Teacher Education Institutions Research Articles

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.

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.

Conceptualising Intercultural Literacy: Narratives from English Language Teachers

This current study investigates how English language teachers in Indonesian higher educational institutions define and conceptualize intercultural literacy and practice it in their classrooms. Eight ELT practitioners were interviewed through narrative inquiry, and the data was analyzed using thematic analysis to explore their lived conceptualizations. The findings suggest three major themes on intercultural literacy, including conceptualization of intercultural literacy, implementation in professional practice, challenges in fostering intercultural understanding, and strategies to overcome these challenges. Teachers defined intercultural literacy as encompassing cultural understanding, adaptability, comparative analysis, and professional knowledge. They integrated it into their teaching through curriculum design, student-centered methods, and digital tools. This was done by weaving these into the curriculum design and retraining pedagogy with student-centric methods and other digital tools. However, the participants mentioned that they faced some obstacles, including institutional barriers, limited funding, and the difficulties of switching from the traditional to the newest teaching method. These issues were mitigated by professional development, collaboration, and inclusive instructional materials. The current research finding indicates the importance of comprehensive professional development and institutional support for teachers in developing intercultural competence in their students. These findings contribute to intercultural literacy in Indonesia and practical recommendations for improving it within Indonesian higher education. The finding highlights the how to prepare students for a globalized world through intercultural literacy and educator support.

Mobility of novice teachers

ABSTRACT Teacher recruitment is a persistent challenge, particularly in small and rural communities. This paper examines the probability that newly qualified teachers enter a teaching position in their home region and a range of individual and regional factors. Using rich longitudinal data from Norwegian administrative registers, we find that several individual and local characteristics matter for the mobility of novice teachers. On average, entering teaching positions in the home region is most common for females, individuals with low-educated parents, and individuals with relatively low grade point averages from their academic studies. Moreover, the probability of entering a teaching position in the home region is positively associated with the region’s population, but independent of whether a teacher education institution is located in the home region. Overall, the results suggest that the types of teachers that are underrepresented in schools have the lowest attachment to the teaching profession and their home region.

Beginning teachers’ descriptions of ball games as pedagogic practice in Swedish physical education

Teaching approaches in ball games in school physical education (PE) have traditionally focused on technical proficiency. Technical approaches have been criticised for being teacher-centred, exclusive, and lacking meaning. Game-based approaches (GBAs) have been presented as an alternative way to teach ball games. Employing GBAs is, however, not without challenges. Scholars have pointed to teachers’ limited content knowledge of games, their poor understanding of GBAs, and cultural expectations of ball games as factors that constrain teachers’ work with GBAs. The aim of this article is to provide an understanding of how beginning teachers describe ball games as a pedagogic practice in Swedish PE. Semi-structured interviews were conducted with 12 beginning teachers who had graduated from two physical education teacher education (PETE) institutions. Bernstein's concepts of classification and framing were used to analyse the teachers’ descriptions of pedagogic practice. The findings illustrate how the classification of ball games knowledge varies. Some of the beginning teachers aimed to develop pupils’ understanding of games while others instead used ball games as a means for developing general movement capability or cooperation. Ball games teaching was characterised by a combination of GBAs and technical approaches. The influence of competitive sport outside of school was seen as a challenge, and the beginning teachers used strong framing and different teaching strategies combined with assessment to manage this challenge. The findings raise questions about ball games education in PETE in relation to specific national contexts.

Secondary school EFL teachers' awareness for formative assessment for effective learning

The aim of this study was to examine the extent to which English as a Foreign Language (EFL) teachers in secondary schools were aware of formative assessment for effective learning, and whether this awareness level differed based on their teaching experience. The study used a survey design, collecting both quantitative and qualitative data from 167 participants, and analyzed the data using various statistical and analytical techniques. The results of the study indicated that EFL teachers had limited knowledge of formative assessment and that their practical understanding of the topic had not been addressed in teacher education curriculums or training programs. The study recommends that educational authorities, such as the Ministry of Education (MOE), teacher education institutions, and universities, take steps to promote the practicality of formative assessment in teacher education programs and on-the-job learning initiatives. The findings of this study can also serve as a reference point for further research and interventions to improve the effectiveness of EFL teacher education in different contexts.

Sustainability in education: Nurturing tomorrow's future teachers through waste separation and recycling intentions

The importance of intentions in determining human environmental behavior is widely recognized; however, their relationship with education, knowledge, and facilities regarding environmental issues is not well understood, especially among pre-service teachers. This study aimed to explore the link between the factors and pathways influencing of pre-service teachers towards separation and recycling behavior on campus in Indonesia. An online structured questionnaire survey was administered to more than 400 students at seven teacher education institutions in six islands in Indonesia. The hypothesised model's links and pathways are tested and analysed using SmartPLS in structural equation models. Environmental knowledge, perceived behavioural control, and environmental knowledge are the three factors that have the most significant relationships with intention of separation and recycling behavior, with environmental education having the most crucial direct impact. In contrast, attitudes and subjective norms fail to convert intention into behavior and do not have a significant direct influence on intention among pre-service teachers. It underscores the importance of environmental education and knowledge in promoting sustainable practices while emphasizing the role of accessible facilities and subjective norms in shaping recycling intentions. Additionally, the study emphasizes the complexity of attitudes and intentions, suggesting that interventions aimed at promoting recycling should consider a diverse range of factors that influence behaviour.

Assessment of the use of game technologies by teachers of educational organizations in career guidance work

Introduction. A significant contribution to the modern educational process of educational organizations is made by game technologies used by teachers for various purposes and contexts. As part of the study, we set ourselves the task of identifying game technologies that, from the point of view of teachers of educational organizations, are most effective for career guidance. In addition, based on the results of the study, we will be able to judge, in general, the activity of educational organizations implementing such an instrument as social partnership in the field of education of children, adolescents and youth. The purpose of this article is to identify and scientifically substantiate the use of gaming technologies by teachers of educational organizations in career guidance work. Materials and methods. 264 people took part in the survey: teachers of educational institutions from 10 regions of the Russian Federation. In the course of the study, the authors applied a set of theoretical, practical and mathematical research methods, such as: a survey using semi-closed and closed questions, registration, rating assessment, data generalization, statistical data processing, mathematical data processing. The results of the study. The study showed that, from the point of view of teachers of educational organizations, business, role-playing, board and intellectual games are effective for career guidance and are in demand by them. More than 90% of respondents use gaming technologies in career guidance work with students, but about 8% of respondents never do it. Most of the survey participants note an average level of methodological competence in the field of using board games in career guidance work with students, more than 16% rate their level as low. Most of the survey participants note the average level of effectiveness of using board games in career guidance work with students, about 6% do not understand the importance of this pedagogical tool in career guidance work, however, more than 30% of teachers rate board games highly. The majority of respondents noted the insufficient or completely absent equipment of educational institutions with board career guidance games, as well as the need and demand for the use of a database of board career guidance games. Conclusion. Based on the results of the survey of teachers, the following recommendations were given: to ensure that educational organizations are equipped with sets of tabletop career guidance games; to expand and deepen teachers' ideas about the possibilities of using board games in career guidance work and increase their level of professional training in this area; to use board games more actively when organizing career guidance work in educational organizations; to create an up-to-date, constantly updated database these board career guidance games and provide access to it to all teachers of educational organizations.

The Relationship between Head Teachers’ Authoritarian Leadership Style and Teachers’ Burnout in Secondary Schools in Ibanda Municipality, Ibanda District, Uganda

The study investigated the relationship between head teachers’ authoritarian leadership style and teachers’ burnout in secondary schools in Ibanda Municipality, Ibanda District, Uganda. A correlation study design was employed to determine the relationship between the authoritarian leadership style of head teachers and burnout of teachers. A hybrid approach integrating quantitative and qualitative research methodologies was also employed to handle both qualitative and quantitative data. Data was collected from 217 teachers using a self-administered questionnaire and 15 head teachers using an interview guide. The results show that there is a positive but moderate relationship between authoritarian leadership style and teacher burnout as indicated by the r=0.34. Therefore, a high level of burnout was linked to increase in authoritarian leadership style. The researcher recommends that the Ministry of Education and Sports should embrace and intensify refresher courses for head teachers to re-equip them with the best leadership practices that could help them avoid authoritarianism. Such re-equipping can be managed at seminars, workshops, and short courses in conjunction with teacher education institutions such as colleges and universities. This can equip the headteachers with the best leadership practices in the ever-changing dynamics of the education system. Therefore, the ministry and its partner agencies like National Curriculum Development Center and National Council for Higher Education should put in place sound curriculums in leadership skills and styles to ensure that serving head teachers are adequately and effectively trained to lead and manage the schools. It should not be done in a hurry and by use of trainers who are not knowledgeable. This will enable head teachers to avoid disastrous leadership styles such as authoritarianism and employ the best practices for managing burnout of their teachers. Keywords: Leadership Styles; Burnout, Relationship and Head Teachers

Integrating Generative AI in University Teaching and Learning: A Model for Balanced Guidelines

The study proposes a balanced approach and flexible guidelines for incorporating generative artificial intelligence (AI) into university-level teaching and learning processes at both the university-departmental level and within individual academic autonomy. Building on Chan’s (2023) AI Ecological Education Policy Framework, the guidelines offer a suggestive frame of reference for faculty and students to integrate generative AI into their coursework. Furthermore, feedback from 118 students and 14 academics at a teacher education institution in the Philippines underscores the guidelines' potential benefits, concerns, usefulness, and necessity in their academic undertakings. While the policy may not cover every detail exhaustively, it seeks to provide practical and context-sensitive recommendations for ethical, honest, responsible, and fair use of AI in course development, implementation, and student engagement. Consequently, other higher education institutions in general, and academics in particular, may adopt and/or modify the guidelines to suit their positions, goals, needs, and directions.

Using an Exploratory Factor Approach to Determine Strategies for Effective Implementation of Teaching Practicum in Schools

Teaching practicum is a vital component of pre-service teaching courses. However, researchers have shown concern about the quality of implementation of these courses. Resultantly, students show low-profile abilities in teaching and learning when they join professional service as teachers. The primary purpose of this study was to develop a scale for exploring strategies for effective practicum implementation and, secondly, to ascertain teachers’ perceptions about the effect of these strategies on the effective implementation of teaching practicum in schools. A survey questionnaire was developed and used for data collection. The questionnaire was developed based on a review of the literature and expert judgment. A total of 77 students participated in the study from a private college of teacher education in Peshawar. The students were selected based on a convenient sampling technique. The dimensionality of the scale was checked through exploratory factor analysis. The principal component analysis revealed a 4-factor structure as an essential strategy for the effective implementation of teaching practicum for pre-service teachers. These strategies were clear communication, showing respect, professional behavior and motivation. It is concluded that the scale can be used for measuring the effectiveness of teaching practicum in other contexts. The results of this study may be used for improving the curriculum implementation of teaching practicum in teacher training institutes. This study is significant as it provides firsthand knowledge to the management and administration of teacher education institutions about the essential strategies that can be used to enrich further teaching practicum, a pivotal element of teacher education.