Development Of Teachers Research Articles

Facilitating the development of preservice teachers’ geometric thinking through artificial intelligence (AI) assisted augmented reality (AR) activities: The case of platonic solids

Facilitating the development of preservice teachers’ geometric thinking through artificial intelligence (AI) assisted augmented reality (AR) activities: The case of platonic solids

Critical Reflection Sessions: Teacher's Perspectives During Professional Development

This study aimed to explore the critical reflection experiences of teachers who took part in effective and ineffective professional learning events. It examined the influence of D.A. Kolb's reflective observation stage within the experiential learning theory (ELT) framework on teachers' professional development. Using a qualitative interpretive phenomenological method, the research investigated teachers' viewpoints, beliefs, and experiences related to various professional development activities to evaluate their effectiveness. Eleven teachers attended the same educational conference. The investigation involved semi-structured individual interviews and a focus group discussion. The interview questions centered around the concepts of enactive mastery and vicarious experiences. Open-ended discussions allowed participants to explore their experiences of professional learning. To highlight emergent patterns, this study employed a phenomenological technique to analyze data and identified critical observations through an inductive coding method using the NVivo software. The study's findings suggested that the reflective process necessitated time, collaboration, and structure during professional learning sessions. Moreover, having a group of peers was advantageous for critical reflection. They created a learning environment where support was the norm, and dedicated time encouraged self-reflection, which promoted effective growth in teacher development. The researchers found that inquiry-based professional development promoted introspection and facilitated profound learning. The research emphasized that teachers responded positively when professional development facilitators allowed participants time to link their personal experiences to new teaching methods, prompting reflection and collaboration with peers.

Tantangan Pendidikan Agama Islam dalam Membangun Karakter Generasi Milenial

Islamic Religious Education (PAI) plays a vital role in building the character of the millennial generation, who face significant challenges in the digital era, such as the influence of global culture, low digital literacy, and the spread of negative information on social media. This study employs a qualitative method with in-depth analysis of various literature sources and social contexts. The findings indicate that PAI can provide a strong moral foundation for young people through understanding Islamic values, fostering noble character, and increasing spiritual awareness. However, millennials often struggle to internalize religious teachings due to exposure to foreign cultures that contrast with Islamic values. Other challenges include a dependency on technology, which has the potential to reduce their mental resilience. In conclusion, adaptive strategies are needed, such as integrating technology in learning, professional development for teachers, and digital ethics education to help millennials navigate the complexities of the digital era without losing their identity and moral integrity.

Emotional intelligence development predicts novice teachers’ professional identity, teaching enthusiasm, and teacher-student relationships: the mediation of positive teacher emotions

ABSTRACT Teacher development involves the dynamic interplay between emotional intelligence and emotions. While previous research links these factors with their professional identity, teaching enthusiasm, and teacher-student relationships, the development characteristics of emotional intelligence and emotions remain unexplored in relation to these outcomes. In a two-year study with 357 novice teachers, emotional intelligence and emotions were tracked thrice. Data on professional identity, enthusiasm, and teacher-student relationships were collected at the final assessment. Latent growth curve modelling results revealed that only positive emotions, not negative ones, mediate the connection. Specifically, the initial level of positive emotions mediated the link between the initial level of emotional intelligence and teaching enthusiasm, professional identity, and teacher-student relationships. The growth rate of positive emotions notably mediated the relationship between emotional intelligence and professional identity, teaching enthusiasm, and teacher-student relationships. These findings offer new insights into the development of teachers’ emotional intelligence, emotions, and professional growth.

Level of Gamification Instruction in Language, Literacy, and Communication Domains for Kindergarten

This study aimed to assess the level of gamification instruction in language, literacy, and communication domains for kindergarten, in private schools, in a highly urbanized city in Central Philippines during the school year 2023-2024. Data for this descriptive study was collected from 34 kindergarten teachers using a self-made data-gathering instrument that underwent a stringent validity and reliability test with scores of 4.51 and 0.848, respectively. The results reveal that teachers’ level of gamification instruction was generally very high. Subsequent analysis indicated no significant difference in the level of gamification instruction in auditory perception and discrimination, oral language, alphabet knowledge, and study skills when grouped by age, area of concentration, length of service, and number of trainings attended. Meanwhile, a significant difference was observed in auditory perception and discrimination, visual perception discrimination, alphabet knowledge, and study skills when grouped by highest educational attainment. Likewise, there was a significant difference in visual perception and discrimination when grouped by highest educational attainment and length of service. Hence, this study recommends professional development for younger teachers, tailored gamified activities pieces of training, and the creation of a climate conducive to learning in the research environment. Keywords: Gamification Instruction, Language, Literacy, Communication, Kindergarten

Phases in novice university teachers’ development of self-efficacy across and within teacher tasks: a Rasch Analysis

ABSTRACT Supporting academics’ initial development as university teachers is important for improving their ability to contribute to high-quality education and for reducing anxiety and stress around teaching. Focusing on tasks experienced as challenging is considered a key principle for organising effective teacher professional development. To apply this principle in practice, more knowledge is needed about the development of novice university teachers’ self-efficacy in their teacher tasks. Therefore, this study aims to investigate phases in the development of novice university teachers’ self-efficacy. Data were collected amongst 201 novice university teachers at a Dutch research-intensive university and associated university medical centre, using a questionnaire measuring self-efficacy in different teacher tasks. Polytomous Rasch analyses were performed on novice university teachers’ self-efficacy scores, both across and within teacher tasks. Results suggested three developmental phases in novice university teachers’ self-efficacy across teacher tasks: (1) development in ‘teaching and supporting learning’, (2) development in ‘assessment and feedback’ and ‘educational design’, (3) development in ‘educational leadership and management’ and ‘educational scholarship and research’. Two or three phases for the development of self-efficacy were found within each of these teacher tasks. These results expand our knowledge of the development of academics’ self-efficacy related to specific teacher tasks. They also provide suggestions for how pedagogic training and workplace learning may be shaped in such a way that they focus novice university teachers’ learning on teacher tasks that are difficult but not overchallenging.

The Impact of Coaching on Development of Transversal Skills: An Exploratory Study of Teacher Candidates in Kazakhstani Primary Education

In Kazakhstan, the development of future teachers' transversal skills is currently underemphasized in both curricula and basic educational programs. This gap poses a risk that many pedagogy graduates will lack essential transversal skills, thereby potentially reducing their effectiveness in their professional lives and hindering their career improvement. However, empirical data on the effectiveness of interventions, such as coaching, in enhancing transversal skills among future teachers are limited. This study aims to examine the impact of coaching interventions on enhancing transversal skills in future educators using a mixed methods approach. The experiment involved 100 participants and highlighted challenges such as limited knowledge of transversal skills, motivation issues in skill development, and difficulties in utilizing coaching technology effectively. However, the study findings reveal significant improvements in participants' transversal skills after implementing and testing an academic program designed for this purpose. These findings can serve as a basis for developing strategies to enhance transversal skills in university settings and inform the adaptation of educational programs focused on transversal skill development.

Teachers’ Stress Level as a Correlate of Deviant Behaviours among Form Two Students in Machakos County, Kenya

Deviant behaviors among secondary school learners have continued to be a global issue and Machakos County is not exceptional. There are limited Studies showing the relationship between teacher level of stress and students’ deviant behaviors. This study was designed with the aim of exploring whether students’ tendency to engage in deviant behaviors is related to teacher levels of stress. The Cultural Deviance theory by Shaw and Mckay which views deviant behavior as a result of escape from freedom was used. The researcher used a correlational research design. The target population was 53 public secondary schools with 280 teachers. The study’s locale as well as the targeted schools were purposively selected. The sample from which data was gathered comprised of 160 teachers. The number of participants in each school was sampled proportionately. Stratified sampling technique helped in grouping the schools into distinct categories from which sample size was drawn from. The questionnaire which the researcher adapted from an existing instrument was filled to yield the data for the research. Piloting was done before the main data collection exercise to ascertain the validity of the adapted tool and enable testing the appropriateness of the data analysis technique. Quantitative data was analyzed through Statistical Package for Social Sciences (SPSS) (Version26). Pearson product moment correlation was applied to test the null hypothesis. The study found out that the higher the levels of teacher’s stress the higher the student’s deviant behavior and the lower the levels of the teacher stress the lower the student’s deviant behavior (152) =.49, p=00. The study concluded that teachers’ gender and working experiences were not significant predictors of students’ deviant behavior. The R Square value indicated that the predictor variable (teacher level of stress) accounted for about 53% of the total variance in students’ deviant behavior. The study recommended that there was need to effectively implement teacher performance, appraisal, and development fully and facilitate capacity building to ensure that the teachers’ efficacy skills were improved to reduce students’ deviant behavior in secondary schools.

Ten Years of Three-Dimensional Science and Its Implementation in the Secondary Classroom: A Scoping Review

ABSTRACT In the decade following the release of the Next-Generation Science Standards in the United States, many efforts have occurred to reform K-12 science teaching. While not all states have adopted NGSS, 48 of 50 have adopted standards that are consistent with the underlying philosophy and research base of NGSS: three-dimensional (3D) science. This scoping review explores the research activity on classroom implementation of 3D Science in secondary schools in the US. The findings reveal that research about 3D Science implementation also touches on a wide array of adjacent issues, including professional learning, teacher knowledge, teacher attitudes and beliefs, assessment, and administrative support. Future research should continue to investigate the impacts of actions taken in one level of the system (i.e. professional development for teachers) on other levels of the system (i.e. classroom practice, student learning), as well as the challenges and barriers that hinder classroom implementation of the new standards.

Exploring professional development of teachers in Turkish private schools

ABSTRACT Globalization has significantly influenced education through privatization and marketization, while the concept of teachers as lifelong learners has gained prominence in educational policies. Alongside this trend, a rise in the number of private schools appears to be occurring both globally and in Turkey. This study explores these trends by examining teachers’ experiences and perspectives on professional development in Turkish private primary schools. Considering the context of private schools in Turkey, this study aims to explore teachers’ experiences and thoughts about professional development in Turkish private primary schools. Using a qualitative research design, data was gathered through interviews with teachers, administrators, and professional development providers. The findings reveal that professional development in private schools is closely tied to the goal of maintaining a qualified workforce. Moreover, the study highlights that professional development is tailored to each school’s specific context and is often used as a tool to increase profitability.

Verbalising the un-verbalised

The key assumption which led to the construction of this volume is twofold: its first thread is that there is a strong link between beliefs and language, and its second facet is that this link and our linguistic beliefs needS to be constantly challenged. Fundamental as it may sound, the relationship between language and beliefs is hardly ever discussed, with various communities and circles rather sharing approach to the issue in question (without ever verbalizing it) and viewing language, its presence and applications, from a similar perspective. This form of tacit agreement with regard to what we think of language is undoubtedly detrimental to the linguistic development of teachers and students who unconsciously become fixed in their linguistic outlook. And yet, when we think of it, the link in question opens up numerous questions worth examining, which can be classified as pertaining to connections (e.g. What is first – language or beliefs?), systems (e.g. To what extent is the axiological side of language taken into account by different educational systems around the globe?), domains (e.g. How do our linguistic beliefs relate to our language skills and to our overall linguistic success?), and disciplines (e.g. Which theories address the axiological dimension of language learning and use? or – very importantly from the perspective of empirical studies aimed at with the volume – Which methodologies to apply for studies of the language-and-beliefs link?).

The Reality Of Employing Artificial Intelligence Applications and its Challenges in Teaching People with Learning Disabilities from the Point Of View of Teachers (SDG'S)

Purpose: This study aims to investigate the reality of employing artificial intelligence applications and its challenges in teaching children with learning Disabilities from the point of view of teachers and specialists in Amman- Jordan schools. Theoretical Reference: The study is grounded employing artificial intelligence applications and its challenges in teaching children with learning Disabilities from the point of view of teachers and theories of learning disabilities. Method: The descriptive analytical approach was followed, The researcher prepared a study A self-designed measure of employing artificial intelligence applications in the education of children with learning Disabilities from the point of view of teachers and the challenges they face was administered to special education teachers in capital Amman city, Jordan, focusing on their. The questionnaire underwent validity and reliability assessments to ensure its appropriateness for the study. Statistical analyses, including means, standard deviations, and t-tests, were employed to analyze the data. Results and Conclusion: The study results found that learning disabilities teachers demonstrated a medium level of knowledge regarding reality of hiring teachers with learning Disabilities for artificial intelligence applications. However, while the results indicated that the challenges facing teachers came with a high degree. Implications of Research: The findings suggest a need for targeted professional development and support for special education teachers to enhance their effectiveness employing artificial intelligence applications in teaching children with learning Disabilities . Policymakers and educational leaders could use these insights to develop comprehensive strategies and resources that empower teachers and promote a safer learning environment for all students. Originality/Value: The research contributes to understanding the use AI applications for children with learning disabilities. It raises awareness among officials about artificial intelligence applications and accessibility for these children with learning disabilities.

ARTIFICIAL INTELLIGENCE IN KAZAKHSTAN'S EDUCATION SYSTEM: ANALYSIS AND PROSPECTS

. The article explores the impact of artificial intelligence (AI) on Kazakhstan's education system and its potential to fundamentally transform learning and administrative processes. AI's ability to analyze big data allows educators to gain deeper insights into student performance, predict outcomes, and develop strategies to improve academic achievement. It also enhances personalized learning by offering students tailored educational content that matches their individual knowledge levels and learning pace. The automation of administrative tasks such as scheduling and grading significantly improves the efficiency of educational institutions, allowing teachers more time for direct engagement with students. The article thoroughly examines both the benefits and challenges of AI integration, including issues of digital inequality, access to modern technologies, and the need for ongoing professional development for teachers. Ethical considerations related to the protection of student data are also emphasized. Examples of successful AI implementation in international education platforms are provided, offering valuable insights for Kazakhstan. The article discusses opportunities for further investment in educational infrastructure and outlines key areas for digital development.

Longitudinal effects of a professional development program on principals’ leadership practices: results of a baseline latent change score model

ABSTRACT Principal leadership plays an important role in teacher practices and student achievement. Professional development (PD) can help principals to improve their leadership practices – yet few studies to date have examined the effects of formal PD on principals. The present study uses matched data from n = 62 principals and n = 1112 teachers to investigate the longitudinal effects of an 18-month PD program regarding school improvement for principals in Germany. Results from baseline latent change score modelling suggest positive changes in principals’ self-reported leadership practices aimed at improving instructional quality at their schools and promoting teacher development. The positive change in practices is partly reflected in the reports of teachers in the respective schools. We find evidence for characteristics of high-quality PD programs for principals, such as joint participation of leadership pairs, group discussions, internships and coaching, that might help practitioners to design future PD activities for principals. Research should further examine characteristics of effective PD for principals taking control groups and confounding variables into account.

Unveiling the Teacher Identities of Online EFL Pre-service Teachers

The remote education modality inherited from the global pandemic in early 2020 and the emergence of online schools worldwide led different universities in Colombia to establish pedagogical practicum online as a permanent option. These shifts impact the delivery of FL education and the positioning and self-perception of pre-service teachers as online educators in the post-pandemic landscape. Some previous research has examined how graduate and college in-service teachers developed their identities as online instructors during the global pandemic in early 2020, graduate and college in-service teachers’ construction of their transitional identities as online instructors and compared such newly-constructed roles with their already-established identities in face-to-face (f2f) scenarios; overlooking thus a complete examination of the experiences and factors that shape student-teachers online teacher identity in planned remote training settings in post-pandemic realities. This qualitative case study intended to address the research gap by unveiling the online teacher identities that 16 EFL pre-service teachers constructed throughout their online pedagogical practicum at a public university in Colombia. Data were collected employing whole-class discussions, recorded class observations, focus groups, teacher’s journals, and surveys. The results showed that the student-teachers constructed multiple online teacher identities based on their experiences as technology users and educational software course students. The pre-service teachers also drew on their recent experiences and interactions with their students and the online factors and events themselves present during the synchronous EFL classes in their pedagogical practicum. These results posed noteworthy implications for FL teacher education programs, practicum supervisors, and teacher development. The study's limitations entailed the relatively short timeframe of data collection and the selection of participants not based on a carefully designed and checked test on ICT and software-specific skills that could have played a role in the resulting online teacher identities.

The Impact of Job Stress on University Teachers' Career Development: The Mediating Role of Social Support

This article investigates the impact of job stress on the career development of Afghan university teachers, considering the mediating role of social support. Using a cluster sampling approach, data were collected from 370 teachers in both government and private universities through questionnaires. The analysis utilized SPSS and SPSS AMOS for regression analysis, guided by the Job Demand-Control-Support (JDCS) model. Findings indicate a negative relationship between job stress and career development across all stages: early, mid, advanced, and continuing professional development. Higher job stress correlates with lower career development, while social support mitigates these negative effects. This underscores the need for interventions that address job stress and enhance social support to promote positive career outcomes for university teachers.

Mixed methods research on reflective writing in teacher education.

In this paper, mixed methods research is presented and discussed in the context of research on reflective writing for the professional development of pre-service teachers. First, we present prominent theoretical frameworks to analyze reflective writings. Second, we review relevant methodological approaches of research on reflective writings in teacher education, such as qualitative, quantitative and mixed methods. Third, we present a study from our research lab combining qualitative content analysis and linguistic analyses as an example for a concurrent mixed method approach. The results of the qualitative content analysis indicated that 198 reflective writings of pre-service teachers were primarily descriptive and on a low level. Computational linguistic analyses revealed that affective and cognitive terminology utilization in reflective writing differed significantly across the different levels of reflection, with a higher frequency of such terms correlating with deeper levels of reflection. Thus, essential challenges and opportunities of implementing such a mixed method study to analyze reflective writings are illustrated and discussed. Finally, we conclude the paper by discussing on how mixed methods approaches might be further advanced in the field of reflective writing research in teacher education.

Evaluation of students’ digital literacy through an immersive university-high school collaboration

IntroductionRecent efforts including the U.S. Department of Education’s Raise the Bar: STEM Excellence for All Students, designed to strengthen Science, Technology, Engineering and Mathematics (STEM) education, typify the development of effective outreach programs implemented in high school settings to increase STEM achievement and literacy and to promote future careers in STEM. Specifically, artificial intelligence (AI) and machine learning (ML) are topics of great importance and interest but are often reserved for higher-level education. Introductions of complex subjects in high school promotes student efficacy, enthusiasm, and skill-development for STEM careers. Establishing strong partnerships between universities and high schools is mutually beneficial for the professional development of students, teachers, and professors. In this paper, we detail immersive outreach efforts and their effectiveness in a high school setting.MethodsFrom Spring 2021 to Spring 2024, we conducted eight data-science and analysis-coding style workshops along with two data science units, with 302 students participating in the data science workshops and 82 students in the data science units. All students who participated in the data science lessons completed a comprehensive final project. Surveys measuring knowledge and appeal to data science and coding were conducted both retrospectively and prospectively, before and after each workshop and the data science units. A 1 year follow up survey was conducted for students in the 2023 data science lessons (n = 23).ResultsOverall, average student interest significantly increased from 2.72 ± 1.08/5.0 (n = 205) to 3.15 ± 1.18/5.0 (n = 181, p = 0.001) during the data science workshops, while 70% of students expressed desire to continue with coding. Interest modestly increased in the data science lessons from 3.15 ± 0.65/4.0 to 3.17 ± 0.77/4.0 (n = 82, p = 0.8571), while knowledge significantly increased from 64.16% to 88.5% (% correct out of six questions) in the 2023 data science lessons and from 52.62% to 60.79% (% correct out of 29 questions) in the 2024 data science lessons.DiscussionIncreasing STEM exposure through outreach programs and a modified curriculum can positively alter students’ career trajectory and prepare them for the evolving technologically advanced world and the careers within it.

EXPLORING LEARNING OPPORTUNITIES FOR PRIMARY TEACHERS: THE CASE OF KNOWLEDGE FOR TEACHING EARLY ALGEBRA

Understanding how to constitute and develop opportunities for primary teachers teach early algebra to younger children is still an important research gap. In this paper, we bring results of a research program developed in Brazil over the past five years. We aim to discuss how professional learning opportunities emerged when teachers collectively planned, discussed, and analyzed lessons involving different meanings of the equality symbol and the development of functional thinking. Developed from the perspective of a qualitative-interpretative research, data analyzed consists of curriculum documents, protocols for the resolution of formative tasks, audios and videos collected during teacher education processes for in-service teachers. The results highlight that professional learning tasks, combined with the actions of teacher educators during collective discussions, favored in-service teachers to differentiate and understand the students’ reasoning. Some implications for teacher education as well as the professional development of primary teachers are discussed, especially regarding early algebra thinking, because teachers do not normally have the opportunity to study these contents on their own experiences in school.

The impact of collaborative reflection and dialogic journals on EFL teachers’ ecological agency

ABSTRACT This explanatory sequential mixed method study aimed to investigate the impact of collaborative reflection and dialogic journals on EFL teachers’ ecological agency. For this purpose, 60 EFL teachers selected through purposive sampling were randomly assigned to three groups, one control group, and two experimental groups. The participants of the control group took part in a 10-session teacher training course. The participants of experimental group 1 participated in collaborative reflection sessions for 10 weeks and the participants of experimental group 2 were required to keep dialogic journals for 10 weeks. To investigate the effect of the treatment, the teacher ecological agency questionnaire was administered twice in the pretest and posttest. Finally, a set of semi-structured interviews were conducted with the participants of both experimental groups. The results indicated that collaborative reflection and dialogic journals had a significant effect on the development of the participants’ ecological agency. However, the participants of experimental group 2 outperformed the participants of experimental group 1 in the posttest examining ecological agency. The thematic analyses of the semi-structured interview revealed that both collaborative reflection and dialogic journals have contributed to the development of EFL teachers’ ecological agency. The findings of the current study have significant pedagogical implications for teachers, teacher educators, policymakers, and researchers.