Teacher Training Curriculum Research Articles

The place of the theory of upbringing and education in a foreign language teacher training curriculum

The place of the theory of upbringing and education in a foreign language teacher training curriculum

Knowledge of Noncommunicable Diseases and Social Media among Secondary School Teachers in Akinyele Local Government Area Oyo State Nigeria

Abstract Background: Social media (SM) are now widely available and can potentially play an important role in the prevention of noncommunicable diseases (NCDs). The school environment is a key location for educating children about NCDs and the teachers’ level of knowledge may have an impact on them. This study investigated the knowledge of NCDs and SM among secondary school teachers. Materials and Methods: Using a self-administered questionnaire, data were collected from 423 randomly selected male and female secondary school teachers teaching in both public and private secondary schools located in Akinyele Local Government Area, Oyo State, in May 2018. Knowledge of SM was measured on a 10-point scale (scores 0–3, 4–6, and 7–10 were rated as poor, fair, and good, respectively), while knowledge of NCDs was measured on a 28-point scale (scores 0–8, 9–18, and 19–28 were rated as poor, fair, and good, respectively). Data were analyzed using descriptive statistics and multiple regression tests at a 5% level of significance. Results: Findings showed that the mean age of respondents was 33.5 ± 0.5 and 52.5% were female. About half (51.5%) of the respondents had good knowledge of SM. Less than half (28.1%) had good knowledge of NCDs. Knowledge of SM was significantly associated with age (P < 0.001), while knowledge of NCDs had no significant association. Conclusion: Based on these results, a gap exists regarding teachers’ knowledge of NCDs. Health professionals may contribute to teacher training curriculum development to include health education targeted toward NCD prevention.

Applying constructivism in driving teacher education: Analysis based on transcripts of videotaped lessons

Modern learning focuses heavily on theory and ideals, offering scant practical guidance on execution and outcome evaluation. This research paper aims to show that the integration, in 2018, of a contemporary educational approach into the driving teacher training program at Tallinn University, Estonia, with specific implementation and evaluation criteria, changes actual teaching behavior towards constructivist principles. This approach involved a change in which students began video recording their driving lessons and transcribing them using a web-based speech recognition tool while following specific instructions. This process allowed for feedback and self-analysis throughout the learning process.The study analyzed 145 videotaped driving lessons, which were submitted as final examinations in the driving teacher training curriculum at Tallinn University Haapsalu College between 2017 and 2021. The natural quasiexperimental study compared transcripts of recordings (N = 145; 115 males) before (n = 38) and after (n = 107) the methodology change.The findings reveal a significant increase in the implementation of constructivist principles within the lessons after methodology change in 2018: lesson objectives and evaluation criteria were formulated more often, leading to an increase in open-ended inquiries and a higher prevalence of feedback and analysis. Additional pilot analysis of data from 11 driving teacher certificate renewers in a brief education program supported the efficacy of revised approach: the exam lesson recordings exhibited significantly more constructivist elements compared to the initial stage of the program. There were variations in the length of training both pre and post methodology change. While longer training displayed more constructivist elements, the impact of the methodology shift was notably more pronounced.In summary, the utilization of specific expectations, evaluation criteria and assessment tool in the driving teacher training program promotes a shift in which graduating teachers independently use more constructivist and learning-centered methodology. This approach has the potential to shape more responsible drivers.

예비역사교사의 교재 재구성 경험을 통한 변화 탐색

Objectives This study was conducted to explore how pre-service history teachers experienced changes in the process of reconstructing textbooks to be used in a extra-curriculum and to make practical suggestions for future teacher training curriculum.
 Methods For this purpose, in-depth interviews were conducted with 10 pre-service history teachers who had participated in the history education program and conducted various educational activities, including writing textbooks. The interviews were analyzed using a combination of inductive and interpretive methods proposed by Hatch as qualitative methods. In addition, the primary and secondary textbooks authored by the pre-service his-tory teachers were compared and analyzed.
 Results The results of the study showed that the pre-service history teachers' experience of reorganizing text-books made meaningful changes in five main aspects. First, the “textbook view” changed from an absolute per-spective to a relative perspective. Second, the “textbook organization ability” changed from a incoherent method to a coherent method. Third, the “basis for organizing materials” changed from content-based to site-based. Fourth, the “focus of material construction” has changed from instructor-centered to learner-centered. Fifth, the “eye of material organization” has changed from the student's eye to the teacher's eye.
 Conclusions Based on this, teacher training institutions proposed the need for quantitative and qualitative improve-ment and development of the curriculum to support the professionalism of pre-service teachers, and emphasized the need for institutional support at the higher institution level.

Pre-service teachers’ attitudes towards artificial intelligence and its integration into EFL teaching and learning

Abstract Even though artificial intelligence (AI) is no new occurrence, with its beginnings dating back to the 1950s, its use has gained popularity worldwide, especially in recent years, and its presence and importance has grown in many areas of human lives, including education. Surveys conducted internationally have found generally positive attitudes of university students towards artificial intelligence (AI) and its inclusion into various fields of research and study. However, only few research probes have been conducted among students of philology and future language teachers. No such research has been conducted among university students or pre-service EFL teachers in Central Europe. This paper aims to fill this gap in educational research knowledge, as knowing teachers’ and teacher students’ attitudes towards AI can be a key factor in the success or failure of applying AI in education. Therefore, the aim of the study is to determine the level of knowledge and dominant attitudes towards AI in general, AI in learning/teaching EFL and the inclusion of AI in the teacher training curriculum among pre-service EFL teachers in Slovakia. To collect data from the respondents, a cross-sectional survey in the form of a KAP questionnaire was conducted in November-December 2022. 137 pre-service English language teachers responded to a pre-tested online questionnaire consisting of 19 closed-ended (5-point Likert scale) items and one open-ended question. Slovak EFL pre-service teachers were equally interested (38.67%) and uninterested (39.42%) in the ongoing discussion about AI in education. Overall, they self-reported having no (61.31%) or unsatisfactory (21.17%) understanding of the basic computational principles of AI. On the other hand, they were significantly more satisfied with their knowledge of AI-based applications for EFL teaching, which they considered adequate (35.04%). Nevertheless, almost half of the students (45.25%) rated their knowledge as inadequate. It was therefore encouraging to learn that 64.24% of the respondents agreed that AI education should be included in their university curriculum and had predominantly positive expectations of AI and its application in education. 63.50% of them agreed with the statement that AI will improve education in general (compared to only 18.98% who disagreed). They shared a predominantly positive attitude towards the incorporation of AI into EFL and showed their optimistic expectations regarding the impact of AI on teaching and learning English as a foreign language. Slovak EFL pre-service teachers did not express any concerns about the future of their profession. However, a majority of them (53.28%) agreed that EFL teachers might lose some of their skills when using AI in their practice and a significant number (42.33%) feared that AI would make EFL teaching less personal. These findings are consistent with previous research conducted internationally.

Initial teacher training curriculum for Global Education in Rwanda: Between national and global perspectives and necessities

Despite the international political willingness, as framed in SGD 4.7, to integrate Global Education in national policies and curricula, little is known about how this is reflected in initial teacher education (ITE) in the Global South. Through document research with content analysis, the study at hand explores the profile of the ITE curriculum in Rwanda towards Global Education. The results indicated that the ITE curriculum has a threefold faced profile in relation to Global Education – nationalist, instrumentalist, and globalist-dynamist. Beyond its “Rwandocentrist” perspective, the ITE curriculum shows an openness to Global Education (i.e. valuing and respecting the cultural plurality and heterogeneity) in both content and methodological approaches. The study stimulates further scientific, political and practical reflections for the integration of Global Education in ITE in Rwanda and possibly similar educational contexts.

Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge

AbstractStudents with reading difficulties such as dyslexia receive most of their instruction in mainstream classrooms, but many teachers feel inadequately prepared to teach students with dyslexia and/or report that dyslexia was inadequately addressed in their training. However, depending on a school’s organization, it may be sufficient that classroom teachers know enough to realize when to ask for support with identification and accommodation from specialized teachers with greater knowledge. In the present study we first investigate dyslexia knowledge in a sample of Norwegian upper-elementary-school teachers (N = 269). Second, we examine whether specialized (“resource”) teachers are more knowledgeable about dyslexia than classroom teachers. Finally, we explore whether teaching experience and having encountered reading-related themes in formal training predict dyslexia knowledge. Overall, we find that only a small share of teachers holds misconceptions about dyslexia. However, a notable proportion of them are uncertain, especially regarding the role of visual deficits in dyslexia. Somewhat surprisingly, resource teachers have only marginally higher dyslexia knowledge than classroom teachers. Finally, neither experience nor reading-related course content in formal training are substantial predictors of dyslexia knowledge. The large extent of uncertainty concerning dyslexia suggests a need to reconsider teacher training curriculum and opportunities for teacher professional development.

Music diversity in music education: A multiple case study of music teacher training programs in Thailand

Awareness of social and cultural diversity is one of the concepts inherited from the 1997 Constitution of the Kingdom of Thailand, which led to the subsequent revision of several related laws, including the National Education Act of 1999. Despite the country’s strong cultural diversity, centralized governance has resulted in culture from the Central region becoming representative of the nation’s culture. Likewise in music, Thai music education has been dominated by music from the Central region, so-called Thai classical music, and Western music. This study is interested in the response of the music teacher training curriculum to the principles of cultural diversity. Thailand has music teacher training courses distributed throughout institutions across the country, which can be divided into three groups: 1) teacher colleges; 2) research universities; and 3) music conservatories. Nine teacher training courses from different regions of the country with local cultural differences were selected. The results showed that music teacher training programs in Thailand place importance on cultural diversity at different degrees depending on their missions and social and cultural contexts. Importantly, the adaptability of folk music to changing social and cultural contexts remains an important factor affecting the survival of folk music in Thai society.

Attitude and knowledge of dyslexia among elementary school teachers in Turkey

AbstractThe purpose of this study is to examine the teachers' attitude and knowledge about students with dyslexia and to see whether their attitudes differ according to their socio‐demographic characteristics. The study group of this research, which was designed in the relational screening model, is made up of 300 classroom teachers. The participants filled out the Scale of Teachers' Attitudes towards Teaching Dyslexic Students and the Attitude and Knowledge Questionnaire on Dyslexia. The analyses showed that many teachers have insufficient knowledge of dyslexia, but they have a positive attitude towards teaching children with dyslexia and towards individuals with dyslexia, in general. Significant differences were found between the attitudes and experiences of teachers; it was found that teachers' knowledge of dyslexia increased with their experience. However, no significant differences were found between the attitudes of teachers according to their sex. In the light of the study results, it is recommended to update the teacher training curriculum and to design in‐service programs to improve teachers' knowledge on conducting courses with universal design in inclusive education and training.

교원양성기관 영어 교과 관련 교육과정과 초등교원 임용시험 영어과 문항 간 연계성 분석

This study aims to investigate elementary school teacher recruitment examination for
 English by analyzing the connecting validity between the English curriculum of
 elementary school teacher training institutions and elementary school teacher
 recruitment examination items for the past 10 years. PCK (pedagogic content
 knowledge) criteria is used to analyze the curriculum and test items. The findings
 are as follows: Despite different phases of changes in the teacher recruitment
 examination, the curriculum of teacher training institutions did not change significantly.
 There were only minor changes to the curriculum such as the modification to some
 subject names and credit hours. In general, there was a concentration of credit hours
 in the knowledge area of s u bject content and teaching methods with more weight on
 the knowledge of curriculum. Despite the high portion of content knowledge, the lowest
 credit hours in the curriculum was the elementary English curriculum. On the other
 hand, teacher recruitment examination items shows the highest proportion of teaching
 method knowledge and curriculum knowledge. The current study found a significant
 discrepancy between the English curriculum of elementary school teacher training
 institutions and the teacher recruitment examination items.

TRANSFORMING GUJARAT’S RURAL LANDSCAPE: NEW POLICY FOR EMPOWERING YOUTH

The rural education landscape in Gujarat, India, has long been burdened by various challenges that hinder the empowerment and development of its youth. In response, a new policy has been introduced to transform the educational system and provide greater opportunities for rural youth. This abstract provides an overview of the policy's key elements and objectives. The policy recognizes the need for inclusive and equitable access to quality education for all rural students. It addresses disparities in infrastructure, resources, and teaching methodologies, aiming to bridge the urban-rural education divide. The primary goal is to empower youth by equipping them with the knowledge, skills, and competencies needed to thrive in a rapidly evolving global landscape. To achieve this, the policy focuses on enhancing the quality of education through investments in teacher training programs, curriculum development, and pedagogical reforms. It promotes the use of technology-enabled learning tools and innovative teaching methods that encourage critical thinking, problem-solving, and creativity. The policy also emphasizes the importance of vocational education and skill development. It aims to strengthen vocational training programs, establish industry-academia linkages, and encourage entrepreneurship among students. This approach equips youth with practical skills aligned with the evolving job market, fostering employability and economic self-sufficiency. Moreover, the policy advocates for comprehensive student support systems, including career counselling, mentorship programs, and scholarships. Special attention is given to marginalized and disadvantaged groups, aiming to address social and gender disparities within the rural education system. Effective collaboration between government agencies, educational institutions, civil society organizations, and the community is crucial for the policy's success. Robust monitoring and evaluation mechanisms are proposed to assess progress, identify gaps, and make necessary adjustments for long-term impact. By transforming Gujarat's rural education landscape, this policy seeks to empower youth with the knowledge, skills, and confidence needed to overcome socio-economic challenges and contribute meaningfully to society. It aspires to create a future generation of capable, self-reliant individuals who actively participate in the growth and development of their communities and the nation as a whole.

Training university teachers in an urban context to educate future teachers in rural Mayan environments: an international cooperation project

Training university teachers in an urban context to educate future teachers in rural Mayan environments: an international cooperation project

Dialogues between teacher training, digital information and communication technologies (TDIC) and curriculum.

In this article I present some reflections on the use of emerging technologies by teachers and their difficulties in inserting them in their teaching methodologies. I also present some reflections about the school curriculum and the technologies as teaching-learning tools. The emerging technologies as pedagogical tools generate fears in many teachers when it comes to using them in the classroom as a mechanism for students' learning. In many cases, teachers with higher education degrees have suffered resistance to using ICT’s (Information and Communication Technology) in the classroom. We know their importance in the basic formation of the student and their effectiveness in the teaching-learning process. In this article, I present some reflections about the teachers' training, which has been a bottleneck regarding the use of technologies as part of the lesson plan formation and their use in the daily life of the teacher and the student.

예비과학교사의 온라인 기반 실천적 교수역량의 향상을 위한 학습조력 프로그램의 개발과 적용

Objectives Learning Assistant (LA) program was developed for pre-service science teachers to improve their online-based practical teaching competency to conduct online science classes.
 Methods The online-based teaching competency is defined as instructional design, material development, instructional execution and instructional reflection competency, in order to improve it, LA training course consists of four stages: PCK, planning, practice, and reflection. LA supported course is a science liberal arts class in which learning assistants practice teaching, and consists of the stages of concept introduction, concept understanding, and concept development. The ‘practice’ stage of the LA training course and the ‘concept development’ stage of the LA supported course intersect. 13 students from 2nd-4th grades majoring in physics education and environment education participated as learning assistants, and 24 students from 1st-3rd graders from various majors participated as learners. LA conducted a modified RTOP test based on online. After that, the change in online- based practical teaching capabilities before and after application of the program was analyzed through the corresponding sample t-test.
 Results Since both courses were conducted online for one semester, learning assistants can increase the effectiveness of learning at online teaching context such as online experiment, online evaluation, and online discussion guidance, after learning about PCK and making plans to apply them, they actually helped with learning. As a result of evaluation of the learning assistant's performance using RTOP, it was confirmed that the online-based practical teaching competency improved as the learning assistance experience was accumulated.
 Conclusions This result is significant in that it suggests a new direction in the way of nurturing online teaching competency in the college curriculum for teacher training.

Greek preschool teachers’ readiness to teach online at the onset of the COVID-19 pandemic

The COVID-19 pandemic had a significant impact around the world and has drastically changed the field of education. In addition to instructional materials, new technologies enabled access to new learning environments. However, the COVID-19 pandemic has highlighted some significant disparities between conventional information and communication technologies (ICTs) included in teacher training curricula in Greece and the new software required for remote learning and teaching. Thus, the study presented here aimed to examine the mobilisation of in-service teachers and their readiness to address teaching challenges while delivering online lessons. Online questionnaires were distributed to 110 in-service preschool teachers. The study aimed to answer four research questions about teachers’ ICT knowledge and the ways in which they used technology for work purposes, as well as the difficulties they encountered while teaching online. Evaluation of the data resulted in three main findings: (1) holding an ICT training certificate did not have a significant impact on the implementation of new technologies in distance education; (2) support from local education authorities was an important factor of the transition to online teaching; and (3) Greek teachers did not feel fully prepared to teach online.

EFL teachers’ awareness of dyslexia

Abstract Dyslexia is one of the most common learning disabilities among students, and teachers are often the very first to notice dyslexic students. It is therefore imperative that teachers be well-prepared to intervene appropriately and effectively once they encounter dyslexic students. The current study investigates teachers’ knowledge about the disorder in an English as a foreign language (EFL) context. Employing a questionnaire designed by Soriano et al. (2016), the study evaluates the awareness of dyslexia among 84 Iranian English teachers working in language institutes. The findings revealed that the majority of the teachers lacked adequate knowledge of the disorder but that they wished to learn more about this learning disability. Furthermore, the teachers’ awareness of the disorder was found to be independent of their demographic characteristics such as gender, previously completed programs, years of teaching experience, and experience with dyslexic students. The findings of this research can be informative for teacher educators, curriculum designers, and materials developers as there seems to be a need for revisions in teacher training curricula, instructional policies, and materials.

현직 중등 음악교사의 재교육 기관으로서의 교육대학원 음악교육전공에 대한 인식 및 요구 조사

Objectives The purpose of this study is to investigate the perception and demand of in-service secondary music teachers regarding graduate college of education as in-service training institution; and discuss about the curriculum improvement of graduate college of education for in-service training.
 Methods A survey of 139 secondary music teachers nationwide was conducted to find out the awareness and necessity of the current graduate college of education as in-service training institution and its curriculum. In addition, interviews with two music teachers were conducted to find more specific causes and perceptions of the survey results and discuss about the future direction of the institution from the perspective of in-service teachers.
 Results In-service secondary music teachers tended to characterize the functions of the current graduate college of education and music education major as a pre-service teacher training institution rather than for in-servicet teacher training. This indicates that the functions of the graduate college of education are far from the purpose of initial establishment, and suggests the need to further strengthen the functions to enhance the expertise of in-service music teachers. Furthermore, secondary music teachers expected curriculum with high field connectivity, which was mainly related to the development of teaching methods.
 Conclusions First, the music education major of graduate college of education should develop curriculum for in-service training, focusing on the contents that require long-term education. In addition, a completion system that teachers have more autonomous curriculum decision should be provided as well as completion process according to the needs of in-service teachers. Second, curriculum for in-service teacher training should be developed to help teachers understand the rapidly changing needs of society and the latest philosophy and theory. In this way, research on developing high-quality teaching-learning methods and materials should be conducted; so that teachers can be far more accountable for professional development and improving their classrooom.

Analysis of the Computational Physics Course in Secondary Preservice Teacher Training Curriculum in Korea

Analysis of the Computational Physics Course in Secondary Preservice Teacher Training Curriculum in Korea

교직 진출을 희망하는 중등 교직과정 이수 대학생의 진로 준비 경험 탐색

Objectives This study aimed to explore the career preparation experience of university students who are attending secondary teaching courses and wish to be a teacher.
 Methods To this end, one-on-one interviews were conducted with ten university students who are attending a secondary teaching course and wish to be a teacher. The method of qualitative content analysis was used for data analysis, and the contents reported by the participants during the interview were inductively organized and categorized.
 Results The results of the study were organized around the difficulty of career preparation and the content of support needed for preparation. First, the difficulties in career preparation of university students who wish to be a teacher were identified in 17 categories across 6 areas. The main areas are the perception of individual psychological burdens and barriers, academic difficulties, difficulties in the process of career preparation, lack of confidence in career decision-making, the influence of social awareness related to the teaching profession, and coping with difficulties. Second, the needs for support for career preparation were identified in 10 categories across 5 areas. The main areas are career design and preparation implementation support, improvement of the teacher training curriculum, changes in teaching profession-related systems and social awareness, social and economic support, and academic support.
 Conclusions These results have the significance of understanding the career preparation process of university students who wish to be teachers and providing basic information to prepare career support plans for university students preparing for careers as teachers.

PROFESSIONAL METHODOLOGICAL TRAINING ACTIVITIES FOR DEVELOPING PRE-SERVICE ENGLISH TEACHERS’ PROJECT COMPETENCY

A modern foreign language teacher is expected to practice using skillfully a variety of teaching approaches, methods, forms, techniques, and tools, including project-based learning method. Practical application of project-based instruction is emphasised in Ukrainian national educational standards and teacher training curricula. According to the Ukrainian national curriculum of external independent evaluation of in-service primary teachers’ professional development, a school teacher needs to know about the projectbased pedagogy, project-based instructional methodology, teaching techniques at project-based model steps, and be able to engage pupils into project work, make up driving questions, use Socratic discussion method, prepare project-based lesson plans, assess pupil project works, i.e. must be ready to implement project-based learning in school. In this regard, the problem of developing foreign language teachers’ project competency as an integral part of their professional methodological expertise is a current isssue. The aim of the elective course “English language teaching through pupils’ project-based learning” from the curriculum for students majoring in specialty 014 Secondary education is to familiarise pre-service English teachers with the theory and practice of project-based teaching methodology and to develop their professional methodological skills of planning, organising, coordinating, and assessing pupil project works. This publication briefly describes the objectives and contents of the elective course, specifies suggested instructional types, teaching and assessment methods. Examples of theoretical and practical professional methodological training activities are given.