Teacher Education Institutions Research Articles

Twenty-First Century Teaching Skills of Teachers in Chinese Educational Institutions in Central Philippines

Twenty-first teaching skills are necessary to meet the demands of the 21st-century educational curriculum. Anchored on the framework of 21st century learning and partnership for 21st century skills, this study assessed the teachers’ practice of 21st century teaching skills among Chinese schools in Central Philippines in terms of critical thinking, collaboration, communication, creativity and innovation, self-direction, making global connections, making local connections, and using technology as a tool for learning relative to their age, sex, educational attainment, years of teaching, and designation. Likewise, it compared their teaching skills assessment when grouped to demographics. Using the quantitative design, the 112 stratified randomly sampled teachers responded to the standardized questionnaire. It was responded using very great to very poor extent. The data were analyzed using mean, standard deviation, and independent sample t-test. Meanwhile, the researcher adhered to the Philippine Health Research Ethics Board (PHREB). Generally, their teaching skills extent was great. Also, there was no difference in their age, sex, educational attainment, and years of teaching. However, there was a difference in designation where high school rated higher than elementary teachers. Hence, trainings are essential in continuously improving in 21st century teaching skills. Also, the results partially validated the theory. With these, further studies are recommended to validate the claims.

Factors affecting research motivation among lecturers in the Institute of Teacher Education

Motivation to conduct research among lecturers is an important issue that needs to be addressed to ensure that the research culture at the Institute of Teacher Education (ITE) can be nurtured. This study was conducted to identify factors that influence research motivation among lecturers at ITE. This study uses a correlational study design involving a total of 271 lecturers. The selection of the sample is carried out by using a clustered random sampling method. Data was collected using a questionnaire adapted from previous studies. Statistical package for social science and SmartPLS version 3.0 software were used to analyze the data. Findings from the analysis that has been conducted shows that the efficacy belief factor (β=0.312, p<0.001) and institutional support (β=0.230, p<0.001) have influenced the intrinsic motivation to conduct research. Meanwhile, the efficacy belief factor (β=0.353, p<0.001) and institutional support (β=0.187, p<0.001) also influenced the extrinsic motivation to conduct research directly. Overall, the factors studied explained 21.4% and 21.8% of the variance in intrinsic and extrinsic motivation to conduct research among lecturers at ITE. The findings of this study can be used by various parties to improve the aspect of increasing research motivation among lecturers.

ПРОФЕСІЙНА ПІДГОТОВКА ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ ДО ВИХОВНОЇ РОБОТИ В НОВІЙ УКРАЇНСЬКІЙ ШКОЛИ

The article based on a holistic analysis of the theory and practice of professional education, describes the theoretical and methodological principles of training perspective primary school teachers to manage and implement educational work with primary school pupils in the New Ukrainian School. It has been established that in the context of the modernisation of the system of higher pedagogical education in Ukraine, there are significant shifts in the directions, content, and essence of primary school teacher training. The author proves that in the process of studying professional disciplines by future primary school teachers in a higher pedagogical education institution, there is an effective formation and development of their educational competence (professional thinking, emotional intelligence, creative potential, assimilation of educational values and value orientations, experience of social adaptation and socialisation of a growing personality to the challenges and threats of modern Ukrainian society). The elements of such competence are as follows: the knowledge, skills, and practical abilities, experience in designing effective areas of childhood education, communication skills, and abilities to implement, analyse and predict the effectiveness of pedagogical interaction of all participants in the educational process in primary school based on child-centredness, cooperation, co-creation, formed autonomy and responsibility by developing pedagogical thinking, creative activity, and independent improvement of the level of organisation of the educational process in primary school. The article defines and describes the current leading principles of organising and conducting professional training of perspective primary school teachers in the implementation of the strategy of creating an educational process in primary school. There has been highlighted and defined the essence of the basic requirements concerning the content of professional training of perspective primary school teachers for the organisation of educational work in the New Ukrainian School.

The academic achievement of B.Ed. colleges in Manipur: A comparative study

Teacher Education is the back bone of School Education, which will reform the school education system in the country. In order to check the quality of teacher education being provided in the different Teacher Educational Institutions in Manipur is the need of hour as the academic achievement is the outcomes of educational facility being provided in the colleges. The study will find out the best college, where the quality teacher education being provided, but also, it will suggest the remedial measures in order to improve the quality of teacher education being provided in Manipur.

The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence

ABSTRACT Although research on the relationship between opportunities to learn (OTL) in teacher preparation and preservice teachers’ learning outcomes, including aspects of their knowledge, has significantly increased in recent years, the relationship between OTL and preservice secondary school teachers’ cognitive competence and, particularly, the situated aspect of competence, in Mainland China remain poorly understood. This paper examines this association based on a study involving 583 preservice teachers chosen from four preservice teacher education institutions. The results revealed that the preservice teachers received adequate OTL in various domains, such as tertiary-level mathematics and mathematics education pedagogy. However, mainly due to the influence of academically oriented teacher preparation models in Mainland China, there were quite weak overall connections between OTL and the four examined aspects of teachers’ professional competence (mathematics content knowledge, mathematics pedagogical content knowledge, a mathematics instruction-related perspective on noticing, and a general pedagogy-related classroom perspective on noticing). Comparatively speaking, relatively strong associations existed between OTL in teaching methods, school-based teaching practicums, and the situated aspect of competence (e.g. noticing). These findings show that, to a great degree, initial teacher preparation in Mainland China does not relate closely to preservice teachers’ professional competence.

Campus caring from the lens of preservice teachers

ABSTRACT Caring is an important disposition of effective teachers and studies on care at the primary level have been abundantly researched. However, studies from preservice teachers’ points of view relating to lecturers’ caring behaviour are limited. This mixed-method study aims to determine the level of care exhibited by the lecturers and to inquire how lecturers display care from the lens of the preservice teachers. In this sequential explanatory design, data were collected in two phases. In phase one, a survey instrument which was adopted from Garza and Van Overschelde’s Faculty Caring Survey was administered to 250 preservice teachers of an institution of teacher education. In phase two, a focus group discussion was carried out to discover the lecturers’ caring behaviour. The outcome of the survey displayed that the overall mean of care was high, with a Cronbach Alpha of 0.94. The study also revealed that ‘emotional caring’ and ‘academic caring’ emerged as central themes from the focus group discussion. Findings also suggested that caring should be one of the disposition traits of lecturers as it would make an impact on the professional development of preservice teachers as future educators.

Teaching Creative Thinking Skills in Educational Institutions in Nigeria

Creative thinking is a multidisciplinary concept that falls within the brackets of higher order thinking skills and its teaching in educational institutions in the 21st century has become inevitable in Nigeria in particular and the global community at large, because change occurs in split seconds with prospects, challenges and corresponding crises that keep man in a complete state of apprehension and loss without corresponding skills to explore the environment to man’s advantage. Using the philosophical methodology, the paper discusses the teaching of creative thinking skills in educational institutions in Nigeria. The paper acknowledges that the inability of educational institutions in Nigeria to prioritize the teaching of creative thinking skills is responsible for the near to nothing level of productivity that exists in the Nigerian society compared to the number of educated persons in Nigeria. The paper strongly maintains that making the teaching of creative thinking a norm in Nigeria can be a springboard for entrepreneurial revolutions that can checkmate social vices in Nigeria. The paper makes recommendations, part of which are that education should be repositioned to prioritize the teaching of creative thinking to would-be teachers in the training of teachers in teacher education institutions, that instructional delivery across all tiers of education should be based on problem based and project based approaches that prioritize practical instead of theory, a development that demands providers and sponsors of education to be more committed and that the curriculum of educational institutions in Nigeria should incorporate realities of the 21st century among others. Keywords: Education, Teaching, Creative teaching, teaching creative thinking

Education of moral and volitional qualities in student youth during the educational process

The article presents the content of education of moral and volitional qualities of student youth in the course of the educational process. It is noted that the issue of raising moral and volitional qualities in students is actualized by modern challenges and needs of Ukrainian society. Such a priority encourages teachers of higher education institutions and sports coaches to renew classes and educational activities in general. It is emphasized that the educational and training process should be aimed at solving the necessary tasks for the education of such moral-willed qualities of students as self-confidence, purposefulness, courage, discipline, self-assertion, independence, determination, moral-willed stability, including under time of physical education classes in secondary schools. To achieve the goal of this research, we used theoretical, empirical and statistical methods (self-analysis, the method of qualification analysis, questionnaires, testing, conversations and discussions, the method of pedagogical observation, competitions, quantitative and qualitative data analysis, and others). It has been established that during the education of moral and volitional qualities of student youth in the educational process, teachers should take into account the following factors: to improve student youth's knowledge, understanding and awareness of the need to educate the studied qualities; to promote versatile personality development; to educate student youth in a valuable attitude to educational activities in higher education institutions, physical culture and their own health; to form self-confidence, purposefulness, courage, discipline, self-assertion, independence, determination, resilience; to form the necessary knowledge, desire, skills, and practical experience regarding the moral and volitional qualities required for successful educational, training, and professional activities; to educate students in a conscious desire to engage in physical education; use the new content of classes, proven and modern means, forms and methods of educational work; create effective pedagogical conditions and technologies; form key components.

Research of the Problems of Professional Support for Teachers in the Implementation of Inclusive Education

Professional support for teachers plays a crucial role in the implementation of inclusive education. In the study, the concept of “professional support for teachers” refers to the existence of close social ties between the administration (school principal and his deputies), colleagues, parents of children with SEN, and teachers of postgraduate pedagogical education institutions, who are the main resource for professional support. The aim of the study was to identify current problems of professional support for teachers of inclusive education in a general secondary education institution. It is established that the administration of the institution is mainly interested in the formation of additional competencies of teachers. The problems in which teachers need professional support are identified, in particular: increasing incentives to work with children with SEN; involving special educators in the provision of correctional and developmental services; providing funding for institutions to create an inclusive educational environment; conducting educational work with parents to form adequate expectations of their children; providing teachers with practical advice on minimizing unwanted behavior and modifying educational material for children with intellectual difficulties and autism spectrum disorders. It was found that the activity and motivation of parents of children with SEN to cooperate plays an exceptional role in providing support to teachers.

Teaching teachers to teach with technology: teacher educators’ practices

ABSTRACT Despite the efforts of initial teacher education institutes (ITEs) to incorporate technology into their curricula, pre-service teachers (PSTs) feel insufficiently prepared to use technology effectively when teaching. To prepare PSTs to use technology in their future teaching practice, teacher educators (TEs), as second-order teachers, must both teach with technology themselves and teach about the use of technology in education. In this study, we investigate TEs’ use of technology, the extent to which TEs teach about different aspects of teaching with technology, and which groups of TEs can be identified based on these results. An online survey among 172 TEs at a Dutch University of Applied Sciences revealed major differences in how TEs teach with technology and which aspects of teaching with technology they address to prepare their students for their future teaching practice. Most TEs do not use technology regularly to support self-regulated learning or to provide differentiated instruction, nor do they prepare their students to do so. Three groups of TEs were identified: forerunners, a middle group, and laggards. Further research is needed to untangle the contributing factors explaining the differences between these groups, such as TEs’ competences and possibilities for professional development.

Challenges of Lecturers in Elementary Teacher Education Institutes in India: A Survey Study

Challenges of Lecturers in Elementary Teacher Education Institutes in India: A Survey Study

LMS 성찰 글쓰기를 활용한 ‘뉴스포츠 실기 및 지도법’ 전공수업에 참여한 직전 교사의 경험과 시사점 탐색

Objectives The purpose of this study was to explore the experiences of pre-service teachers who took the ‘new sports practical skills and teaching method’ using LMS reflection writing at universities.
 Methods For 15 weeks from March 2 to June 8, 2023, the reflective essays written by elementary school preparatory teachers who participated in the New Sports Practical Skills and Teaching Methods class using reflective writing for 2 hours a week and the data collected through one in-depth interview were inductively categorically analyzed.
 Results The experience of the primary pre-service teacher who participated in the new sports practical skills and teaching method class is as follows. First, elementary pre-service teachers with low motor skills were able to discover the charm of new sports as they participated in new sports with less pressure. Second, primary pre-service teachers have acquired the intrinsic and extrinsic value of new sports. Third, the pre-service teachers were able to expand their practical knowledge of new sports as well as their understanding of teaching methods in the course of class demonstration exercises, thereby increasing their perspective on lesson design and management. Fourth, it broke away from school physical education, which was limited to modern sports, and laid the foundation for the operation of various physical education classes. Fifth, through reflective writing, primary pre-service teachers were able to improve their expertise as a future teacher by repeatedly having active and subjective reflections on the process of class participation.
 Conclusions Because the new sports practice and teaching method using LMS reflective writing provides meaningful experience to prospective elementary school teachers, it is desirable for it to be operated in the physical education department curriculum of immediate teacher education institutions.

A Critical Analysis of the Issues with the Teacher Education Programme in Bihar

The 21st century will require our logical Teacher Education Programme and Institutes to undergo additional changes. These days, more teachers will be needed. witch is an epoch of expanding knowledge. Changes are required to the current Teacher Education Institutes. This article discusses four models that explain these changes and provides some philosophical perspectives.A purpose and a positive attitude towards the profession of teaching are formed through teacher education programmes. The number of issues arose with mushrooming of teacher training institutions. Deviation from norms in terms of Buildings, personnel, students, the type of teacher-to-student ratio, curriculum, practise teaching, admission, evaluation, and other factors are some of the issues that need be redressed in teacher education. An analysis of the various issues and certain corrective measures has been attempted in this paper.

The Validity of Pre-Service Teachers’ WASSCE Results in Predicting Academic Performance at the Presbyterian College of Education

In line with international best practices, countries across the globe are intensifying their teacher education institutions to train world-class teachers to feed their schools. Against this background, this research work tried to determine how robust the admission process at the Presbyterian College of Education, Akropong, is. This is because admitting students into the College of Education is the first step in ensuring a sound teacher training program. The study was quantitative and used secondary data; that is, students' West Africa Senior High School Certificate Examination (WASSCE) entry results against their Final GPA at the College of Education were used for the data analysis. The analysis proved that those who entered the College of Education with good grades from the Senior High School exited with good GPAs, and the inverse was true. The researcher recommends that the college move beyond the regular training and put in measures to ensure that most students can improve their performance to be at par with the current demands of a world-class teacher.

Emotional Intelligence and Self-esteem among B.Ed. Students

The present study is investigated about the emotional intelligence and self-esteem among B.Ed. students. The study was conducted through descriptive survey method. The researcher took self-esteem as dependent variable and emotional intelligence as independent variable. Also, the researcher adopted random sampling technique by taking 100 B.Ed. students from three teacher education institutions which are under Utkal University. Emotional intelligence inventory developed by S.K. Mangal and self-esteem inventory developed by Karunanidhi used as tools for the collection of data. The data collected were analysed using simple statistical devices like mean and standard deviation. The major findings revealed that most of the B.Ed. students have average level of emotional intelligence and have average self-esteem. There is positive relationship between emotional intelligence and self-esteem of B.Ed. students.

I-WARM: Development of a Board Examination Reviewer Web Application for Filipino Pre-Service Physical Educators Utilizing the Unified Spaced Repetition and Hypercorrection Techniques

One of the major parameters by which college graduates' productivity is gauged is their board examination performance. Relevantly, the development and utilization of sophisticated tools and technology to facilitate reviews are encouraged and worthy of such exploration. The study aimed to develop an integrated web application reviewer for MAPEH (music, arts, physical education, and health) (i-WARM) with the use of unified spaced repetition and hypercorrection techniques. This descriptive research and development (R & D) design was used and employed a nine-step process in which functions were built for effective learning and retention of concepts. The evaluation was conducted by 106 graduating Bachelor of Physical Education students from a teacher education institution in Central Luzon, Philippines. Results revealed that the i-WARM is easy to use and easy to learn as it was viewed as clear and understandable, accessible, and has a flexible feature and interface. Pre-service physical educators perceived that the services provided by the web application are useful for their review as it was rated functional and informative. Frequent problems such as crashes and downtimes were not observed by the user during their exposure to the web application. The i-WARM could be explored as a potential aid in assisting learners to acquire concepts easily through an interactive interface. This may likewise assist teachers and students in establishing retention of significant concepts for future licensure examinations.

Indigenous Pedagogy for Developing Essential Life-Skills of Children in Masaka District, Uganda

Contemporary education practice is widely seen as practices that blend conventional approaches with either new innovations or culturally tested practices. In a situation where being cultural or modern has its own drawbacks, towing the middle position becomes an inevitable choice. The paper presents findings from an exploratory sequential study that examined the influence of Indigenous Pedagogy (IP) on developing children's life skills in Masaka District, Uganda. It was anchored on Lewin's (1922) change theory; likened to Manion and Cohen's (1975) reinvention theory and adopted as a restoration theory. Snow bowling, purposive and stratified random sampling were used to select 44 participants. Twenty (20) key informants including 6 parents, 2 elders, 6 religious, 2 District Education Officers; 2 Ministry officials and 2 local council leaders were interviewed. Twenty-four (24) other respondents participated in three-eight-member Focus Group Discussions (FDGs). The findings portray replicable practices of skilling based on deep-rooted beliefs set on standards that are supported by aspirations in harmony with nature. The study found that methods used by Masaka parents combined theory and practice daily; in lessons that happen where knowledge was situated, mainly through apprenticeship, attachment, heart-to-heart and one-to-one encounters. They also embraced global citizenry based on firm principles of what Africans value. The study concluded that indigenous methods were still useful in grooming children with life skills of productive work, character, positive attitudes, mental acuity and social orientation. It recommends that teacher education institutions require academic programmes blending contemporary with indigenous methods anchored on core African values to prepare pro-cultural-modern teachers. To link the valuable past to the inevitable contemporary ways of knowing, the application of hybrid pedagogy becomes imperative

Connecting Didactic Approaches and Sustainability Competencies: Evidence from a Teacher Education Institution in Vietnam

Education for Sustainable Development (ESD) necessitates a holistic and transformational approach that includes three dimensions: learning content, pedagogy, and learning outcomes. The integration of sustainable development (SD) into learning content and learning outcomes has attracted increasing attention; however, pedagogy for SD has hardly been examined. This study examines how didactic approaches which are utilized at a teacher education institution (TEI), specifically, Hanoi National University of Education, connect to sustainability competencies. The analysis is based on the theoretical framework and relevant literature in ESD. The results reflect that half of the current didactic approaches at HNUE can promote sustainability competencies at different levels (likely, maybe, and unlikely) with the prevalence of the ‘maybe’ level. The other approaches are not known to be broadly used in promoting sustainability competencies. This study offers implications for TEIs in advancing their contribution to ESD, especially, in reconsidering didactic approaches to develop sustainability competencies and promote action-oriented, learner-centered, and transformative learning.

Crecimiento exponencial de la contaminación del Río Moche

Pollution and at the same time water scarcity is considered one of the main concerns throughout the world. In Peru, most of its hydrographic basins are affected by pollution from productive and domestic activities. The present investigation sought to analyze the significant growth in pollution of the Moche River in the period 2010 to 2020; For this purpose, a descriptive study was carried out, using documentary analysis by recording data from the years 2010 - 2020 from entities such as the National Water Authority and other related studies; thereby determining that the pollution of the Moche River has not been reduced in the study period; On the contrary, the existence of chemicals, minerals and bacteria in water have increased exponentially in recent years. Faced with this, there are no encouraging prospects for a solution in the current decade; the political will of the authorities and greater participation and leadership of other representative organizations of the region and also raising citizen awareness through teaching in educational institutions and the media.

YOUTH ENGAGEMENT IN CIVIL SOCIETY DEVELOPMENT IN UKRAINE: PROBLEMS AND SOLUTIONS

The article outlines the ways of engaging young people in the development of civil society in Ukraine. Socially and politically active young people are one of the necessary conditions for forming a democratic society and establishing sustainable and functioning civil society institutions. Therefore, in this paper, the scholars aim to identify the ways of youth interaction with public authorities in Ukraine and general levels of youth civic engagement, as well as to characterize the culture of citizenship as a factor in involving young people in civil society development. The research reveals the relevant issue regarding the prominent role of civil society in various spheres of activity of state authorities and local self-government bodies, a qualitatively new level of interaction between civil society, especially youth as an active part of it, and state and local self-government bodies in order to establish effective dialogue and partnership relations of state bodies authorities, local self-government bodies with civil society organizations.
 The research combined interdisciplinary approaches of several related scientific fields (political science, public administration and education), which allowed to set broader goals and find new ways for improving youth engagement in the development of civil society in Ukraine. The authors developed and conducted an expert survey on youth engagement in the development of civil society and identified possible ways to improve youth participation in public and political life. Authors interviewed 24 experts aged from 18 to 60 years from various fields who are interested in building a democratic state governed by the rule of law: leaders and members of public organizations, teachers of higher education institutions, scholars, deputies of regional and local councils, civil society activists and businessmen.
 It was determined that the effective participation of youth in decision-making processes consists in creating opportunities to involve youth in influencing, shaping, developing and promoting policy and development of services and programs. These opportunities are created by developing a range of formal and informal mechanisms for youth participation, from youth advisory groups to focus groups, from ongoing consultation work to supporting youth projects. As a result of the study, the authors developed a set of conclusions and recommendations addressed to educational institutions, public authorities, local governments and civil society organizations.