Skills Of Teachers Research Articles

Neuromuscular Excitation Pattern in Expert Indoor Skydivers

The evolution of indoor skydiving from military origins to a globally recreational pursuit has attracted individuals without prior specific training, exposing them to the heightened risk of muscle–joint injuries associated with indoor skydiving. This study aims to assess the muscular excitation patterns in highly skilled instructors to determine the optimal activation strategies for preventing musculoskeletal injuries. Nine expert indoor skydiving instructors (M/F: 8/1; age 31 ± 7 years; body mass: 70.5 ± 11.1 kg; stature: 1.74 ± 0.09 m) were enrolled. The surface electromyographic signal was recorded on the anterior deltoid, AD; posterior deltoid, PD; pectoralis major, PM; latissimus dorsi, LD; rectus abdominis, Rabd; erector spinae, ES; rectus femoris, RF; and biceps femoris, BF for each position: PRONE, SUPINE, SIT, and head-down (HD). A synchronous heart rate was recorded to assess the cardiac engagement. The neuromuscular load (NeLo), representative of the excitation amplitude of a muscle set, was determined for each position across different body regions. PRONE and SUPINE were the least demanding in terms of cardiac engagement (67 ± 6 and 85 ± 8 bpm, respectively) and exhibited the lowest neuromuscular excitation (24 ± 10 and 24 ± 8% Max, respectively). By contrast, HD exhibited the highest cardiac (127 + 18 bpm) and neuromuscular (71 + 11% Max) engagement and particularly in the lower-trunk and lower-limbs muscles. SIT predominantly engaged upper-trunk and shoulder muscles. The findings indicate the significant engagement of the musculature surrounding the shoulder joint and that responsible for lower-trunk stabilization in maintaining the investigated positions. A targeted training regimen on strengthening these muscles is advised before practicing indoor skydiving to prevent shoulder joint injuries or lower back muscle overloads.

The Study of Strengthening Skills in High School Chemistry Micro-Lattice Teaching

At present, many chemistry normal students in China know little about strengthening skills and how to use intensive skills in teaching. However, to be a good chemistry teacher, you must master the strengthening skills. Because the appropriate and reasonable use of strengthening skills in chemistry class can focus students' attention, help students to maintain correct learning behavior, and inhibit or improve bad learning behavior. Chemistry micro-grid teaching is a practical training activity, which can effectively exercise and improve the various teaching skills of chemistry teachers or normal university students. After micro-teaching, normal university students can effectively improve and enhance their own teaching skills in a relatively short period of time. This paper introduces the research status of chemistry micro-lattice teaching and strengthening skills, briefly expounds the related concepts of chemistry micro-lattice teaching and reinforcement skills, and analyzes the individual cases of cultivating strengthening skills through chemistry micro-lattice teaching.

“Refining” Our Understanding of Early Career Teacher Skill Development: Evidence From Classroom Observations

“Refining” Our Understanding of Early Career Teacher Skill Development: Evidence From Classroom Observations

Effectiveness of pedagogical conditions for the development of logical thinking of future primary school teachers in professional training

The author's research proposes a model of development of logical thinking of future primary school teachers in their professional training. The pedagogical experiment concerning the development of logical thinking of future primary school teachers in professional training is described. The pedagogical conditions for the effective development of logical thinking are formulated and substantiated: the use of active learning methods and game modeling in the professional training of future primary school teachers, the organization of independent activities of future primary school teachers to develop their logical thinking, the use of tasks for the development of logical thinking of future teachers in the process of professional training. The system for assessing the levels of development of future primary school teachers' logical thinking is characterized and the results of a pedagogical experiment are presented. To determine the level of development of logical thinking according to the motivational criterion, the indicators of knowledge and skills of future primary school teachers, revealed during classroom classes and independent work in academic disciplines, the study of which is aimed at forming a general understanding of work in primary school, impressions of future professional activity, were used. To determine the level of development of future primary school teachers' logical thinking according to the cognitive criterion, the results of students' performance in the disciplines whose main task is to perceive theoretical knowledge about future professional activity, planning and organization of the educational process, methods of primary school students' development were used. The basis for the diagnostics according to the activity criterion was the performance of future primary school teachers in the subjects “Computer-oriented learning technologies”, “Technologies of distance education in primary school”, pedagogical practice in general secondary education institutions, coursework, writing a diploma (qualification) work and a comprehensive exam on pedagogy and methods of forming the competencies of students. The results of the experiment revealed a significant increase in the average qualitative indicator of logical development, which indicates the effectiveness of the use of the obtained scientific results and gives the right to recommend their use in the educational process at universities.

Necessary skills for teachers towards digital information and communication technologies in the current era

Necessary skills for teachers towards digital information and communication technologies in the current era

The systematic innovation training efficiency in creative thinking and problem-solving skills in teachers

The systematic innovation training efficiency in creative thinking and problem-solving skills in teachers

Development Management Model of Teacher’s Global Competence and Complexity Leadership Based on the Merdeka Curriculum

This study aims to produce: 1) A product of a global competency measurement instrument for senior high school teachers, 2) A product of a measurement instrument for the complexity of leadership of senior high school principals, and 3) A product of a global competency development model based on the complexity of leadership for senior high school teachers in DKI Jakarta, and 4) A product of a training module for developing global competencies for senior high school teachers in DKI Jakarta. The unit of analysis of this study was SMA Penggerak in DKI Jakarta, with respondents of SMA Penggerak Batch I teachers totaling 301 teachers taken by proportional random sampling. Measurement of teacher global competence was carried out by distributing questionnaire instruments compiled based on 3 (three) core elements of teacher global competence, namely: 1) Teacher disposition, 2) Teacher knowledge, and 3) Teacher skills (Tichnor-Wagner, et al, 2019). Meanwhile, measurement of complexity leadership was carried out by distributing questionnaire instruments compiled referring to 3 (three) components of complexity leadership, namely: 1) Administrative leadership, 2) Adaptive leadership, and 3) Enabling leadership (Uhl-Bien et al., 2009). This study uses the SEM model with data processing techniques using Wrap PLS. The results of the design of the complexity leadership and global competent teacher measurement instrument show a high level of validity and a perfect level of reliability, so it is very suitable for use in this study. The results of the complexity leadership hypothesis test on global competent teachers show that there is a significant influence. The results of measuring the complexity leadership dimensions on global competent teachers also show that each dimension has a significant influence, where the empowering leadership dimension has the most significant influence.

A Program Based on Online Professional Learning Communities to Develop Cognitive Authentic Assessment Skills of EFL Teachers

A Program Based on Online Professional Learning Communities to Develop Cognitive Authentic Assessment Skills of EFL Teachers

The Impact of Teachers' Professional Development on The Internet Self-Efficacy and ICT Competencies

Introduction: In the dynamic realm of education, the incorporation of Information and Communication Technology (ICT) has ushered in transformative shifts in the methods of teaching and learning. This study explores the impact of teacher professional development on the interconnected dimensions of internet self-efficacy and ICT competencies within the context of vocational high schools.Methods: The research employs a carefully designed survey instrument featuring 56 items, adapted from previous studies. Targeting vocational high school teachers across six Regencies in Central Java Province, Indonesia, the study utilized a clustered random sampling technique to select a sample size of 150 teachers in vocational high schools. The study employed Partial Least Square Structural Equation Modelling (PLS-SEM) to analyze the relationships among teacher professional development, internet self-efficacy, and ICT competencies.Results: This study yields four notable results. First, teachers' professional development positively impacts their internet self-efficacy. Second, teachers' professional development positively impacts their ICT competencies. Third, Teachers' internet self-efficacy influences their ICT competencies. Fourth, there is a mediated link between teacher professional development and ICT competencies through internet self-efficacy.Conclusions: This study underscores the importance of teacher personal professional development for improving internet self-efficacy and ICT competencies in vocational high schools. Policymakers should consider tailored training programs to enhance teacher skills, promoting better technology integration for improved vocational education.

Optimalisasi Keterampilan Digital Guru SD Islam Terpadu melalui Pelatihan Pemanfaatan Aplikasi Canva untuk Media Pembelajaran Kreatif

The increasing demand for innovative and interactive learning media in education highlights the importance of enhancing teachers' digital competencies. This community service program, conducted under the Community Partnership Program (PKM), aimed to improve the digital skills of teachers at Integrated Islamic Elementary Schools in Pamekasan, particularly in utilizing Canva to create engaging and effective learning materials. The primary challenge identified was the low proficiency of teachers in using technology for developing creative and up-to-date media. To address this, a participatory approach was employed, combining theoretical instruction with hands-on practice. The training was implemented in stages, starting with basic hardware literacy and progressing to the application of Canva features for classroom-appropriate learning media. Strategies included providing training modules, live demonstrations, and group discussions to foster collaborative idea-sharing. The program's outcomes revealed a significant improvement in teachers' digital competence. Pre- and post-training assessments demonstrated an increase in hardware proficiency from 57.4% to 73.4%, alongside notable enhancements in Canva-related skills, such as creativity, usage frequency, and diversity of learning materials produced. Despite challenges posed by the limited digital literacy of senior teachers, the program successfully equipped participants with the skills to develop more engaging and diverse digital learning resources, ultimately fostering greater student participation and motivation..

ПРАКТИЧНО-ДОСЛІДНИЦЬКИЙ ПРОЕКТ ЯК ІНСТРУМЕНТ ДОСЛІДНИЦЬКОГО НАВЧАННЯ У ПІДГОТОВЦІ ВЧИТЕЛІВ НІМЕЦЬКОЇ МОВИ

The article highlights the concept of research-based learning and analyses its implementation in European higher education institutions. It is found that pedagogical universities in Ukraine lack the necessary tools for the development of research skills in future teachers. There is also a lack of empirical research on research-based learning. These factors have led to the relevance of this article. The article presents one of the forms of implementation of research-based learning in the international curriculum "DLL - Learning to Teach German" for the training of future teachers of German. This programme is implemented with the support of the Goethe-Institut at the Mykhailo Kotsiubynskyi VDPU. The article describes the framework of implementation and the results of observations and empirical analysis of the development of students' competences. Research and reflective learning in the context of the DLL programme is carried out through the implementation of a practical research project (PRP). The emphasis is on the study of one's own teaching activities, observation and indepth reflection. It is noted that the implementation of the PDP poses certain challenges for students due to their lack of teaching experience and unfamiliarity with independent research. This context serves as the basis for a practical study based on the analysis of individual documentation of research projects completed by students over the last three years. The aim is to check the level of students' ability to reflect on their own experiences and to identify ways of improving their teaching practice. For a more in-depth analysis, five aspects of reflection were identified, distinguishing between PDRs based on their own teaching and those based on observation. The use of qualitative textual analysis, deductive and inductive approaches allowed us to draw conclusions and suggest ways to improve students' preparation for undertaking such research.

Artificial Intelligence and Social-Emotional Learning: what relationship?

ObjectivesAmong the skills included in the Compass for Tomorrow are new skills for teachers and educators in the context of emotional artificial intelligence. Is it possible to teach social-emotional skills? And how is it possible to do so? Can socio-emotional competences be considered as curricular standards? This contribution aims to answer these questions, highlighting opportunities and risks that the digital revolution and affective computing pose today.Material and methodsIn order to explore the relationship between artificial intelligence (AI) and Social-Emotional Learning (SEL), a multidisciplinary approach combining technological and psycho-pedagogical research methods is required. Main sources: scientific databases (e.g. Google Scholar, PubMed, Scopus), educational and technological journals; case studies where AI is integrated into SEL programmes.ResultsArtificial intelligence can play a key role in teaching social-emotional skills, helping students develop skills such as empathy, self-management, social awareness, and effective interpersonal relationships. AI platforms can create simulated or interactive scenarios that allow students to practise managing complex social situations.ConclusionsIn conclusion, we can say that AI can help teachers in their work by facilitating the identification of suitable strategies to foster and develop social-emotional competences in students. It can also help to broaden and achieve that vision suitable for understanding and fostering school inclusion, which is the goal to be achieved (Rivoltella, 2014). It must also be emphasised that training and refresher courses are needed to use robotics correctly, to assist schools in their choice of aid and to train teachers in the acquisition of skills or teaching practices that make its use effective.

TRAINING OF COMPUTER SCIENCE TEACHERS FOR THE FORMATION OF CYBERSECURITY SKILLS IN STUDENTS: ACTUALIZATION OF PROBLEMS AND THEIR POSSIBLE SOLUTIONS

The article presents an analysis of the problem of preparing computer science teachers for the formation of cybersecurity skills in students. The generalization of the available scientific results gives an idea of the general trends and problems in this field: the need for constant updating of the curriculum in computer science and cybersecurity is emphasized to keep pace with the development of technologies and standards; emphasizes the need to combine practical skills with fundamental knowledge in cybersecurity education; stresses the importance of pedagogical and methodological knowledge along with subject knowledge in the training of computer science teachers; mastering innovative digital strategies for teaching and learning computer science; a mixed way of teaching courses (face-to-face, hybrid or online) and a variety of teaching methods; development of methodological competence of computer science teachers through different approaches to such development (special courses, internship programs, mentoring, joint lesson planning and reflective practice, etc.). Based on the results of the analysis, recommendations were formulated for the modernization of teacher training programs for the formation of students' cybersecurity skills: integration of content modules on cybersecurity into courses on methods of teaching computer science; development and implementation of specialized cybersecurity courses in educational and professional teacher training programs; use of digital tools and simulation technologies; promoting the continuous professional development of teachers in the field of cybersecurity; promoting cooperation and knowledge exchange with cybersecurity practitioners; bringing computer science teacher training curricula in line with international standards in the field of cybersecurity. We consider further research to be promising in studying the content of educational programs for training computer science teachers and analyzing the effectiveness of various teaching methods for developing cybersecurity skills in future computer science teachers.

Felsefi Sorgulama, Eleştirel Düşünme ve 21. Yüzyıl Becerileri Öz Yeterliliği: Öğretmen Adayları ile Bir Çalışma

This research aims to examine the effects of philosophical inquiry sessions on self-efficacy perception and critical thinking skills of the 21st century and to determine the opinions of the participants about the sessions. The research was designed according to Single Group Pre-Test - Post-Test" experimental model. “21st Century Skills Efficacy Perceptions Scale” and “Ennis-Weir Written Test of Critical Thinking” were used as quantitative data collection tools, and semi-structured interview form was used as a qualitative data collection tool. It was determined that philosophical inquiry sessions positively affected both 21st-century learning and renewal skills and critical thinking skills. It was determined that it had a positive effect on the critical thinking skills and renewal and learning skills of pre-service teachers. The results of the interviews revealed that philosophical inquiry sessions drew attention to skills such as asking questions, developing different perspectives.

Research Trend of Science Process Skills in Prospective Physics Teachers: An Analytical Review

It is imperative to research the science process skills of prospective physics teachers in higher education to improve the quality of physics education, support curriculum development, and enhance student understanding. This study examines the research trends regarding the science process skills of prospective physics teachers in physics education at higher education institutions. The review of journal publications from 2019 to 2023 was conducted using content analysis, a qualitative method. A total of 24 journal articles focusing on the science process skills of prospective physics teachers in higher education were identified through Publish or Perish, using the Google Scholar and Scopus databases between 2019 and 2023. The analysis steps included framing review questions, identifying relevant research, assessing study quality, summarizing evidence, and conducting data analysis. The results showed that research on the science process skills of prospective physics teachers has been prevalent since 2019, with quantitative research dominating the field. Basic physics practicum courses are the primary focus for exploring students' science process skills, with tests being the most commonly used instruments. Several interventions, such as Project-Based Learning (PjBL), STEAM, Discovery, and Inquiry, have been implemented to enhance the science process skills of physics teacher candidates. Communication skills, a component of the 21st-century 4C skills, are particularly pertinent to the future challenges that educators will encounter, as evidenced by the science process skills examined in previous research. These skills are critical in fostering collaboration, problem-solving, and effective teaching. In conclusion, this study emphasizes the importance of developing physics teacher candidates' science process skills, particularly communication skills, in higher education. Future research is expected to deepen the understanding and develop more effective learning strategies to improve these essential skills in physics teacher candidates.

Leveraging on Micro Teaching Lesson Study to Improve Collaborative Skills of Pre-Service Science and Math Student Teachers in Higher Educational Institutions

This study examines how the Micro Teaching Lesson Study (MTLS) framework impacts the collaborative skills of pre-service science and mathematics teachers in Nigerian higher education institutions, focusing on integrating mathematics into science education. The research assesses MTLS’s role in developing pedagogical content knowledge (PCK) tagged as instructional delivery and collaborative skills, including teamwork, communication, and problem-solving. Data were collected through questionnaires and a rating scale from 100 pre-service science and mathematics student teachers, at 300 and 400 levels, through a stratified random sampling technique. Results show mean scores from 2.73 to 3.71 which reflect moderate to high collaborative proficiency, ability and confidence to integrate mathematics into science education. While empirical evidence suggests MTLS significantly enhance instructional delivery of PSMST in science education (β = 4.481; t = 2.259; p < 0.05), no significant difference in collaborative skills was found between science and mathematics pre-service student teachers. The study concludes that MTLS effectively fosters collaborative skills, improving instructional delivery and interdisciplinary teaching. Expanding MTLS implementation is recommended to enhance the collaborative abilities of pre-service teachers and benefit STEM education.

THE ROLE OF SOFT SKILLS IN TEACHER TRAINING IN THE MODERN EDUCATIONAL PROCESS

In the article, the authors analyse the concept of ‘soft skills’ and define the role of soft skills in the professional training of teachers in the modern educational process. It is established that these skills include the ability to empathise, active listening, constructive communication, conflict management and leadership qualities that contribute to the effectiveness of the teaching process, stimulate active interaction between participants in the educational process and contribute to the successful achievement of educational and professional goals. It is noted that developed soft skills allow a teacher to more effectively establish interaction with students, colleagues and the administration of a higher education institution. The ability to communicate, motivate and manage emotions creates an atmosphere of mutual understanding and trust, which has a positive impact on the success of students and forms their positive attitude to learning in general. In the article, the authors analyse the experience of other countries in developing soft skills for teachers, in particular in the Scandinavian countries, Singapore, Canada, Australia, and Japan. The study found that in order to develop soft skills in teachers, it is necessary to attend trainings and seminars, which will help teachers improve their dialogue skills, better understand the needs of students to resolve conflict situations and create a positive educational environment; create conditions for the professional growth of teachers, recognition of their achievements; encourage teachers to share experiences and cooperate with colleagues, which will help improve their teamwork and conflict resolution skills.

PERCEPTION SCALE OF PRESERVICE SCIENCE TEACHERS’ SOCIO-SCIENTIFIC REASONING SKILLS

In this study, an assessment tool was developed to measure the reasoning skills (RS) of preservice science teachers on socio-scientific issues (SSI). As a result of the literature review, the scale was developed based on five dimensions. These dimensions are complexity, questioning, having different perspectives, skeptical approach and the limitations and adequacy of science. The developed scale consists of a total of 18 items. 577 preservice science teachers participated in the study voluntarily. First-level confirmatory factor analysis (CFA) was conducted to evaluate the construct validity of the items created in line with the theoretical framework. In addition, second-level CFA was applied to test whether the dimensions represented the students' perceptions of socio-scientific reasoning (SSR) skills. When the literature was examined, it was decided that the values of the fit indices were appropriate for model verification. The findings reveal that the developed scale can be used for valid and reliable measurements in determining the perceptions of preservice teachers regarding their SSR skills. Keywords: preservice science teachers, scale development, scientific literacy, socio-scientific reasoning

PKM Pembuatan Media Pembelajaran IPA dan Matematika Berbasis Bahan Lokal

Community service activities have been carried out in the form of activities to create science and mathematics learning media based on local materials for elementary school teachers at GMIT Manumuti Kupang. This activity lasted for two days at the GMIT Manumuti Elementary School Hall, Kupang Regency. The aim of this activity is to provide insight into knowledge and skills regarding making science and mathematics media using local materials. This service activity uses lecture, discussion, question and answer, simulation, practice and training methods. The results of the activity conclude (1) that this service activity has improved the skills of GMIT Manumuti Tarus Elementary School partner teachers in designing and making science and mathematics learning media based on local materials to make it easier for students to understand basic science and mathematics concepts, (2) This service activity has provided the basics of Science and Mathematics to partner teachers at GMIT Manumuti Tarus Elementary School as a concept for teaching science and mathematics material to students so that learning becomes more meaningful.

Study Lecturer’ ICT Skill in Teaching and Learning Imprementation at Luang Prabang Teacher Training College, Academic year 2024-2025

This research is a quantitative and qualitative research through the participatory research process of teachers in Luang Prabang Teachers College, which aims to: 1) To study the results of using ICT in the teaching and learning of teachers in Luang Prabang Teachers College. 2) To study the development of ICT skills according to the standards of ICT teachers in the Lao PDR. The research target group this time is 104 people, using the study method to analyze documents, related research, using questionnaires to collect data directly from teachers. Data analysis uses a quantitative analysis method, to lead to the explanation of the results in a causal manner to the reality of the data as much as possible. The research result found that the ICT skills development of teachers in Luang Prabang Teachers' College was at a very high level = 3.86 S.D. = 0.84, where the ICT skills had a higher mean value = 4.04 S.D. = 0.84; followed by computer skills = 3.86 S.D. = 0.84 and ICT skills in teaching = 3.74 S.D. = 0.84; and the Internet skills had the lowest mean value = 3.72 S.D. = 0.86. Guidelines for the development of ICT skills of teachers in Luang Prabang Teachers' Training College Administrators should disseminate or introduce basic computer skills to teachers in schools, organize teacher competence assessment in the initial stage, plan and prepare for internal training or invite external experts, promote and cooperate with personnel to develop themselves in various areas, and provide opportunities for teachers to share lessons with each other.