching Sexuality Education

Early childhood sexuality education is essential for safeguarding young children against inappropriate sexual content and potential abuse. This study underscores the importance of such education within the context of Muslim teachers. The primary objective of this research is to gain insights into the practical implementation of sexuality education during early childhood. The study encompasses the participation of 248 Muslim early childhood teachers. By collecting open-ended inquiries, analyzing responses verbatim, and categorizing the results, the research illuminates the multifaceted responsibilities of these teachers. Their roles include providing guidance on toileting, mitigating self-touch behaviors, addressing sexual curiosity, promoting genital health and hygiene, preventing sexual harassment, and recognizing the spectrum of gender roles. The findings highlight the urgency of developing a well-structured curriculum, fostering collaboration between parents and teachers, providing specialized teacher training, promoting a positive public perception of sexuality education, and ensuring substantial government involvement in early childhood sexual education.

Implementasi Metode Sentra dalam Pembelajaran Bahasa Arab di Kelas IV SD Tazkia Global Islamic School

This research aims to determine the planning, implementation, inhibiting and supporting factors of the central method in learning Arabic, especially maharah istima. The research method used in this research is a descriptive qualitative method. The data collection techniques used in this research are observation, interviews and documentation. The results of this research show that (1) There are 2 central method planning for learning Arabic, namely: Teacher mental preparation, Teacher administration, APE/Learning Tools (2) Implementation of the Arabic language learning process using the central method, there are 3, namely: Opening Activities, Activities core, and final activities. (3) There are 3 factors inhibiting the application of the central method in maharah istima' learning, namely: time effectiveness, lack of teacher creativity and student adjustment. (4) Supporting factors for the application of the central method in maharah istima' learning, there are 5, namely, infrastructure, special teacher training, teacher allowances, student motivation and support from parents, especially in class IV SD Tazkia Global Islamic School.

Sustainability in English Language Teaching: Strategies for Empowering Students to Achieve the Sustainable Development Goals

This article systematically reviews the studies integrating sustainability into English Language Teaching (ELT), underlining the critical role of education in addressing global environmental challenges through language learning. Through an extensive literature review encompassing empirical studies, theoretical articles, and case studies from 2013 to 2023, we evaluate the methodologies for incorporating sustainability in ELT, identify the challenges faced by educators, and propose practical solutions. Key findings demonstrate various effective approaches, such as interdisciplinary curriculum designs, innovative classroom activities, specialized teacher training, and novel assessment methods, which enhance language proficiency and significantly raise students’ language-learning awareness. Despite challenges such as limited resources and alignment issues between sustainability topics and language-learning objectives, strategies like developing open educational resources and professional development programs have shown promise in overcoming these obstacles. The review underscores the importance of embedding sustainability in ELT to foster informed, responsible global citizens and highlights future research directions to further this aim. It calls for continued innovation, research, and policy support to fully realize the potential of ELT in contributing to a more sustainable future.

ESTRATÉGIAS DE ENSINO ADAPTADAS PARA ALUNOS COM BAIXA VISÃO

This bibliographic review addressed the challenge of implementing teaching strategies adapted for students with low vision, aiming to promote an inclusive and effective education. The general objective was to explore and analyze pedagogical strategies, assistive technologies, and curricular adaptations that facilitate learning for these students. The methodology consisted of a literature review, involving the analysis of relevant documents and studies on the subject. The results highlighted the importance of specific teacher training, the implementation of assistive technologies such as augmented reality and Soroban, and the need for curricular adaptations to meet the individual needs of students. The analysis indicated that, although there are significant advances in inclusion policies and assistive technologies, challenges such as teacher training and accessibility of educational resources persist. The final considerations emphasized the need for continuous efforts to overcome these obstacles, promoting an inclusive and accessible educational environment.

The Impact of Teacher Training Programs on the Implementation of Inclusive Education for Children with Autism in Urban Public Schools in the United States

Inclusive education has gained prominence as a means to ensure equal learning opportunities for all children, including those with autism. This study delves into the impact of teacher training programs on the implementation of inclusive education for children with autism in urban public schools in the United States. The research is grounded in the hypothesis that well-designed teacher training programs are pivotal in equipping educators with the knowledge, skills, and attitudes necessary to effectively teach and support students with autism in inclusive settings. To investigate this, the study employed a mixed-methods approach, combining quantitative surveys and qualitative interviews. The surveys were administered to a sample of teachers from urban public schools before and after participating in a specific teacher training program focused on inclusive education for children with autism. The interviews were conducted to gain deeper insights into the teachers’ experiences and perceptions of the training’s impact on their classroom practices. The findings reveal a significant positive impact of the teacher training programs on teachers’ self-efficacy and attitudes towards inclusive education. Teachers reported an increased confidence in their ability to adapt teaching strategies to meet the diverse needs of students with autism. Additionally, the study highlights the importance of ongoing professional development and support for teachers to sustain and enhance the implementation of inclusive practices. This research contributes to the growing body of literature on inclusive education and provides valuable implications for policymakers, educators, and training program developers. It underscores the necessity of comprehensive and continuous teacher training programs to foster an inclusive educational environment for children with autism in urban public schools.

Exploring if Gamification Experiences Make an Impact on Pre-Service Teachers’ Perceptions of Future Gamification Use: A Case Report

Gamification has become an increasingly used pedagogical approach in the classroom, motivating students and enhancing their educational experience. This has led to the need for specific training for teachers, as well as a need to understand how this training can be effective and how contact with gamification during teacher training can influence the attitude of pre-service teachers. Therefore, this case report has focused on examining pre-service teachers’ perceptions of gamification as a tool used in their teacher education. Qualitative semi-structured interviews were conducted to collect data on the participants’ individual experience with gamification and their perception of future uses of this technique. The data were collected between December 2010 and February 2020 in Granada, Spain, and were analyzed using qualitative content analysis to identify general trends and findings. Pre-service teachers present a positive perception of gamification as a tool to enhance and motivate learning, highlighting the importance of prior training for its application in the right context, as well as the need to investigate other teaching approaches to improve the effectiveness of gamification. In conclusion, it should be noted that gamification is a pedagogical approach increasingly used in the classroom, so specific training is needed for the teachers responsible for carrying out this technique. This training should include research on the effectiveness of gamification, as well as the best approaches for its application, for student motivation, and for the creation of equal relationships between students.

Specialized Training Workshops for Algerian EFL Teachers: A Transformative Pathway for ESP Instruction

The purpose of this study is to investigate the transformative impact of online workshops on Algerian EFL teachers’ proficiency in teaching English for Specific Purposes (ESP) instruction. These workshops were organized in response to Algeria’s pressing need for specialized training. Therefore, the core objective of the workshops is to improve teachers’ abilities and skills in needs analysis conduct and ESP course design. Within this context, this investigation employed a quasi-experimental method, combining both quantitative and qualitative data, to evaluate the workshops influence on participants’ attitudes, confidence, and instructional strategies. Notwithstanding certain limitations, the results emphasize the revolutionary potential of specialized teacher training in ESP education. The research concludes with suggestions and recommendations for upcoming workshops highlighting the significance of striking a balance between theory and practice.

APPLICATION OF CUISENARI STEM MEDIA IN IMPROVING MATHEMATICS LEARNING OUTCOMES IN FRACTION MATERIAL IN CLASS IV SDN 042 KUALU TAMBANG

This research aims to enhance the mathematics learning outcomes of fourth-grade students at SD Negeri 042 Kualu Tambang in the Academic Year 2023-2024 through the implementation of the Cuisenaire rod media. The research was conducted through an action research approach with two cycles, involving pre-research activities, observations, and learning outcome tests. The results show that the application of Cuisenaire rod media significantly improves student learning outcomes from 75% in Cycle I to 94% in Cycle II. Despite some notes regarding student inactivity, interview results indicate that students feel interested and joyful during learning with this media. Suggestions put forward include enhancing interactive strategies, varying learning activities, and providing specific training for teachers to optimize the use of Cuisenaire rod media.

Pour une approche glocale de la formation des enseignants de langues de spécialité (LSP) au XXIème siècle

In our globalised world, citizens need to develop increasingly specialised language skills in order to meet the needs of industry. However, the resulting increase in the number of LSP courses to meet this need has not been followed by an increase in the provision of specific training for LSP teachers, as a number of national studies have pointed out. The objective of this article is twofold: first, it aims to find out whether there is a global (international) lack of specific training offered to LSP teachers that could be identified through a large-scale study; secondly, its purpose is to show whether a truly global response to the need for such training is an effective and viable solution. By studying two datasets – a needs analysis and feedback from participants in an LSP Teacher Education MOOC – we show that the lack of specific training in the teaching of LSPs is a global need and that a global response to this need, in the form of a MOOC offering cross-linguistic training applicable to all specialised varieties of all languages, seems to be an effective and viable option, as long as it is able to combine local and global scales, in a resolutely ‘glocal’ approach.

Medical and Social Aspects of Adaptation and Career Guidance of Children and Adolescents with Cerebral Palsy in Educational Institutions: A Literature Review

Introduction: Infantile cerebral palsy is the disease caused by numerous factors and, in most cases, developing in the fetus in utero. The leading disorder in cerebral palsy is a permanent motor impairment, which is combined with impaired mental development, speech disorders, and mental retardation. Objective: To assess the abilities of children with cerebral palsy to adapt in educational institutions of different levels, choose profession, and get employed. Material and methods: The search for information was carried out on eLibrary.ru and PubMed using the following keywords: cerebral palsy, children, adolescents, education, adaptation, and career guidance. Of 496 sources found, 41 papers were found eligible for the review, most of them published in 2014–2023. Results: It has been shown that socialization of such children is difficult; their attendance of kindergartens and schools are important stages. When preparing a child with cerebral palsy for school, it is necessary to take into account his desire to limit social contacts. Inclusive education is aimed at socializing such children, providing them the opportunity to interact with ordinary peers. The role of tutors in the adaptation of children with cerebral palsy to the kindergarten, school, college and university and the preparedness of teachers is discussed. Special training programs for teachers are required. Information and communication technology tools used in education facilitate adaptation of children, adolescents and students with cerebral palsy. It is necessary to make greater use of digital technologies and create a bank of professions for career guidance and employment of people with cerebral palsy. Conclusion: The review presents the advantages of inclusive education that significantly contributes to socialization of children and adolescents and the choice of profession. It is important to have tutors for the adaptation of children with cerebral palsy in kindergarten, school, college and university, and special teacher training programs.