Teacher Education Institutions Research Articles

EDUCATION IN KASTAMONU ACCORDING TO EDUCATION YEARBOOKS AND PROVINCE YEARBOOKS (1869-1903)

Yearbooks, which are first-hand sources, are important for obtaining information about the Ottoman education system. This study aims to reveal the educational status in Kastamonu province between 1869 and 1903, which aligns with the data in the Kastamonu Provincial Yearbooks and Education Yearbooks. The first publication of the Kastamonu Provincial Yearbook was in 1869, and the last was in 1903. Education Yearbooks were published between 1899 and 1903. It is known that Kastamonu provincial yearbooks were not published every year. Although they occur at different intervals, twenty-one Kastamonu Provincial Yearbooks and five Education Yearbooks, excluding the Education Yearbook of 1902, are the main data sources in the study. Data in the study was collected using the document review method and subjected to descriptive analysis. Historical research was used as the study method. In the years examined, educational institutions understood to exist in Kastamonu province are primary schools, middle schools, high schools, industrial schools, and schools for non-Muslims. The change in the number of students and teachers in educational institutions over the years is also among the study's important findings.

Preparing pre-service teachers for Generation Alpha: A social innovation perspective

Background: This era of exponential technological advancements makes us profoundly aware of the role that education must play to ensure that ‘humankind’ is not only able to live but thrive in a world challenged by environmental and social issues. Many of our pre-service teachers are digital natives. However, they will have to be taught to become digital integrators in a learning space where technological innovation aligns with social innovation. This calls for teacher education institutions to critically analyse their curriculum design.Aim: This study aims to investigate the extent to which pre-service teachers are prepared to teach Generation Alpha and it also highlights the imperatives for reimagining teacher education curricula for future generations within the context of social innovation.Setting: This study is conducted on fourth-year Bachelor of Education students who attend a private higher education institution and teacher educators based in teacher education institutions in Gauteng, South Africa.Methods: A qualitative case study research strategy is used in this study. Data were collected through focus group interviews and individual interviews. The raw data were analysed through content analysis.Results: The key findings of this study indicate that fourth-year BEd students believe that they are not adequately prepared to teach Generation Alpha learners within the context of social innovation. This belief is validated by teacher educators.Conclusion: Pre-service teachers must be competent in technological innovation, social innovation and global citizenship to enable them to produce learners who are socially, and ethically responsible, as well as emotionally intelligent innovators, leaders and communicators.Contribution: To mobilise and expedite these competencies, teacher education institutions must redesign their pedagogical models and teacher education curricula to align with the educational needs of the future generations.

Characteristics of medical student education during the COVID-19 pandemic

Introduction. After the last pandemic, the university community faced a number of issues related to the management and conduct of training, so improving the quality of education and training of medical students is relevant. The transition to distance learning on various platforms with all kinds of media support, on the one hand, made it possible not to interrupt the educational process during a difficult period of social restrictions, and on the other hand, created a load and stressed both students and teachers of educational institutions. Purpose. To assess the impact of changes on the educational process of medical students during the COVID-19 pandemic, including the implementation of distance learning technologies and the use of online platforms, and to identify the need for social support measures to reduce academic burnout and improve students’ psychological resilience. Materials and methods. A comparative observational study was conducted at the Urology Clinic of the Russian University of Medicine, which used an anonymous Internet survey. Two hundred forty eight 4th year medical students were interviewed from 2020 to 2021 and 501 respondents from 2021 to 2022. Results. Two groups of students were compared, distributed according to a time criterion. The most frequent area of application of social networks in the educational process was consultation with teachers and search for information for educational activities. In relation to distance learning, positive responses were received from 170 respondents (68.55%) in group 1 and 342 (68.26%) in group 2, and negative responses from 68 (27.42%) and 127 (25.35%) respondents, respectively. Research limitations. A narrow focus on the sample of medical students, which does not reflect the diversity of opinions and experiences in the wider population, as well as conducting research during the COVID-19 pandemic. Conclusions. Given the changes in educational activities against the background of the coronavirus pandemic, as well as the lack of regulated norms, rules, and support for students and teachers during this period, comprehensive coverage and development of distance learning methods are necessary.

Faglig forankra, fagovergripende – og med fotfeste i profesjonen

In this overview study, we analyse student teachers’ master’s theses in Norwegian L1 from the first cohort of the five-year integrated master’s program for primary and lower secondary school teachers. We investigate what characterises the theses in terms of subject topics, interdisciplinary perspectives, and data sources. The data, consisting of summaries of 199 master’s theses, was collected from all teacher education institutions in Norway. The data is analysed by means of both quantitative and qualitative categories. Our qualitive content analysis reveals that literature, reading, writing, and multilingualism are the main academic foci. Additionally, many students incorporate interdisciplinary themes such as public health and life skills or linguistic and cultural diversity. Very few theses address topics requiring knowledge of language as a system, or historical topics. Furthermore, most students collect data from schools, often through interviews. The analytical findings are discussed in light of academic and educational policy issues, such as the content and framework of the L1 subject and the tension between professional and academic orientations in teacher education. Thus, the study contributes to discussions about master’s theses in teacher education in general, and, more specifically, about the operationalisation of the Norwegian L1 subject in schools and teacher education.

Informational and Methodical Support of Out-Of-School Education Institutions: Basic Principles and Current State

The article reveals the essence of informational and methodical support of out-of-school education institutions. It was found that informational and methodological support is a system of necessary and sufficient conditions for the organization of the educational process, which includes a set of informational, educational, methodological and scientific materials to ensure the need for information sources. It was determined that when developing educational and methodological materials, certain principles should be followed: scientificity, availability and reliability of information, systematicity, relevance, adaptability and innovativeness of educational materials. The main principles of informational and methodical provision of out-of-school education institutions are characterized, in particular, the principle of legality and compliance of the regulatory and legal field; the principle of unity of purpose and goals; the principle of information security; the principle of functional structuring; optimization principle; principle of availability; the principle of sufficiency of informational and methodological support. An analysis of the current state of informational and methodological support of out-of-school education institutions in wartime conditions was carried out by interviewing leaders of clubs and other creative associations from all over Ukraine. The exception was Zaporizhzhia, Kharkiv and Kherson regions, which, due to the hostilities, could not participate. The level of provision of out-of-school education institutions with the necessary teaching and methodical materials for conducting classes has been determined; the quality of extracurricular education programs was analyzed; forms of improvement of the professional level of leaders of circles and other creative associations during the last five years have been clarified; the level of use of innovative forms and methods of work by teachers and which innovations are mainly used by teachers of extra-curricular education institutions is established. It has been proven that informational and methodological support plays a key role in the system of extracurricular education, contributing to the improvement of the quality of the educational process and the effectiveness of pedagogical activities.

Methodical Principles of Using Mobile Applications in the Professional Training of Future Biology Teachers

The article explores the methodical principles of using mobile applications during the professional training of future biology teachers in higher educational institutions. It is determined that the significance of using modern mobile learning tools is driven by the informatization of the educational process and the necessity to develop key information and digital competencies among future teachers. It is emphasized that forced distance learning requires new teaching methods and tools. It has been found that recently almost all students in general secondary education institutions possess and use mobile phones at a professional level. It is proven that smartphones or tablets can be effective learning tools for the educational process, provided that teachers are skilled in their application. The possibilities of using mobile applications in the educational process of the professional training of future biology teachers are analyzed, revealing methodical approaches to their use: in lectures and laboratory sessions on the methodology of teaching biology, in completing independent work tasks, and in informal or non-formal education.

Development of research agenda of a teacher education institution in Central Luzon, Philippines

This collaborative-participatory research aimed to develop the research agenda of the college of teacher education (CTE) of a state university in Zambales, Philippines from 2017 to 2021. The research involved the core research group, faculty researchers, campus and university officials, and stakeholders such as students, alumni, and partner agencies (department of education (DeEd) faculty and administrators). The study was carried out in the first quarter of 2017 to develop the CTE research agenda framework, identify the key research areas, and present to the stakeholders. During the third quarter of 2018, the developed research agenda was revisited and reformulated as the university was converted into a more comprehensive university. A total of six themes were included in the final CTE research agenda framework with corresponding theme descriptions and research topics. The use of participatory-collaborative research effectively develops a college research agenda of the CTE. The processes involved in research agenda setting can serve as a basis for other teacher education institutions (TEIs) in coming up with their respective research agenda geared towards uplifting the quality of teacher education. The study could also serve as a guide for other colleges in formulating and revisiting their research agenda.

Methodological design difficulties spiritual and moral education in modern mathematics education in Russia

Introduction. Comprehension of the methodology of mathematics education from the position of the modern view of education becomes especially demanded, as Russia is currently facing the task of preserving traditional spiritual and moral values. The purpose of this study: to identify and reveal methodological difficulties and errors of designing spiritual and moral education in modern mathematics education, as well as to propose ways to eliminate them. Materials and methods. Comparative analysis, generalization and systematization of scientific ideas of Russian and foreign scientists, allowed to identify differences in the definition of the scope of the category «spiritual and moral values». The study was conducted by the authors for five years (2018- 2023). More than 100 people took part in the experimental work, including students of Bunin Yelets State University, mathematics teachers of higher educational institutions of Voronezh, Elets, Moscow, Orel and other cities of Russia. Results. On the basis of system analysis and experimental work, the reasons for the difficulties in designing education (specifics of the subject of mathematics, differences in the understanding of spiritual and moral values in different civilizations, etc.) were revealed. The greatest divergence of opinions was recorded in the evaluation of the experience of moral education in the Soviet school (46% of respondents were in favor and 48% were against borrowing this experience). At the same time, 82% of respondents agree with the need to form spiritual and moral qualities in schoolchildren in the process of teaching mathematics. Discussion of results and conclusion. Designing spiritual and moral education at present involves a number of methodological errors and difficulties inherited from the Soviet past. The Soviet experience of moral education in the process of teaching mathematics does not meet the requirements of modern Russia, the European experience contradicts national traditions, and the experience of Eastern countries with communitarian consciousness only partially meets the principles of Christian ethics. The scientific novelty of the study lies in the development of a conceptual model of designing spiritual and moral education, which includes three levels (education of a good person, education of a good citizen, education of a Christian) and allows to partially eliminate the identified methodological difficulties.

REFLECTION IN THE STRUCTURE OF INNOVATIVE COMPETENCE OF TEACHERS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

The issue of the article concerns the topical issue of innovative competence and its components. The author aimed to characterize one of the components of this education, which refers to the ability to analyze the effectiveness and efficiency of pedagogical activity, as well as to adjust it as necessary. It is about the skill of reflection as one of the leading features of a teacher with highly developed innovative competence, since the creation and implementation of innovations requires regular analysis not only of the process of implementing something new in the educational process but also of observing and evaluating the personality of the teacher as a specialist who carries out innovative activities. Thanks to the use of such methods of scientific research as system-structural and system-functional analysis, generalization and systematization of theoretical aspects of the topic, observation, and study of the products of pedagogical activity, the author conducted a review of scientific literature regarding the essence of innovative competence of a teacher of a general secondary education institution, its structure and key characteristics, in particular, reflection skills. In addition, the publication provides information on reflective competence, which, on the same level as innovative competence, occupies a prominent place in the system of professional characteristics of a teacher regulated by normative documents. The unifying feature for both is the skill of reflection, therefore the article also presents the views of domestic scientists on the essence of this phenomenon and methods of its development and improvement. In addition, practical tools (reflective questionnaires, tables; reflective essays; pedagogical portfolios, etc.) are characterized, which contribute to the formation and improvement of the ability to reflect on one's pedagogical activity, in particular innovative ones. The publication analyzes fragments of reflective essays from teachers of general secondary education institutions who took the experimental course "Innovative aspects of the teacher's activity". This made it possible to conclude the reflexive competence of teachers, the development of reflection skills, as well as to substantiate reflection as a component of innovative competence.

Fostering Self-efficacy for Future Physics Teachers: Recommendation of Future Direction of Teacher Education Institutions

<p>Self-efficacy in teaching is essential for pre-service teachers, and its development needs to be started as soon as possible. This research is descriptive research that aims to recommend policies that can be carried out by universities, faculties, and study programs related to the development of pre-service physics teachers' self-efficacy in teaching. The research participants were 113 pre-service physics teachers in one of the teacher education institutions in Indonesia. The research instrument used was an open-ended question questionnaire totaling eight questions, which explores self-efficacy in three aspects, namely general definitions, influencing factors, and lecture activities that can increase teaching self-efficacy. The answers of pre-service physics teachers are grouped based on the study program's authority, faculty, or university. The results show that self-efficacy in teaching is influenced mainly by 1) the mastery experiences, 2) the mastery of content knowledge, 3) social persuasion, and 4) the mastery of pedagogical knowledge. Based on these results, it is necessary to have a policy by the Universities, Faculties, and Study Programs related to the development of self-efficacy in teaching. Policies needed from universities and faculties are to increase the number and length of teaching practice for pre-service teachers. The policy required from the study program is self-efficacy integration in courses, especially courses related to teaching practice. In addition, the study program also needs to make rules or guidelines for lecturers who teach subjects related to teaching practice courses, to provide feedback and reflection, and strengthen teaching practice activities for pre-service teachers.</p>

Norwegian science teacher educators’ views of the master’s thesis and the supervision process

ABSTRACT The aim of this article is to investigate Norwegian science teacher educators’ views of the master’s thesis and the supervision process in connection with the recent change to five-year master’s programmes. Interviews with fourteen science teacher educators from the seven teacher education institutions offering a master’s specialisation in science education were analysed inductively through thematic analysis. The teacher educators’ perceptions were represented by four themes: development of personal traits, academic competence, value for classroom practice and value for the teaching community. Furthermore, they emphasised being project leaders and having competence in science education and relational competence when supervising master’s theses. The science educators are positive about the general features of the master’s thesis, such as developing personal traits and more research-competent colleagues of teachers. However, the study revealed that many supervisors expressed a lack of competence and supervision experience, and we suggest involving teacher educators in research projects in education.

What happens to the “social” in psychosocial? Exploring epistemic practices and therapeutic culture in teacher education

This paper examines the role of the psychosocial as an influential epistemic category in the context of a globalised therapeutic culture. Drawing on empirical data from fieldwork conducted at a teacher education institution in Norway, we conceptualise the psychosocial as epistemic practice and analyse three interrelated social levels: the individual level, concerned with teachers’ performance as social caretakers; the community level, characterised by a diagnosing gaze on individual pupils; and the societal level, understood as structural threats to well-being. Our study suggests that these epistemic practices favour psychological diagnosis and individual protection over shared knowledge and broader social awareness.

Evaluation of Strategic Planning Practices of Managers in Primary Education Institutions

Purpose. Rapid changes that have affected the world from past to present have caused educational institutions to change in order to keep up with the times and raise people for the future. It has become important for educational institutions to turn to new approaches in order to keep up with the changes taking place, to overcome the problems they will encounter and to chart their future. What strategic planning, one of these approaches, can do in educational institutions has become more and more important day by day. One of the important factors in the applicability of strategic planning in educational institutions is the closeness of school administration and teachers to this concept. In this study, the strategic planning practices of administrators and teachers in primary education institutions in the Mesarya rural area, the Turkish Republic of Northern Cyprus will be aimed and evaluated in order to shed light on the knowledge level of administrators and teachers in the country's educational institutions about strategic planning, whether they carry out these plans in their schools, and similar questions. Methodology. In this regard, in order to achieve the intended goal, semi-structured interview questions were prepared, and the collected data was finalized based on expert opinions and a pilot application. As a sample, 5 administrators and 5 teachers in the Meserya rural area of the Turkish Republic of Northern Cyprus were selected, and content analysis was conducted based on the data collected through face-to-face interviews. Result. As a result of the research, it was underlined that the administrators and teachers mostly did not make strategic planning in the schools where they worked. In light of the results, it is recommended that administrators and teachers who lack knowledge on this subject receive in-service training. Conclusion. This study afforded us the opportunity to assess the perspectives, knowledge, and experiences of principals and teachers working in primary schools in the rural Mesarya region of the Turkish Republic of Northern Cyprus regarding strategic planning in education.

The Use of Good Governance Principles in Educational Institution Administration by Administrators of Vocational Educational Institutions in Chonburi Province

Background and Aims: Administrators are considered to be the people who play the most important role in promoting and developing a culture of democracy and good governance in educational institutions. The management ability of the administrators affects various operations in the educational institution in order to achieve maximum efficiency and effectiveness. This research aims to study and compare the use of good governance principles. Including guidelines for managing educational institutions under vocational education in Chonburi Province. Considering the gender, position, and work experience of executives in each area. Methodology: The research sample consisted of 269 administrators and teachers in educational institutions under vocational education in Chonburi Province. The research instrument was a questionnaire with a 5-level rating scale with a confidence value of 0.97 and the concordance value (IOC) ranged from 0.8 to 1.00. There was a question about the use of good governance principles in the management of educational institutions among the said administrators. For data analysis, basic statistics were used, including frequency, percentage, mean, and standard deviation. Including testing with t-test and F-test to get accurate and reliable results. Results: (1) The results of the study found that opinions regarding the use of good governance principles in the administration of educational institutions by administrators under the vocational education department in Chonburi Province Overall it is at a high level. (2) When classifying the use of good governance principles by gender It was found that overall there was no difference. But when considering each aspect It was found that the moral aspect transparency. And the responsibility aspect is significantly different at the 0.05 level, while there is no difference in other aspects. (3) For classification by status It was found that school administrators and teachers used good governance principles in the overall management of educational institutions. But when considering each aspect It was found that the principles of participation responsibility and value for money are significantly different at the 0.05 level, while other aspects are not different. (4) Classification according to work experience It was found that the overall use of good governance principles was not different. But when considering transparency, it was found that there was a statistically significant difference at the 0.05 level. While the rule of law, morality, value for money responsibility and there was no difference in participation. Conclusion: The administration of an educational institution according to the principles of good governance consists of two groups of important people: 1) administrators, who are responsible for setting a clear vision, strategy, and policy for educational institution administration. 2) Teachers, whose role is to perform their duties in teaching and promoting the learning of pupils and students. Using a variety of teaching methods to develop students' full potential.

Blended focus group discussion: a cooperative learning strategy to promote reflection among student teachers

ABSTRACT The global pandemic resulted in different learning modalities to guarantee that academic institutions could provide continuous learning. From a purely online setup during the first year of the pandemic, the learning modality has transitioned to a combination of online and face-to-face instruction after three years. This mixed-method action research aims to promote Blended Focus Group Discussions (BFGDs) via the cooperative learning strategy as a platform for student teachers (STs) to share with their peers and coordinators their experiences in practice teaching. It followed the Plan-Do-Study-Act Cycle with the fourth-year STs in an intact group as the participants. The quantitative analysis revealed the reflective status of the participants before and after the implementation of BFGD. Despite a numerical increase in the participants’ reflective practice, statistical significance was not obtained. Conversely, the qualitative data showed BFGD’s beneficial function in enhancing STs’ reflective practice to become better educators in the future. The intervention also highlighted the areas for improvement, such as the facilitator’s role, technology access, and online engagement. It may serve as an avenue for teacher education institutions to recognize this as a strategy not only to enhance student teaching practices but also to improve their reflective practice.

Beyond perception. Do pre-service geography teachers understand education for sustainable development?

Given the influence of teachers’ knowledge, perceptions, beliefs, and attitudes on their teaching and students’ learning, this study investigates the understanding regarding Education for Sustainable Development (ESD) among pre-service geography teachers in Vietnam. In-depth interviews were conducted with pre-service teachers from various teacher education institutions in Vietnam. The results show that, while the interviewees mentioned key dimensions of ESD including learning content, learning outcomes, and pedagogy, they primarily approached ESD from a normative and instrumental perspective. However, their understanding of ESD remains unclear, reflecting a lack of theory-based knowledge on the subject. The findings suggest a critical need for changes in teacher education to improve understanding of ESD in the Vietnamese context.

Management Framework for Quality Assurance to Strengthen Technology and TVET Pre-service Teacher Education

This study developed a management framework for quality assurance to enhance Technical-Vocational Education and Training (TVET) and technology pre-service teacher education programs in CALABARZON (Cavite, Laguna, Batangas, Rizal, and Quezon). Using the three-round Delphi consensus-building technique, the research assessed quality assurance practices and challenges in managing Bachelor of Technology and Livelihood Education (BTLEd) and Bachelor of Technical Vocational Teacher Education (BTVTEd) programs. The study also examined key factors affecting student performance in licensure examinations, career decision influences, and strategies to improve program appeal. Thirteen Delphi experts, including College Deans and program chairs, and 117 BTLEd and BTVTEd graduates participated. Thematic and statistical analyses, including the Mann-Whitney U test, compared assessment differences between graduates concerning licensure exam performance, career decisions, and program appeal strategies. The findings highlight that Teacher Education Institutions (TEIs) in the region prioritize quality assurance through curriculum reviews, faculty engagement, accreditation, facility maintenance, and continuous improvement. However, they face challenges such as resource limitations, curriculum misalignment, faculty development issues, and lack of specific quality assurance standards for TVET programs. Graduates noted factors influencing their licensure exam performance and career decisions, emphasizing the importance of review preparation, teaching strategies, and professional development. To enhance program appeal, there is a need for sustained career guidance, institutional initiatives, and program awareness efforts. The study recommends strengthening collaboration with stakeholders and implementing the proposed management framework to align with national and international standards.

THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF PREPARING INFORMATICS TEACHERS FOR ERGONOMIC ACTIVITIES

Teachers of general educational institutions should act rationally based on the requirements of pedagogical ergonomics in order to increase the effectiveness of training and education, they should be fluent in all aspects of organizing a safe and comfortable educational process in an educational institution, they should be extremely responsible for their duties, they should have the qualities capable of ensuring the safety and comfort of the educational process.

Teacher Education During COVID-19 Pandemic: A Review of Literature During School Closures

The closure of schools as a response to the COVID-19 pandemic led to an urgent shift towards remote and online learning. This sudden shift necessitated significant adjustments in teacher education. Educators had to swiftly adapt their instructional methods to cater to the requirements of distance education. Understanding the experiences and strategies employed by teacher education institutions, educators, and pre-service teachers during this period is crucial for shaping future practices and policies. This study seeks to analyze a variety of research articles conducted both during and post the COVID-19 pandemic. The objective is to explore the main dimensions covered in these studies, focusing on the concerns or challenges faced by their teaching training programs. By examining the insights gleaned from these studies, we aim to gain a comprehensive understanding of the adjustments and innovations that emerged in response to the pandemic. This analysis will provide valuable insights into how teacher education programs can effectively navigate similar challenges in the future and continue to evolve in the face of changing educational landscapes.

METHODS OF MANAGEMENT IN PROFESSIONAL ACTIVITY AND PROFESSIONAL TRAINING OF MASTERS OF PHARMACY

The article outlines the importance and role of scientific management methods as a factor in improving the mechanisms of managerial influence on pharmaceutical employees and a component of technologies for training masters of pharmacy in educational institutions to ensure the effective performance of their general and specific functions in the industry. The purpose of the study is to characterize the economic methods of pharmaceutical management, which are related to the activities of a pharmacy manager by the nature of influence and the specifics of their mastering in the process of professional training. The survey of a group of 121 students majoring in the specialty 226 «Pharmacy» has allowed us to identify the demand of future masters of pharmacy for the use of methods of studying and building economic plans in the organization (strategic, tactical, operational), developing a budget for a separate structure (its functions, production and economic processes, areas of cost savings and increased revenues, targeted use of funds, development of internal monitoring, delegation of authority, etc. Aspects of the training content are proposed to fill the gaps in the knowledge of applicants identified during the survey. At the same time, a survey of 49 teachers of pharmaceutical faculties and higher education institutions has revealed the need to apply and study administrative management methods as a set of organizational, administrative, and disciplinary methods of influence on masters of pharmacy. It has been concluded that future masters of pharmacy need to study and master the set of methods of pharmaceutical management in the process of training and practical training at the enterprise.