Development Course For Teachers Research Articles

Creative dance – practising and improving … what? A study in physical education teacher education

Creative dance, that is to say, movements, with or without music, which allow participants to express ideas, thoughts, and feelings, are sometimes accompanied by a ‘there is no right or wrong way to move’ rhetoric. This may reinforce the impression among physical education teacher education (PETE) students, who often have limited experience of (creative) dance, that there is nothing to practise in creative dance and that this activity is merely directionless movement. In this paper, however, based on Aggerholm's notion of practising movements, we explore an occasion in a PETE course where a magic moment occurred, indicating that the students had practised and ‘figured out’ something that made this moment possible. The purpose of the paper is to explore the knowledge in movement that PETE students were practising as they participated in creative dance. The purpose is also to shed light on what pedagogical practice contributed to enabling such practising. Video documentation and short interviews with students in one PETE course and one continuing professional development course for physical education teachers indicate that the magic moment was made possible as the students’ practised making sense of moving in non-predetermined – creative – ways and appreciating the expressive dimension of movement. Laban's movement analysis framework seemed, along with the teachers’ knowledge of movement, to be an important element in the pedagogical practice that made the magic moment possible.

Training Needs of In-Service Bilingual Teachers: A study of Taiwan

The present study is aimed to investigate in-service bilingual teachers’ perceptions of training needs in the competences and knowledge required to implement bilingual curricula in Taiwan. To this end, this study used mixed methods consisting of questionnaires and individual interviews to collect data from the intended cohort, that is, in-service teachers involved in bilingual curricula at elementary and junior high schools in Taiwan. In this study, data collection comprised questionnaire data from 76 respondents and transcripts of 15 interviews. Descriptive statistics and Grounded Theory method were employed to analyze the research data. The study revealed the differences in training needs of Taiwanese in-service bilingual teachers with regard to the school levels, teacher types, language proficiency levels, and bilingual teaching experiences. From the findings, several suggestions are made for professional development for in-service bilingual teachers in Taiwan. It is suggested that Taiwan’s Ministry of Education consider the factors of teacher types and school levels when developing in-service training courses. Additionally, training on the English language needs to be re-evaluated in the professional development courses for bilingual teachers in Taiwan, in particular for English language teachers. Through this study, the author wishes to shed light on training needs of bilingual teachers in Taiwan, and accordingly, to propose suggestions on bilingual teacher training.

Norwegian physical education teachers’ assessment after the introduction of a new curriculum – LK20

ABSTRACT In 2020, a new curriculum, Kunnskapsløftet 2020 (LK20), was introduced in Norwegian schools. This study investigated how physical education (PE) teachers in upper secondary schools have changed their assessment practice following the introduction of LK20. To achieve this, nine individual in-depth interviews were conducted with PE teachers from six upper secondary schools in Norway. Using NVivo 12, the teachers’ experiences were analysed, and corresponding categories of meaning were created. The results indicated that there were changes in their assessment practice after the introduction of LK20. The PE teachers found it more difficult in LK20 to distinguish between grades, and greater room for interpretation was identified. The results also suggested that PE teachers have become more concerned with the pupils’ development over time, rather than with achieving a specific, predetermined goal, and that LK20 better facilitates this aim. PE teaching also seemed to be characterised by a greater amount of play after the introduction of LK20, which teachers viewed as being positive for most pupils. Finally, the analysis pointed to a need in the teachers for more professional support outside of their own immediate circle of colleagues. The results are discussed in relation to Fullan (2016) and one of his key phases according to education policy-driven reforms – the implementation phase. Our findings, and those of other research, identify a need for skills development work and/or courses for PE teachers in assessment.

The ARTiST-project still “alive” – Examples from Georgia and the Philippines

ARTiST (Action Research to innovate Science Teaching) was a project co-funded by the ERASMUS+ program of the European Union. Ten partners from seven countries worked together and implemented action research into their science teacher education programs. The main philosophy of the project was to innovate science education through classroom-based and teacher-driven action research. Training materials, teacher professional development courses for teachers and students were developed during the ARTiST-project. Some examples of the activities after three years of the projects’ end will be presented in this communication.

Evaluation of English Language Curriculum: A Case Study of Public Sector Degree Colleges Affiliated with Karachi University

Introduction: The subcontinent of Indo-Pak, rule by British, has a rich history of language development. Despite linguistic diversity post-independence, English has emerged as a globally significant language. Pakistan, since its inception, has been multilingual with Urdu as the national language. English, now co-official in Pakistan, plays a crucial role in governance and communication. Methodology: The present study used qualitative thematic research design. Thematic analysis of data collected from students and teachers at public sector colleges affiliated with the University of Karachi forms the core of the research. Themes include undergraduate assessment experiences, challenges faced by graduates in the job market, the role of teachers in English language delivery, and insights from professionals involved in curriculum design. Results: The study reveals critical challenges in English language education. Undergraduates face difficulties in understanding literature, leading to a gap in communication skills. The current syllabus lacks clarity on objectives, hindering skill development. Teachers often use traditional methods, impacting students' ability to comprehend and communicate effectively. Professionals emphasize the necessity of communication skills in the job market, highlighting the mismatch between education and industry requirements. Future Direction/Implications: The findings underscore the urgency for reform in English language education. Recommendations include revising the syllabus to align with contemporary communication needs, implementing professional development courses for teachers, and incorporating practical, activity-based learning methods.

A professional development course to face the current challenges

The context of English language teaching has undergone significant changes in recent years, impacting all elements involved, including students, teachers, materials, methodologies, challenges, and outcomes. As a result of the COVID-19 pandemic, everyone was forced to continue teaching and learning to the best of their abilities. Although classes have largely returned to their pre-pandemic format, the lessons learned from remote and online teaching cannot be disregarded as the experience also revealed the futility of some former live classroom activities. To address this issue, a teacher development course has been created to assist educators in evaluating their current practices and enhancing them by drawing on the knowledge gained and resources employed during the pandemic. This online and asynchronous course provides educators with an opportunity to embrace change to better learning outcomes for students.

АНАЛИЗ ОБРАЗОВАТЕЛЬНЫХ ПРОГРАММ ПОВЫШЕНИЯ КВАЛИФИ- КАЦИИ УЧИТЕЛЕЙ НА СООТВЕТСТВИЕ КВАЛИФИКАЦИОННЫМ ТРЕБОВАНИЯМ К ИКТ-КОМПЕТЕНТНОСТИ

This article addresses the issues of developing software and designing professional development courses for teachers in the field of their ICT competencies. It highlights the importance of enhancing teachers' potential in organizing distance learning as a response to the challenges posed by the COVID-19 pandemic. The article presents the results of an analysis of professional development programs related to ICT competencies for teachers within the framework of the requirements set by "ICT CFT. UNESCO Recommendations". The professional development courses are tentatively divided into three groups, with a cross- subject module "Computerization of the Educational Process" being identified as the most widely studied module by teachers, regardless of their subject. The author suggests revising the content of this module to align it with the UNESCO Recommendations, while increasing the allocated hours for this module. A methodology for determining the list and content of professional development courses related to teachers' ICT competencies is also presented.

“UDL is a way of thinking”; theorizing UDL teacher knowledge, beliefs, and practices

Using design research methodology, we explored changes in experienced educators’ beliefs, knowledge, and practices related to Universal Design for Learning (UDL) following a professional development course for in-service teachers and teacher leaders on UDL and design thinking. Data included analysis of focus groups 9 months after the summer professional development course. Findings indicated shifts in educators’ beliefs about UDL, moving from conceptions of UDL as a static, inflexible framework to a “way of thinking” – moment-to-moment responsiveness to students’ access needs. Another finding was the importance of empathy interviews as a practice to learn about students and build relationships. Participants stressed the importance of questioning one’s own deficit thinking about students with disabilities. We call for more investigations into teacher knowledge, beliefs, and practices on UDL.

EFL Teachers’ and Experts’ Perspectives Toward Assessment Literacy in Digital Environments

Despite a large number of studies on teachers’ assessment literacy (AL) and the increasing interest in digital assessment, there is a paucity of research on teachers’ AL in digital environments (TALiDE). To bridge this gap, the current study explored the effects of the COVID-19 pandemic on TALiDE, the roles, and competencies underlying TALiDE, and whether technology needs to be considered in the conceptualization of AL. The data were collected from an open-ended questionnaire and a set of interviews investigating the perspectives of 27 participants (12 experts and 15 EFL teachers). The findings, inferred from content and thematic analyses of data, reflected teachers’ raised awareness as a result of the COVID-19 pandemic experience, which resulted in an understanding of new approaches to assessment and increased value of TALiDE. Furthermore, compared to the existing literature on AL, roles and competencies underlying TALiDE corresponded to five main subthemes: teacher as a knower, implementer, confident technology user, moral agent, and learner. Finally, findings speculated a potential role for technology in the AL concept. This study can provide teacher trainers, educational policymakers, and course designers with implications for designing teacher development courses and programs to integrate TALiDE into their training practices.

INDIVIDUAL EDUCATIONAL TRAJECTORY BUILDING AS A SUCCESSFUL TEACHER SKILL IN THE DIGITAL AGE

Young people often face the problem of a lack of formed skills in independent learning activities, setting achievable goals, and having the ability to choose methods, forms, and means of training. They often have insufficiently developed the ability to reflect on personal achievements and take responsibility for decisions made. This actualizes the need for individual training and development of their educational path. The article aims to analyze the construction of the IET to realize a particular educational trajectory as a skill of a modern teacher. To achieve the goal, theoretical methods of scientific knowledge were used: terminological analysis to clarify the research thesaurus, content analysis, and detailed comparison of the construction of an individual training plan for implementing a particular educational trajectory. The authors discuss the fragmented nature of scientific findings and their implications for developing a customized curriculum. They introduce the concept of an individual plan and highlight the importance of teachers establishing realistic objectives. The paper offers general recommendations for effectively setting goals when designing a personalized curriculum, suggesting creating a specific educational path. It comprehensively explains the process involved in developing a unique curriculum and implementing a personalized academic trajectory. The authors clearly explain SMART goals, which are defined as specific, measurable, attainable, relevant, and time-bound. They emphasize that SMART goals should include observable indicators, a well-balanced timeframe for achievement, and criteria for assessing student progress. The practical significance of the work is in justifying the recommendation to follow the idea of individualized learning, which will contribute to the formation of skills of independent activity, as well as awareness of learning goals, increasing responsibility for their learning. The article opens directions for further research. These are using digital technologies and tools for individual professional training; implementation of professional development courses for teachers, coaches, and tutors on the development of SMART goals when developing unique training programs or personal development.

A teacher professional development course on quantum technologies: discussion of results

We first present the evaluation of a professional development course for in-service teachers on quantum technologies which was initially presented at the GIREP Malta 2020 webinar about halfway into its development. The primary purpose of the course was to enhance physics teachers’ knowledge and awareness of topics related to quantum computation and quantum information, and of their relevance for technological advancement. However, our choice was not to present such topics as a simple addition to high school physics in the final year, but rather to inspect the whole physics and mathematics curriculum in the search for a longitudinal perspective, roughly based on the relationship between physics and computation, which could culminate in the treatment of quantum information topics. In the present contribution, we will focus on the educational outcomes of the course in terms of teacher appreciation, interest level and judgement of usefulness coming from both a final questionnaire and individual interviews. We will also describe a follow-up course structured to frame the topic from the standpoint of curriculum design and action research projects currently underway.

The specialized knowledge of middle school teachers concerning the concept of function

This study presents research focusing on in-service mathematics teachers and their approach to tasks aimed at developing of functional thinking. The analysis is based on the model of The Mathematics Teachers' Specialised Knowledge -- model MTSK by Carrillo et al. (2018). The research question is the following: What ``specialised knowledge'', in the sense of the MTSK framework, is revealed when a~middle school teachers solve and discuss the selected tasks? The research was conducted with 9 teachers, who voluntarily participated in the professional development. The teachers solved a~set of 30 tasks that were selected with a~focus on 4 aspects of the concept of function, different representations and transitions between them and different actions that learners engage in the task solving. In this study, we analysed the teachers' written solutions and the discussion with the teachers about a~particular task. Reflecting on their work as learners was very important in moving from dealing with the mathematics itself to shifting to developing their knowledge of mathematics teaching (KMT) and knowledge of features of learning mathematics (KFLM) in terms of the MTSK framework. The results helped us to identify gaps in teachers' specialised knowledge and consequently will help us to improve professional development courses for both in-service and pre-service teachers.

DOES EXPERIENCE MATTER? A COMPARATIVE STUDY OF EFL TEACHERS’ CHALLENGES

Even-though teaching experience has been identified as one of the main variables affecting student academic gains, teacher cognition, and practices, research focusing on the influence of experience on language teacher challenges is still rare. Hence, the study aims to analyse comparatively the challenges encountered by EFL teachers with varying lengths of teaching experience. Quantitative data were collected utilising a questionnaire involving 208 language teachers. The respondents self-reported being especially challenged by teaching speaking, learner motivation, teaching writing and listening, learner engagement, differentiating instruction, and providing effective learning. The overall challenge rate was moderate. Notably, a statistically significant difference in the perceptions of challenges was established between groups of teachers with varying lengths of teaching experience. As expected, novice teachers reported being more challenged than their most experienced counterparts. Contrary to popular belief, challenge estimates of a group of experienced teachers (10-15 years) were higher than that of less experienced teachers (1-5 years). The principal implication of the current study is that experienced language teachers also need assistance in dealing with professional challenges arising from the complexities of language teaching. To serve well, teacher development courses should be sensitive to language teacher needs and challenges, aligned with transformations they undergo as they move along the career stages

RESOURCE-BASED LEARNING OF TEACHERS OF THE SUBJECT "DEFENSE OF UKRAINE" IN THE CONTINUOUS TEACHER EDUCATION SYSTEM

Currently, in the conditions of the war, there are intensive searches for ways of functioning and development of continuous pedagogical education in Ukraine as the basis of national-patriotic, social, spiritual-cultural, intellectual development of society and the state. One of the effective ways to improve the quality of continuous pedagogical education is the transition to resource-oriented learning. In the article, the authors present a subsystem of resource-based learning of teachers of the subject "Defense of Ukraine" in the system of continuous pedagogical education, which is positioned as a set of three interrelated components: conceptual, didactic and effective. The conceptual component is represented by the goal of resource-based learning of teachers of the subject "Defense of Ukraine" in the system of continuous pedagogical education, and tasks that are reflected in the program of professional development of teachers of the subject "Defense of Ukraine" in the system of continuous pedagogical education. The didactic component is characterized by a number of components: classroom work (lectures, practical classes, trainings, seminars, master classes, etc.) during the organization of professional development courses for teachers of the subject "Defense of Ukraine"; extracurricular work (online training with lecturers, trainers of continuing education institutions); practice (attending classes organized and conducted by instructors of the Armed Forces of Ukraine on the basis of territorial recruitment and social support centers); methods of active learning from teachers of the subject "Defense of Ukraine"; active teaching methods at professional development courses from lecturers/trainers; consolidation of resources for the acquisition of military applied knowledge, skills and abilities. The effective component reflects the degree of formation of new military didactic knowledge in the teachers of the discipline "Defense of Ukraine", the system of knowledge by areas (military-historical, legal foundations of the defense of Ukraine; pre-conscription training; civil protection; pre-medical assistance, tactical medicine), military applied skills and skills for effective conducting of classes on the subject.

Перспективные направления профессионального развития преподавателя высшей школы: опыт экспертного изучения

Introduction. Modern educational environment demands that those working in higher education sphere should hone their professional skills throughout their careers. In the conditions of rapidly developing educational technology, traditional teaching practices oftentimes become obsolete and the role of further development of a teacher’s skills cannot be overestimated. The aim of our research is to identify the areas of professional development that teachers in higher education would like to follow. Methodology and methods: the survey we conducted covered 51 university teachers, the latter describing their intentions in this respect and demonstrating a variety of opinions. By interpreting the data obtained through the quantitative method, followed by the method of expert evaluation, we identified those ways of development in the profession that are most rel-evant for today's teachers of higher education. The results of the research: the majority of the survey participants emphasized particular importance of developing IT skills, while many teachers pointed to the significance of honing the knowledge of the English language. Also, the intention to develop communication and leadership skills was ex-pressed. In addition to this, pedagogical knowledge was mentioned among the possible directions of professional development. A number of teachers emphasized the necessity of having more profound knowledge of psychological and social characteristics of their learners. A small number of teachers felt that there was no need to further develop their professional skills. The data obtained throughout our study can be successfully used when determining the contents of professional development courses for university teachers which can contribute to better efficacy of such courses.

Quality in the Implementation of School-Based Assessment in Ghana: Evidence from Business Studies Teachers

The vitality and quality of implementing curriculum reforms and innovations depend on the teacher’s acceptance and concerns about the reforms and innovations. This research examines the concerns of Business Studies teachers about the quality of the implementation of School-Based Assessment (SBA) in the Senior High Schools in Central Region of Ghana. A descriptive, cross-sectional survey design was employed, and the census method involved all the Business Studies teachers. Data was gathered using the adapted Stages of Concern Questionnaire (SoCQ), processed via SPSS version 25.0 and analysed using Mean, Standard Deviations, Relative Intensity Percentile (RIP) and Factorial Multivariate Analysis of Variance (MANOVA). The study discovered that Business Studies teachers have the most intense concerns self-concerns (Awareness, Informational and Personal) least intense concerns at Impact concerns (e.g., Consequence) about SBA implementation in the curriculum. Further, the study established that Personal, Consequence, Collaboration and Refocusing Concerns significantly depend on teachers’ workload and SBA training. At the same time, gender, age, and years of teaching experience do not significantly influence teachers’ concerns about SBA implementation. The Business Studies teachers were not very much interested and involved in the SBA implementation. They are non-users and resistant to SBA implementation in the curriculum. The study recommended that the MoE/GES and NaCCA, in partnership with school administrators and GABET, should frequently organise ongoing training, workshops, seminars, conferences, and professional development courses for teachers to use and implement SBA in the curriculum. The MoE/GES should provide SBA logistics (tools, equipment) and materials needed for SBA implementation.

Exploring teacher development courses in the lens of integrated STEM education: A holistic multiple case study

Integrated STEM education is essential to ensure a more fair representation of disciplines. Failure to do so may result in incomplete learning about other disciplines under the name of STEM education. The implications on how TDCs should be designed for integrated STEM education are essential for in-class STEM education practices. This study compares the three teacher development courses (TDCs) accomplished to support teachers' professional development (PD) for integrated STEM education in terms of pedagogical knowledge, technological knowledge, and strategy. A holistic multiple-case study design was used in this study. Each TDC was considered a case study, and case-specific analyses were made. The findings obtained for each case were then compared. The first TDC included only computer science teachers and showed us the necessity of interdisciplinary work to enhance integrated STEM education. The second TDC showed that this work could be done by integrating the content knowledge of teachers from different disciplines, but the disadvantages of the second TDC were identifying real-world problems, the lack of response to the engineering approach for science and mathematics teachers, and the rigidity of the collaborative working strategy. In the third TDC, we used the Sustainable Development Goals (SDGs) as a resource to identify a real-world problem. Then, we focused on the role and purpose of "T"echnology. Finally, we gave the teachers learning tasks to work collaboratively with teachers in their disciplines first and teachers from other disciplines later. This study shows how a TDC should be designed effectively to support teachers' PD for integrated STEM education.

Investigating pre-service EFL teachers’ attitudes and challenges of online teaching

Since teachers are the most responsible ones for integrating technology into their online teaching practices, understanding their attitudes and beliefs is of great importance. This study thus investigated pre-service English as a Foreign Language (EFL) teachers’ attitudes and perceived challenges of teaching online language courses. To this end, a questionnaire with three categories on teachers’ values and attitudes, beliefs, and communication self-efficacy and one on perceived online teaching challenges with five categories of attitudinal, pedagogical, interactional, supportive, and technical were administered to 100 MA students of Teaching English as a Foreign Language (TEFL) at Iran University of Science and Technology (IUST). Five open-ended questions were also administered to gain more insight into their attitudes and perceived challenges of online teaching. The results indicated that pre-service teachers were interested in online teaching and believed that online teaching could help learners develop their English language knowledge, and that the advances in online information technologies could provide great opportunities for language teaching and learning. The results also revealed that categories on the attitude scale were ranked as communication self-efficacy, teachers’ values and attitudes, and their beliefs. Considering perceived challenges of online teaching, Internet connection, lack of teacher professional development courses for effective online teaching, and lack of previous online learning experiences were found to be the most frequent challenges. The dimensions of challenges were hierarchically ranked as technical, pedagogical, interactional, supportive, and attitudinal. The findings could shed light into designing and developing professional development courses for student teachers who are willing to teach online language courses.

Practices of Teaching the Russian Language in the System of Professional Development Courses for Teachers of the Russian Language and Literature in the Republic of Armenia

This paper discusses some issues of the status of the Russian language for the CIS countries, and offers recommendations for the systematic organization of training in innovative practices. It is proposed, in particular, tuse the Common European Framework of Reference (CEFR) as a method for assessing the level of language proficiency in the learning process and defining the goals of each lesson. In the course of the study, we found that in the Republic of Armenia, out of 1350 schools, 65 are schools with in-depth study of the Russian language; 45 with Russian as the language of instruction for ethnically non-Russian children; 30 - for densely residing national minorities. Armenia is a monoethnic country. Only Russian is used by 5% of the population. Thus, the method of teaching the Russian language in schools with the Armenian language of instruction has become a kind of indicator for determining the quality of teaching Russian as a foreign language (or ILV) and identifying the problems of mutual influence of languages - invariable processes of transposition and interference. After analyzing the body of textbooks for schools developed in the last decade, we come to the conclusion that modern textbooks cognitively enrich students in various fields of knowledge and familiarize them with examples of high artistry, thereby fulfilling the aesthetic and educational task.

Tendencies towards Computational Thinking: A Content Analysis Study

In this research, we analyzed the content of a practice-based research published in SSCI, ESCI and ERIC indexed journals related to Computational Thinking (CT) between 2019 and 2021. For this purpose, we searched Science Direct, Google Scholar and Web of Science databases and examined 97 papers. We evaluated the papers under the headings of development approaches, learning tools, sub-skills, research groups, measurement tools, and prominent findings. According to the results, while for programming, robotics, Science, Technology, Engineering and Mathematics (STEM), development courses and computer science unplugged approaches were adopted in the development of CT, CT was mostly associated with the field of computer science. Programming and robotics software such as Scratch, Lego Mindstorms, M-Bot, Arduino and Bee-Bot are tools with a block-based coding interface. While there was no consensus on the scope and measurement of CT, CT was generally studied within the framework of abstraction, decomposition, algorithmic thinking, and debugging sub-skills. CT developments were measured through scales and tests consisting mostly of multiple-choice and open-ended questions. The research focused on primary and secondary school students while it was limited on preschool level. In addition, studies stating that gender is an effective factor in the development of CT in different age groups are in the majority. Whilst trying to integrate CT into courses in schools, the number of development courses for pre-service and in-service teachers is increasing. Within the framework of the results obtained from the research, the differences in the scope, development, measurement, and evaluation of CT are discussed.