Teacher Certification Research Articles

Perceptions of a Digital Mental Health Platform Among Participants With Depressive Disorder, Anxiety Disorder, and Other Clinically Diagnosed Mental Disorders in Singapore: Usability and Acceptability Study.

The website mindline.sg is a stress management and coping website that can be accessed anonymously in Singapore for free. Although designed to serve individuals who are well or have mild depression and anxiety symptoms, mindline.sg may potentially be used by clinicians as an adjunct therapeutic aid for patients with clinically diagnosed mental disorders. This study aims to determine the perceived usability, acceptability, and usefulness of mindline.sg among individuals with diagnosed mental disorders in a clinical setting. A cross-sectional study with 173 participants was conducted in the waiting room of a psychiatrist's office at the National University Hospital in Singapore. Participants waiting for an appointment were given 30 minutes and a simple set of instructions to use three features of mindline.sg. They subsequently answered a set of web-based survey questions via their smartphones, including a 16-item subset of the Post-Study System Usability Questionnaire (PSSUQ) for usability measurement and 5 questions designed to understand the perceived usefulness and acceptability of mindline.sg. Multiple linear regression is used to determine the associated demographic factors with overall PSSUQ score. A chi-square test is performed to investigate associations of psychiatric condition with users' responses on acceptability and perceived usefulness of mindline.sg. For this study, P<.05 is considered significant. We observed that the overall (mean 2.86, SD 1.46), system usefulness (mean 2.74, SD 1.46), and information quality (mean 2.98, SD 1.33) subscores of the PSSUQ survey are within a 99% CI of a literature-derived norm, which all have the interpretation of having high perceived usability. However, interface quality (mean 2.98, SD 1.33) scored lower than the literature-derived norm, although it is still better than the neutral score of 4. We find participants with lower than a General Certificate of Education O-Level or N-Level education tend to give a lower usability score as compared to others (β=.49; P=.02). Participants who have not been hospitalized previously due to their condition are also more likely to give a lower PSSUQ score as compared to individuals who have been hospitalized (β=.18; P=.03). The platform mindline.sg is also deemed to be generally useful and acceptable with all the survey questions receiving more than a 60% positive response. We found no association between the type(s) of self-reported psychiatric disorder(s) and the perceived usefulness and acceptability of mindline.sg. Our results show that mindline.sg is generally perceived as usable and acceptable by individuals with a diagnosed mental disorder in Singapore. The study suggests improving usability among individuals with lower education levels. Particularly promising is the finding that previously hospitalized individuals have significantly higher perceived usability and satisfaction of the website, suggesting potential impact could be found among a moderately to severely at-risk clinical population. The effectiveness of mindline.sg as an adjunct therapy for individuals with diagnosed mental disorders should therefore be explored in future studies.

Cybersecurity communities of practice: Strategies for creating gateways to participation

Amidst the critical international demand for cybersecurity talent, educational institutions and industry stakeholders have emphasized the need for broadening access to various forms of formal educational pathways and certificate programs. While these efforts have operated to significantly increase the number of students engaged in formal cybersecurity education, little has been done to develop accessible entry points into informal cybersecurity communities of practice. In this paper, we argue that cybersecurity expertise is largely predicated on entry into and participation in these cybersecurity communities of practice. Emphasizing the role of the cybersecurity community draws attention to the importance of ad-hoc and informal experiences in the development of both tacit knowledge and social capital within the workforce, and the ways in which opportunities in the field are differentially and unequally distributed. As such, this paper begins by describing the role and importance of the cybersecurity community and cybersecurity culture in developing the cybersecurity workforce, followed by a discussion of existing efforts at two major state universities to develop cybersecurity education programs that explicitly provide onramps to the cybersecurity community. We close this paper by exploring practical mechanisms by which to develop educational experiences which act as both gateways into cybersecurity communities of practice and as agents of change for the field itself - seeking to actively scale the workforce while simultaneously creating space for minoritized voices in the field.

Persepsi Guru tentang Program Sertifikasi dalam Peningkatan Kompetensi Pedagogik di SDN Meruya Selatan 01 Pagi

The goal to be achieved in this study is to teacher’s perceptions of the certification program in enhancement pedagogical competence at Meruya Selatan 01 Elementary School Am. The method used in this research is descriptive quantitative. The population in this study were all teachers at Meruya Selatan 01 Elementary School am, totaling 25 teachers. Sampling was carried out using saturated sampling technique, in which the entire population was used as a sample. The data collection technique uses closed questionnaires. Data analysis in this study was carried out in a simple quantitative descriptive manner using intervals and percentages. The results showed that the majority of teachers' perceptions of the certification program were very good, obtained from 16 (64%) teachers who answered. In the implementation of pedagogic competence, there were 7 (28%) teachers doing it quite well. This is a pretty good discovery in the school environment, because it means that the teacher certification program pursued by the government with the aim of increasing competency is going quite well or there are still results, although not optimal. However, it should also be noted that teachers who have very good perceptions of the certification program do not always have very good pedagogical competence. In fact, from the results of the study, it was found that there were more teachers whose pedagogical competence was only in the fairly good category. This is also a note for teachers to be more creative in improving their competence.

Impact of Media and Information Literacy in Nigerian Colleges of Education Curriculum: A Case of Detecting Fake News

Purpose: This study sought to determine if students at colleges of education in northern Nigeria had developed the psychomotor skills required to recognize fake news (i.e., picture news, video news, and written social media/blog/website news). Methodology: This paper adopted a quasi-experimental (one group post-test only) design. A sample size of 384 was drawn from a population of 28,050 students across six randomly selected colleges of education situated in northern Nigeria for the academic year 2020–2022. The participants were selected through a mixed-methods sample (cluster and purposive). A cluster sample was used to group students into different geopolitical zones and schools (faculty), and then, the researchers selected members (64 participants) from each college using a purposive sample. Data were collected with the aid of a questionnaire, presented on tables, and analyzed using the descriptive statistic. Findings: The study found that Nigeria Certificate in Education (NCE) students in northern colleges lack psychomotor capability to verify fake news either through a manual or automatic method. The findings showed that only 23.7% of participants verified a picture without a background, 21.9% of participants were able to verify picture with background, 16.7% of participants verified video news, and 27.9% of participants verified written blog/website/ social media news. Unique contribution to policy: The study observed a lack of psychomotor capability in verifying fake news among NCE students in the selected colleges of education. Therefore, the authors urged curriculum planners, educators, and other stakeholders to design more practical skills, especially in the area of detecting fake news on traditional and social media, in light of the study's findings.

Assessing the fulfillment of nurses' full potential in diverse geriatric settings-moving towards change.

In response to the aging population, the Department for Professional Development in the Nursing Division at the Israeli Ministry of Health has invested significant resources in training registered nurses for post-basic certification in the field of geriatrics. However, little is known about how the nurses implement the scope of practice in the field and how they maximize their full potential following the training. To assess whether nurses' full potential is maximized in geriatric acute and long-term geriatric care, and community settings in Israel. A quantitative, cross-sectional study. The study population is a convenience sample of registered nurses who completed post-basic certification in geriatric care (n= 287). The participants completed a self-administered questionnaire addressing socio-demographic and occupational characteristics, implementation of the scope of practice, and a professional satisfaction questionnaire. Baseline demographic variables were summarized using means and counts, with frequency counts and percentages used for the scope of practice. A one-way ANOVA was utilized to examine the differences between the workplace and the scope of practice. Chi-square was used to examine practice types and the workplace. Nurses in all surveyed geriatric settings reported average to high overall performance in independent decision-making activities and delegated duties. The majority (66%) reported very high satisfaction with the completion of the post basic certification education However overall performance differed significantly between the different geriatric settings. Most of the nurses with a post-basic geriatric certification are satisfied with their scope of practice, feel valued by colleagues and managers, and are able to practice independently within their professional scope. This can have a positive impact on the care of the older adult population. Administrators should ensure that nurses with a post-basic geriatric certification are able to maximize their scope of practice. Specifically, we recommend nurse managers to leverage the results of this study and advocate for nurses to fulfill their full potential in their scope of practice.

Training objectives of Electrical engineering and automation based on Professional certification of Engineering education

Training objectives of Electrical engineering and automation based on Professional certification of Engineering education

American Public School Librarianship: A History

American Public School Librarianship: A History

Enhancing Self-Efficacy of Beginner Teachers in the Use of E-Portfolio: The Role of a Mentor Teacher

The term “beginning teacher” describes those individuals who have less than one to three post qualification years in a teaching profession and or individuals who are entering the teaching profession directly from university. A need exists for a beginner teacher in their first year of teaching to have a mentor teacher that will assist them to improve their self-efficacy so that they can be able to achieve quality teaching and learning in any learning environment. Recent studies have shown that there is growing concern with beginner teachers’ self-efficacy on how to deal with and manage the realities of teaching in modern classrooms. A mentor teacher is a teacher who has a wealth of knowledge, learned from experience and is willing to share. The aim of this study was to investigate how the use of e-portfolio may enhance beginner teacher’s self-efficacy with support from their mentor teachers. The beginner teachers are faced with challenges in their first years of teaching; hence they need mentoring, support to improve their self-efficacy. An e-portfolio might be a means which can assist in monitoring and evaluating the professional activity of the beginner teachers, their achievements and develop them. E-portfolio provides openness and transparency when mentoring the teachers. Qualitative data were collected through focus group discussions with fifty-six (56) randomly selected Post Graduate Certificate in Education (PGCE) students at a university of technology and thematic analysis was employed. Findings of this study indicated that beginner teachers needed guidance and support from their mentor teachers for beginner teachers to transform and build their self- efficacy positively and improve in their use of e-portfolio. The study recommends that induction support be used as an approach to improve novice teachers’ teaching performance and self- efficacy in the use of e-portfolio.

Training mode of Electrical engineering and automation based on Professional certification of Engineering education

Training mode of Electrical engineering and automation based on Professional certification of Engineering education

Research on the Construction of Core System of Credit Bank in Vocational Education

Lifelong education and lifelong learning are increasingly implemented all over the world. The reform and development of education system and training mode are facing new opportunities and challenges. Based on the concept of lifelong education, we must establish the core system of credit bank as soon as possible so as to achieve the orderly operation of the credit certification, conversion, accumulation and exchange process of vocational education. Only in this way can we gradually establish an effective credit bank for vocational education, and achieve the vocational education goal of attracting social members to the lifelong learning system.

Physics Teachers’ Perceptions of Senior High Schools in Merauke on Self-Regulation of Digital Instructional Materials

This study describes the high school and MA physics teachers' perceptions of the need for digital teaching materials like e-modules, e-student worksheets, e-comics, and learning videos. The type of research used is descriptive quantitative. Therefore, as many as 12 physics teachers from SMA and MA in Merauke City were sampled in the study. The sample in this study was selected through a purposive sampling technique with criteria based on educational strata, length of teaching, educator certificate and ease of access. Furthermore, data collection was carried out using an instrument in the form of a questionnaire containing 30 statement items with a Likert scale consisting of 5 answer choices. Then, data analysis uses descriptive statistics. The result of this analysis is the accumulation of basic data in the form of the percentage of total responses followed by determining response criteria using interpretation criteria. Based on these criteria, it can be seen that the criteria for physics teachers' perceptions of the need for digital teaching materials. The study results show that the average perception of physics teachers is 88.1% and is included in the criteria for needing digital teaching materials. According to the teacher's perception, the order of priority for teaching material needs is e-module with the TPACK approach (91.3%), e-student worksheets with a scientific approach (83.3%), and interactive multimedia-based learning videos (75%). This research collected data on the perceptions of physics teachers at SMA and MA Merauke as a stage of needs analysis in development research. Based on the results of this analysis, further research will be carried out regarding the development of digital teaching materials in the form of e-modules, e-student worksheets, and learning videos.

The Influence of Psychological Capital, Certification Status and Work Resources on Teachers Performance

This study's objective is to ascertain how self-efficacy, optimism, hope, and social support affect all aspects of a teacher's profession, including their autonomy, connection with superiors, performance evaluations, and certification status. The sample for this study included 859 high school teachers. With a non-probability selection process, 230 teachers were chosen. Use confirmatory factor analysis (CFA) techniques to assess the accuracy of measurement tools. Using multiple regression to examine research data. The results of the study show that numerous elements, such as self-efficacy, optimism, hope, resilience, social support, the nature of a teacher's connection with superiors, autonomy, performance assessment, and teacher certification status, have a significant impact on all of a teacher's work. The results of the study show that all independent factors can explain 49% of the variance in the overall amount of work, while variables not included in the study have an impact on the remaining 51%. According to the results of the hypothesis testing, hope, optimism, and self-efficacy all significantly affect how well an individual performs at work.

Principal’s Teacher Social Support Strategies on Teacher Performance in Public Secondary Schools in Mumias East Sub-County, Kenya

Purpose: The research focused on establishing the influence of principals' social support strategies on various aspects of teacher performance in public secondary schools in Mumias East Sub-County, Kenya.&#x0D; Methodology: It utilized both qualitative and quantitative data in a mixed research methodology. Also, the data was obtained from various population parameters comprising 1 sub-county director of education (SCDE), 1 quality assurance sub-county officer (QASO), 27 principals, 237 teachers, and 3730 students. The data regarding each variable was obtained from each population parameter, hence a cross-sectional descriptive study design. The independent variables comprised the frequency of in-service training and guiding and counseling programs. On the other hand, the dependent variables comprised lesson attendance and recovery, mean grades achieved, and score on teacher appraisal. To gather data about the variables, there were interviews with principals, QASO, and SCDE, questionnaires for students and teachers, and secondary data about performance in Kenya certificate of Secondary education (KCSE). The data was analyzed thematically based on the study objectives. Only means, percentages, and standard deviations were utilized to organize data. Also, the linear regression model was used on the data to find out the relation between independent and dependent variables.&#x0D; Findings: It was discovered from the data analysis that in-service training impacted teacher performance, while guidance and counseling did not impact the teacher's performance. However, from the general perspective of the principal's teacher social support strategies, the data revealed little correlation with teacher performance.&#x0D; Recommendations: The study recommend that there should be consistent in-service training in schools and selective guidance and counseling especially to teachers who show extreme social maladjustments. However, it is necessary that similar research be conducted especially on the influence of principal’s strategies to guiding and counseling teachers and the impacts on teacher performance.&#x0D;

Assessing and comparing alternative certification programs: The teacher-classroom-community model

Alternative certification programs (ACPs) differ from traditional teacher certification programs in their target populations, duration, tools they employ, their pedagogy, and subject matter curricula. Given the acute shortage of excellent teachers, especially in STEM, significant efforts and resources are invested in ACPs so they prepare highly qualified teachers. Yet, novice teachers face difficulties during their initial integration into the school system. To better understand the state of affairs, we investigated and compared the integration into the school system of graduates of five major Israeli ACPs that are tailored for diverse student-teacher target audiences. The study goals were to (1) investigate and compare the integration of graduates of the five ACPs into the teaching profession with respect to five teacher-related aspects: (a) self-efficacy, (b) commitment to the teaching profession, (c) challenges encountered, (d) leadership roles, and (e) teamwork; (2) identify ACP characteristics that support the graduates’ integration into the teaching profession. The teacher-classroom-community model we propose, holistically connects three aspects: affective – the teacher, the teaching profession – the classroom, and peer interaction and leadership – the school community. The model provides a common language for comparing how the different ACPs prepared their graduates toward the teaching profession. The model is instrumental for identifying ACP characteristics that support graduates’ integration into teaching and facilitating ACP evaluation by connecting several aspects of teachers’ professional lives. The study employed a mixed-methodology in which 506 graduates responded to a closed- and open-ended questionnaire and 71 interviews were conducted with graduates (novice teachers), ACP directors, school principals and mentor teachers. The findings depict a complex picture that reflects the different ACPs’ characteristics targeted at diverse audiences. For example, graduates of STEM-oriented programs perceive the different kinds of knowledge, including content knowledge, pedagogical knowledge, and pedagogical content knowledge, as most important to their roles in schools. They undertake fewer roles, and the ones they do assume are discipline-related. Graduates of the more social-leadership-oriented programs identify developing leadership skills as most beneficial and they undertake more leadership-related roles. The research highlights key aspects that teacher education leaders should consider and use for self-evaluation of their ACPs. The strength of this study stems from proposing and applying the teacher-classroom-community model for evaluating teacher certification programs in several contexts and for diverse groups along with their integration into schools.

Strategi Kepala Sekolah dalam Meningkatkan Kompetensi Profesional Guru Pada SMP Negeri 1 Belawang

This study uses a descriptive method with a qualitative approach. Data collection techniques using observation, interviews, and documentation. The results of the study show that: Programs to improve the professional competence of SMP Negeri 1 Belawang teachers are: Curriculum development training such as preparing annual programs, semester programs, educational calendars, training in compiling syllabus, lesson plans (RPP). Improvement and enrichment program through MGMP. Improving the competence of educators (teachers) such as teacher certification training, computer training for teachers, holding internal teacher competency workshops. 2) The implementation of teacher professional competence improvement by the principal of SMP Negeri 1 Belawang, namely: Training in compiling a syllabus, and learning implementation plans (RPP). The improvement and enrichment program through the MGMP SMP Negeri 1 Belawang has attended trainings and upgrades, both internally and externally or outside of school. Improving the competence of educators (teachers) such as teacher certification training has been carried out, but the improvement as expected has not been achieved, computer training for teachers has been carried out but has not gone well, and held an internal teacher competency workshop, there has been an increase in understanding of the competencies that must be developed. have by the teacher. 3) The obstacles experienced by the principal in improving the professional competence of teachers at SMP Negeri 1 Belawang are the lack of support for facilities and infrastructure, the lack of awareness of teacher responsibilities, and the lack of support from the school committee and the community.

The Analysis of Curriculum Ideologies in LGCSE Sesotho Syllabus

A curriculum is a prearranged design for teaching negotiated by ability in the light of their skilled knowledge and the context of societal prospects and students’ needs. This paper aims to analyze the curriculum ideologies available in the Sesotho, Lesotho General Certificate of Secondary Education (LGCSE) syllabus and whether Sesotho literature develops the students holistically to fit in society. The paper use document analysis where the LGCSE syllabus aims will be analyzed. The paper has found that the dominating ideology is learner-centered, and social reconstruction does not appear in all aims. Social efficiency and scholarly academic appear in three and two aims, respectively. The aim and the purpose of education are to help learners to change society not only to be academicians, but it seems like this curriculum helps students to develop as individuals instead of developing society as a whole.

Gina M. Badalato, MD

You have accessUrology PracticeEditor of the Month1 Mar 2023Gina M. Badalato, MD Gina M. Badalato Gina M. BadalatoGina M. Badalato More articles by this author View All Author Informationhttps://doi.org/10.1097/UPJ.0000000000000384AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookTwitterLinked InEmail I am delighted to serve as the incoming editor of “the Specialty” section of Urology Practice®. This section encompasses so many critical topics germane to the contemporary practice of urology, such as medical education and board certification, burnout in the profession, and the role of advanced practice providers in our field. “The Specialty” thus provides a unique forum to cultivate research and the ongoing academic exchange of ideas for subject matter that might not otherwise have a direct pathway for publication. For those of you who do not know me, I am currently on faculty at Columbia Irving University Medical Center in New York and my clinical practice focuses on general urology and voiding dysfunction, specifically. Major interests of mine also surround medical education at all levels of training, including medical student teaching and recruitment, resident curricular design and mentorship, and faculty continuing professional development and certification. As part of this introductory statement, I was also asked to comment on “what makes research novel” and “tips for authors hoping to get published.” In many respects, these are tough questions to answer since these are not “1 size fits all” responses. I can say that some of my most meaningful projects have stemmed from problems and challenges I have experienced in my everyday work. Research is a pathway to address these concerns, even if it is simply characterizing the nature of the problem and shining a light on these shared experiences. I do believe that this natural curiosity and passion for a given topic are essential drivers of meaningful research. We are fortunate to have such a supportive professional community, interlinked by specialty societies and the ease of virtual networking, and this provides potential authors with a wealth of resources, opportunities for collaboration, and avenues for mentorship. Having benefited from the generosity of several mentors over the years, I am happy to personally serve as a touchstone and point of contact for authors looking to publish topics in this specific section. In sum, I do feel “the Specialty” has the scope to help promote work addressing important questions of our time. How are we innovating to recruit and to prepare the next generation of trainees? How can we overcome burnout and promote fulfillment in our work with retention of our workforce? How can we optimize the role of advanced practice providers in urological practice and better integrate them into our professional community? I am happy to know this section can serve as the landing zone for this work, and I look forward to supporting the many talented people in our professional community who are interested in helping to answer these questions. Gina M. Badalato Section Editor © 2023 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 10Issue 2March 2023Page: 112-112 Advertisement Copyright & Permissions© 2023 by American Urological Association Education and Research, Inc.MetricsAuthor Information Gina M. Badalato More articles by this author Expand All Advertisement Advertisement PDF downloadLoading ...

Developing fieldwork experiences in popular music: Reflections and opportunities

In music teacher education in the United States, fieldwork experiences are often required for teacher certification and historically served as a platform for preservice music teachers to develop content and pedagogical knowledge as they transition to being professional music teachers. Instrumental music education fieldwork experiences remain largely siloed in band and orchestra contexts, while limited researchers have sought to investigate popular music education (PME) fieldwork experiences. As a duoethnography, this article highlights the lived experiences of two popular music educators in the creation of a new popular music fieldwork experience in a small town in the northeastern region of the United States. The authors suggest expanding undergraduate music education to include learner-led and democratic teaching practices in PME classrooms and increase popular music pedagogies in music teacher preparation curricula.

Transforming Learning Communities Through a Transdisciplinary, Trauma-Informed Approach to Classrooms as Communities

We describe an intentional, long-term approach to community building from a trauma-informed perspective and evidence from an action research study on this approach As the instructors and as members of a transdisciplinary team, including social work, English and rhetoric, and teacher education, we reframed a first-semester course on building classroom communities for undergraduate middle and secondary teacher certification candidates to include explicit attention to trauma-informed practices. Following the course, we facilitated a Professional Learning Community (PLC) during subsequent semesters to engage candidates in ongoing discussions around trauma-informed practices as they continued with their program. We examined data collected across the course and the PLC meetings to understand how candidates&rsquo; thinking shifted around trauma-informed practice. Findings show that teacher candidates felt more knowledgeable about childhood trauma as well as how to incorporate this knowledge into their learning communities, yet they struggled with some aspects of the shift from the theoretical to the practical.

Application of lean principles in a medicare insurance counseling service learning course

BackgroundLean principles are increasingly applied in healthcare to improve quality and cost. A service-learning course providing Medicare insurance counseling requiring rapid transformation due to the COVID-19 pandemic provided an opportunity for pharmacy students to apply lean skills. Educational activityStudents, already introduced to lean skills earlier in their curriculum, enrolled in the insurance education certificate during their third year in Fall 2020. Students were oriented to the mandated service delivery restrictions. After a review of lean principles, students analyzed existing process for in-person counseling using a value-stream map. Students worked in teams to complete a cause analysis and develop solutions. Collaboratively, students clarified the value of the Medicare insurance counseling services to the community, adapted these components to accommodate environmental risk, and developed standard work for client acquisition, communication procedures, and service delivery to optimize client satisfaction and safety. Outcomes compared before and after application of lean skills included number of pharmacy students completing insurance counselor training, number of clients counseled, and the mean out-of-pocket savings identified for Medicare beneficiaries. FindingsStudents applied lean skills to transform an insurance counseling service by developing and implementing a future state value-stream map and new standard work. Overall Medicare insurance counseling service metrics decreased compared to previous years, but the service was sustained despite pandemic restrictions. Application of lean skills and service redesign provided a method for students to provide services via telepharmacy. Application of lean principles increased student engagement with the course and provided an opportunity to practice quality improvement skills. Lean provides a flexible set of skills that can be introduced and applied in different pharmacy instructional settings.