Teacher Development Programs Research Articles

NGHIÊN CỨU CÁC YẾU TỐ ẢNH HƯỞNG ĐẾN VIỆC THỰC HÀNH PHÁT TRIỂN VỐN TỪ CHO TRẺ CHẬM NÓI 18-24 THÁNG CỦA GIÁO VIÊN MẦM NON TẠI HÀ NỘI

This study focuses on evaluating the impact of resources, the coordination between preschool teachers and other educational forces, and the individual capabilities of teachers in facilitating/supporting vocabulary development for children with delayed speech aged 18-24 months in Hanoi, involving 255 teachers. Grounded in theories of early childhood education, the research employs quantitative methodology through data collection from questionnaires, aiming to understand the methods and factors influencing this process. The results not only provide a comprehensive view of language development practices for children with delayed speech but also propose strategies for improving training and professional development programs for teachers. Thus, the study highlights the importance of enhancing resources and improving coordination among stakeholders to best support children's language development, while also contributing to the formulation of appropriate policy recommendations.

Teaching as a performative art

This paper reports on diagnostic workshops conducted at a teacher training centre in Istanbul focusing on how Applied Theatre methods can support English Language Teacher Education in the areas of self-awareness and self-reflection. The workshops provided 12 participant English Language teachers experience of Applied Theatre methods and techniques to elicit feedback on their pedagogic value and efficacy in teaching. Through dialogue and reflection, participants identified the performative and meta-performative skills they valued from the workshops. While Applied Theatre methods have a proven track record in many contexts, they are rarely utilized in teacher development programmes. Feedback from the workshops revealed that Applied Theatre methods, notably Forum Theatre, provide embodied, participant-led, solution-oriented, multiple voiced opportunities for reflection and dialogue on critical incidents teachers’ face. In addition, participants highlighted performative skills pertaining to developing awareness of self, others and setting that are disregarded in current competence-based teacher education programmes. Participants also uncovered meta-performative skills reflecting on why teachers act in the way that they do. The workshops provide an initial template to create teacher development programmes incorporating Forum Theatre and other Applied Theatre techniques.

A mixed methods, cluster randomized control trial to examine assistive technology use to support early literacy in preschool children with disabilities

This mixed methods study examined the impact of a multi-faceted professional development (PD) program for preschool teachers and classroom assistants on teacher-supported assistive technology (AT) use and early literacy development of children with disabilities. Four special education preschools were randomized into intervention (2 schools, 9 teachers, 50 children) and waitlist control (2 schools, 17 teachers, 42 children) groups. The 24-week PD included online modules, coaching, and AT device kits. Pre-post gains in children’s AT use and early literacy skills were analyzed using χ2 and repeated measures ANOVA. Teacher interviews and reflective commentaries were analyzed using Framework Analysis methodology. From pre- to post-test, the percent of children in the intervention group using some form of AT rose from 36 to 80%. The percent of children using AT in the control group went from 45 to 62%. The difference in change between the two groups was statistically significant, χ 2 = 13.93, p=.001. Gains in early literacy skills were not significantly different across groups, F(1,90)=0.010, p=.922. Analysis of the qualitative data revealed three themes: the positive impact of AT on child engagement and participation, the importance of individualizing AT for each student, and barriers teachers faced in AT implementation. The PD program had a positive effect on children’s AT use but not on gains in early literacy. Teachers’ comments highlighted the nuanced relationship between AT use and literacy outcomes, suggesting the need for more targeted implementation of AT during literacy activities.

Multiple Documentational Genesis and Praxeologies: A Networked Approach to Investigate Mathematics Teachers’ Documentation Work

AbstractThis paper investigates the unexpected phenomenon that we call multiple documentational genesis, which occurred during a professional development program for in-service mathematics teachers, guided by researchers in mathematics education. It involves the proliferation of uncoordinated teaching materials created by teachers for their students based on the same initial input provided by researchers. To make sense of this phenomenon, we rely on a theoretical model combining the Documentational Approach to Didactics and the Meta-Didactical Transposition frameworks. We find that the logos component of the meta-didactical praxeology shared among the teachers participating in the program guided their documentation work in a way unforeseen by the researchers. Indeed, the teacher’s decision to distance themselves from the researchers’ initial input, perceived as non-coherent with their shared logos, led to a disruption in the co-learning partnership that had consistently characterised the program in prior years. This affected not only the sense of community among researchers and teachers but also the collaborative work among teachers themselves. The experimental findings informed new theoretical perspectives in the form of an adjustment of the theoretical model adopted for data analysis to the specific case of teachers participating in a professional development program.

Influence of Teachers’ Professional Training and Development on Students’ Academic Performance in Public Secondary Schools in Ndhiwa Sub-County Homabay County, Kenya

Purpose: The persistent academic underperformance in public secondary schools in Kenyan rural areas has raised concerns among educators, policymakers, and local communities. The purpose of the study is to evaluate how teacher professional training and development influence academic performance. One of the key factors believed to have contributed to this challenge is the lack of sufficient and effective professional training and development programs for teachers. There is a growing need to examine how teachers' professional training and development influence students' academic outcomes. The problem this study seeks to address is the unclear and under-researched relationship between teachers' professional development and students' academic performance in Ndhiwa Sub-County. Methodology: The study used descriptive research design and 15 public secondary schools, 113 teachers and 522 students were involved in the study as study respondents. The study used document analysis and semi structured questionnaires to collect the quantitative data, which was analyzed through descriptive statistics (frequencies and percentages). Findings: The study reveals that teachers' professional training and development have a significant impact on students' academic performance in public secondary schools in Ndhiwa Sub-County. The findings also indicated that teachers who undergo continuous professional development are better equipped with modern teaching strategies, content knowledge, and student engagement techniques, which in turn positively influence students' academic outcomes. Teachers with higher levels of training and access to ongoing professional development demonstrate improved classroom management, increased use of learner-centered methodologies, and more effective assessment technique. Unique Contribution to Theory, Practice and Policy: From the study findings, the study recommends that schools and educational authorities should develop more structured and regular Continuous Professional Development (CPD) programs that focus on subject-specific training, pedagogical skills, and updated teaching methodologies. This is because the study findings likely indicate that teachers who engage in regular training and development show better performance in student outcomes. The education policy makers should come up with the programs that forge partnerships between secondary schools and local universities or teacher training colleges to provide advanced training opportunities and access to educational research.

واقع استخدام معلمات العلوم في المرحلة الابتدائية لتطبيقات الذكاء الاصطناعي في التدريس

The current study targeted the honest researcher on using science teachers in the first stage in the Kingdom of Saudi Arabia to apply artificial intelligence in teaching. The model survey design was followed for the entire community, and an electronic questionnaire was designed that included 36 paragraphs distributed over three axes. The number of responses reached 71, which were analyzed using descriptive statistics. The results showed that the use of science teachers in the joint stage of artificial intelligence applications in teaching came to members and that most of the applications used in reading are read much more than those used in planning and evaluation. It also visualized teachers' perceptions of some obstacles to using artificial intelligence applications in teaching, represented in the weakness of technical professional differences among teachers. The study recommended the importance of intensifying professional development programs for teachers that develop technical skills and raise awareness, which further enhances the use of science teachers in the stage to practice artificial intelligence in teaching.

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

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

Digital simulations as a pedagogical tool: How ready are Fiji year‐11 science teachers?

AbstractBackgroundDigital simulations are emerging technologies in science education that allow students to visualise abstract concepts and enable science teachers to conduct laboratory work/experiments online.ObjectiveTo determine teacher readiness, the study focused on their cognitive skills and knowledge and perceptions of the use of digital simulations as a pedagogical tool incorporating an intervention in its research design.MethodsThe theoretical framework of this study combines the modified Technology Acceptance Model with the Cognitive Theory of Multimedia Learning. Snowball sampling was used to recruit 10 chemistry teachers from secondary schools and a mixed methods sequential explanatory research design was adopted. The data was collected through survey, interview, pre‐test and post‐test results before and after the intervention (training).ResultsScience teachers perceive digital simulations as valuable and easy to use and are ready to use them in future lessons. An increase in cognitive knowledge and skills coupled with a positive mindset was noted after the training. The teachers indicated the need for training and support at all levels to successfully integrate digital simulations in their classrooms. Additionally, parents' engagement to enhance their awareness of such initiatives was deemed crucial for their support.ConclusionsThe study calls for a rethinking and a revision of science curriculum, policies and enhancement of infrastructure/general resources to support technology‐enabled learning, teaching and assessment practices in science classrooms; a continuous professional development program for teachers to keep up with the changing needs of 21st‐century education is imperative.

Enhancing student engagement in online education: the role of self-regulation and teacher support in Zambia

This study examined the opportunities and difficulties of online learning in Zambia’s higher education system, emphasizing the effects of self-regulation as a mediator between teacher-scaffolded online interactions and student learning engagement. Students and teachers frequently encounter significant challenges, such as low motivation, engagement, and self-regulation, despite the growing popularity of online learning. Hence, there was a need to explore how these can be mitigated through enhanced self-regulation and contribute to better educational outcomes and the broader context of pedagogical innovation. Data was gathered from an online survey of 1323 undergraduate students who took online courses in blended learning environments at four higher education institutions in Zambia. The results show a substantial mediating effect of self-regulation on student learning engagement and teacher-scaffolded online interactions. Findings underscore the need for comprehensive strategies to enhance online learning experiences, including constructive feedback, conducive learning environments, and continuous professional development programs for teachers. Furthermore, this study emphasizes the importance of interactive online learning activities to improve students’ learning management skills and promote self-discipline in online learning. It highlights the vital role of self-regulation, active learning engagement, and teacher-scaffolded online interactions and calls on educators and administrators to develop innovative ways to make participating in online learning smoother.

Peran Keterampilan Dasar Mengajar dalam Meningkatkan Prestasi Siswa di SD

This research aims to analyze the role of basic teaching skills in improving student achievement. Basic teaching skills include the teacher’s ability to plan learning, manage the class, deliver material, and provide constructive evaluation and feedback. The research method used is a qualitative research method. The research results show that teachers who have good basic teaching skills are able to create a conducive learning environment, motivate students, and increase understanding of subject matter. Apart from that, these skills also contribute to improving students’ academic scores. The conclusion of this research confirms that the development of basic teaching skills is a key factor in efforts to improve student achievement. Therefore, training and professional development programs for teachers must be more focused on improving basic teaching skills to achieve optimal educational results.

Empowering Indonesian EFL Teachers: The Transformative Impact of Visual Literacy Training on Teaching Materials

Within the contemporary landscape dominated by visual media, educators' proficiency in visual literacy is crucial for effective pedagogy, particularly in English language instruction. This research aims to explore the effects of visual literacy training on the capability of English teachers at Kalam Kudus Elementary School, Bali, to create innovative teaching materials. Utilizing a mixed-methods approach, the research engaged 21 teachers in a professional development program centered on contrast, repetition, alignments, and proximity (CRAP) design principles. The study's methodology combined quantitative and qualitative data, integrating pre-and post-tests, visual literacy questionnaires, and semi-structured interviews to evaluate changes in teachers' visual literacy competencies and their practical application in the classroom. The findings reveal significant improvements: (i) teachers demonstrated a substantial enhancement in their visual literacy skills, with an average Gain Score of 74.15%, reflecting the program's statistically significant effectiveness; (ii) teachers’ ability to create visually engaging and pedagogically sound teaching materials was markedly improved; and (iii) despite these gains, challenges in balancing visual design with content selection persist, underscoring the need for ongoing professional development. The research underscores the critical role of visual literacy in modern education, with clear implications for broader educational policy and curriculum design. By integrating visual literacy training into teacher development programs, educational institutions can significantly enhance the quality of instructional materials, thereby improving student engagement and learning outcomes.

Economic and Management Sciences Teachers’ Experiences of Teaching Financial Literacy: Implications for Teacher Training

This paper reports on economic and management sciences (EMS) teachers’ experiences of teaching the financial literacy component in this learning area. It also provides a holistic understanding of their challenges and professional development needs in this integrated field. A qualitative case study approach was used to allow for an in-depth understanding of EMS teachers’ views and experiences. Data were collected through open-ended questionnaires and semi-structured interviews. Purposive sampling was used to select information-rich participants from selected government secondary schools in Gauteng province, South Africa. Participants in the study included grades 8 and 9 EMS teachers. A thematic analysis approach was used to analyze data collected from the open-ended questionnaires and interview responses. The findings show that, due to poor training, EMS teachers continue to experience challenges in integrating the financial literacy component. Consequently, teachers default to fragmented approaches to teaching EMS, which undermines government initiatives aimed at realizing social transformation objectives through the EMS curriculum. The study recommends an implicit approach to teacher development programs by incorporating EMS teachers’ views, experiences, and specific needs as well as contexts. The research contributes to the literature on commerce education in South Africa by offering ways in which education can be transformative and how the quality of teaching financial literacy in EMS can improve.

Implementation of Management Functions in the Development of Teacher Resources in Islamic Education Institutions

The research method used in this research is library research research where the reference sources used come from journals, books and so on. The results of this research show that the implementation of management functions in developing teacher resources in Islamic educational institutions is as follows: (1) planning development programs such as education and training (training) for teachers; (2) make a schedule for teacher development (training) programs on a regular basis; (3) make a budget plan for the teacher training development program; (4) determine procedures or rules for training programs that can be used as evaluation material. (6) Grouping teachers' duties and responsibilities; (7) Grouping teaching staff according to needs to carry out training. Development in educational institutions can be carried out through several programs such as training and education (diklat), workshops and holding subject teacher deliberations (MGMP) , mentoring and coaching and independent learning. Supervision is a series of actions carried out to find out the extent to which the teacher development program is running well in accordance with predetermined plans.

Integrating 21st Century Skills into Teaching of Social Studies among Public Junior High School Learners in Effutu Municipality

The study examined the integration of 21st Century Skills into teaching of Social Studies among public junior high school learners in Effutu Municipality in Ghana. The study adopted Pedagogical Content Knowledge theory by Shuman (1987). The positivist paradigm was followed in the conduct of the study where quantitative data was collected and analysed. The Census sampling technique was used to select all the 50 Social Studies teachers even though 45 were correctly filled and therefore used for the study. Structured questionnaires were used as instruments for data collection. With the aid of the Version 20 of the Statistical Product for Service Solution (SPSS), descriptive statistics (mean, standard deviation, frequency counts, simple percentages) and inferential statistical tools such as Ordinary Least Square multiple regression analysis was used to analyse the data. The findings of the study revealed that communication and collaboration as well as digital literacy skills had very good integration whereas creativity and innovation, cultural identity and global citizenship, personal development and leadership and critical thinking and problem-solving skills registered good integration. It further showed that 21st Century Skills mentioned above accounted for 63.8% variance in learners’ academic performance. It was recommended that Ghana Education Service should initiate and encourage continuous professional development programmes for teachers in the Effutu Municipality to improve their integration of 21st Century skills and enhance teaching and learning.

Building Bridges: Integrating Entrepreneurial Education into Professional Development

This research investigates the incorporation of entrepreneurial education into professional development programs for university teachers and its influence on equipping students for future professions. The study reveals primary obstacles faculty encounters, such as limited involvement in guest lectures and speaker series, reluctance towards creative teaching approaches, perceived insignificance of entrepreneurship in specific fields, time limitations, and absence of well-defined goals and results. The research employed faculty members and a heterogeneous group of students. The study used a mixed-methods approach, integrating quantitative data from surveys with qualitative data from interviews. This technique enabled a complete comprehension of the involvement of teachers and students in entrepreneurial activity. The results emphasize the significance of customizing programs to particular demographic groups and executing optimal strategies to improve efficacy. Suggestions include enhancing the frequency and diversity of guest lectures, delivering specialized professional development workshops, creating multidisciplinary resources, providing adaptable online courses, and defining explicit objectives and criteria for entrepreneurial education endeavors. These initiatives are designed to cultivate an environment that encourages creativity, enhances the involvement of teachers and students, and provides students with the necessary skills and mindsets to thrive in today's ever-changing labor market. The research results emphasize the crucial importance of entrepreneurial education in higher education and provide practical insights for institutions to improve their professional development programs and overall educational influence.

Empowering teachers: The impact of transformational leadership and teacher competence on performance through organizational commitment

The success of education is largely determined by the performance of quality teachers in planning, implementing, and evaluating learning, maintaining task discipline, and being active in the classroom. This study examined the interrelationships between transformational leadership style, teacher competence, organizational commitment, and teacher performance within educational environments. This quantitative study used the SmartPLS software with the bootstrapping method. A questionnaire was used to collect data from the 75 participants. Transformational leadership has a significant influence on both teacher and organizational commitment. Although competence positively influences organizational commitment, it does not affect teacher performance. Likewise, organizational commitment does not affect teacher performance. Furthermore, Transformational Leadership did not significantly affect Teacher Performance through Organizational Commitment. Similarly, Teacher Competence does not have a significant effect on teacher performance through Organizational Commitment. Understanding these dynamics could enhance strategies for improving teacher effectiveness and organizational outcomes in educational settings. The findings contribute both practically, by informing leadership practices and teacher development programs, and theoretically, by advancing the understanding of the complex relationships among leadership, competence, commitment, and performance in educational contexts.

Instructor Development and Support at the University of Minnesota College of Veterinary Medicine

Health science schools are increasingly promoting teaching training among their faculty. Reported challenges for such programs revolve around lack of time and lack of support for faculty and other teaching staff to pursue such training. This is a description of the components of a teaching training program that is available for all instructional faculty and staff at a veterinary college. Components described include a formal teaching development program with information about participant satisfaction, an educational support website, an annual Education Day, and ancillary programs available throughout the academic year to provide just-in-time support for teaching.

The Impact of Participation in Professional Learning Communities on Physical Education Instructional Leaders

This study investigates the assessment of the physical education teachers and department chairpersons in five institutions in Hunan Province, China, about professional learning communities for physical education and their levels of participation. Stratified sampling was used to generate 187 P.E. teacher-respondents and 52 P.E. chairperson-respondents. Under the Quantitative Research Method, this study utilized weighted mean score and multiple regression to predict the variables in professional learning communities. Based on the findings, as for the profile of the respondents with the combined results from the P.E. teachers and P.E. chairpersons, the following emerged from the data: the age bracket of 41–45 has the highest number of respondents with a master’s degree, constituting 29.7%, the male respondents dominated the data with 64.9%, a total of 79.9% of the respondents are Master's Degree holders, and the length of service revealed 29.7% for 16 years and above. Five variables were tested in the study: professional commitment, strategic approaches, pedagogical and technological knowledge, supportive organizational teaching and learning environments, and professional ethics and standards. The combined mean scores of the two groups of respondents resulted in no significant difference in most of the variables and no significant relationship between the respondents’ assessment of professional learning communities and their level of participation. However, some indicators are not rated highly, and the study calls for a teacher development program. The five variables are considered predictors of the participation of the respondents in PLCs. Furthermore, all the variables are predictors in the professional development of physical education teachers. The strongest predictor is professional ethics and standards, followed by professional commitment. Physical education teachers can be motivated by their chairpersons to join seriously in PLCs to further enhance their capabilities in teaching physical education.

Analysis of the Implementation of Training and Development Programs for Teachers in the Context of Curriculum Change: Evaluation and Recommendations

The implementation of training and development programs for teachers plays a crucial role in enhancing their skills and capabilities, especially in the context of curriculum change. This study conducts a comprehensive analysis of such programs, focusing on their effectiveness, challenges, and areas for improvement. Through a literature review approach, various scholarly works, empirical studies, and best practices are examined to evaluate the impact of training and development initiatives on teacher performance and student outcomes. The evaluation encompasses aspects such as program design, delivery methods, content relevance, participant engagement, and organizational support. It delves into the strategies employed to address the evolving needs of teachers amid curriculum transformations, considering factors like technological integration, pedagogical innovations, and curriculum alignment. Furthermore, the study explores the role of continuous professional development in sustaining teacher motivation, fostering a culture of lifelong learning, and adapting to dynamic educational landscapes. Based on the analysis, several recommendations are proposed to enhance the efficacy of training and development programs for teachers. These recommendations encompass tailored professional development pathways, collaborative learning communities, mentorship programs, feedback mechanisms, and resource allocation strategies. The findings of this study contribute valuable insights to educational policymakers, administrators, and stakeholders involved in designing and implementing teacher training initiatives within the framework of curriculum change.

Issues and Challenges in the Implementation of Professional Development Programs for Design and Technology Teachers

Issues and Challenges in the Implementation of Professional Development Programs for Design and Technology Teachers