Teacher Training Institutions Research Articles

From Teaching to Training: Work Adjustment of Teachers-Turn-Teacher Trainers in A Malaysian Teacher Training Institute

Day by day, more and more teachers are recruited as teacher trainers. Changing work role from a teacher to a trainer requires them to adapt to new work responsibility and tasks. In this study, they are known as teachers-turn-trainers (TTTs). These newcomers need personal and work adjustment during the transition years. This article explores the relationship between the individual-related factors, job-related factors and organizational-related factors; and work adjustment of the TTTs. Self-administered questionnaires which contains 62 items were collected from the respondents and analysed.The need to study stems from the fact that the IPGs are experiencing changes in terms of vision and mission. Based on the Theory of Work Adjustment (TWA), this article reports the findings of the study. Results show that there is a significant relationship between work adjustment and two of the variables selected: Attitudes (.419) and Proactive Personality (.502). Based on Guilford’s rule of thumb, there is a positive and moderate relationship between both the independent variables and work adjustment. In the fast and competitive world, Malaysia is an aggressively developing country. The vision, mission and goals of the Malaysian Education system, need to be supported by many studies. While the body of research seems to be growing on work adjustment abroad, both qualitatively and quantitatively, the number of studies regarding work adjustment in Malaysia is still insufficient.

Developing Pre-Service Biology Teachers’ Technological Pedagogical Content Knowledge through a TPACK-Based Course

<p style="text-align:justify">This study investigated pre-service biology teachers' (PSBTs’) technological pedagogical content knowledge (TPACK) development. A TPACK-based technology integration course (TPACK-BTIC) was implemented. The study employed a convergent parallel mixed-methods approach. A TPACK survey questionnaire and interview schedule were used to collect data from 50 PSBTs. The quantitative data were analysed by computing means, standard deviations, and dependent samples t-tests, while qualitative data were analysed using deductive thematic analysis based on the TPACK domains. Findings indicate that the intervention positively affected PSBTs’ TPACK development with significant improvements in technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK) and overall technological pedagogical content knowledge domains. In contrast, pedagogical content knowledge (PCK) and pedagogical knowledge domains showed no statistically significant improvements. PSBTs’ engagement in microteaching lesson study, reflection on using technology, and collaboratively designing lesson plans improved PSBTs’ TPACK domains. The study recommends that teacher training institutions consider implementing content-based technology integration courses that engage pre-service teachers in microteaching lesson study, reflecting on technology use and collaborative designing of curriculum materials that involve using technology to support their TPACK development.</p>

NAMIBIAN TEACHERS’ MULTIDIMENSIONAL ATTITUDES TOWARDS TEACHING STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE SETTINGS

The success or failure of inclusive educational practices is significantly influenced by teachers’ attitudes towards teaching students with special educational needs (SEN). This research explores the multidimensional attitudes of teachers in Namibia towards teaching students with SEN in inclusive educational settings. We explored teachers’ multidimensional attitudes and how teachers’ cognitive and affective dimensions of attitude influence their behavioural stance regarding teaching students with SEN. The study is grounded in the theory of planned behaviour. Data were collected from 300 teachers in the Omusati, Oshana, Kunene, and Khomas educational regions of Namibia through a self-administered electronic questionnaire. Data were descriptively and inferentially analysed using Jamovi Statistical Software Version 2.3.18.0 and Statistical Package for the Social Sciences IBM Amos. The inferential analysis involved exploratory factor analysis, extracting three attitude components: cognitive, behavioural, and affective, comprising 10 items. The structural equation modelling analyses included confirmatory factor analysis to validate the measurement model and multiple regression analysis to confirm the structural model’s fitness with latent variables. The results revealed that cognitive attitude attained the highest overall mean score, followed by behavioural attitude and affective attitude. This suggests that although participants hold positive beliefs, ideas, and perceptions and are willing to teach SEN in inclusive settings, they displayed moderate emotions towards the practice. Furthermore, the findings indicated that teachers' cognitive attitude has a significantly positive influence on their behavioural attitude, whereas affective attitude was statistically insignificant, implying a negative influence. These findings bear significant relevance to education ministries, curriculum developers, education practitioners, teacher training institutions, and policymakers. They underscore the importance of considering teachers’ multidimensional attitudes in formulating and implementing inclusive education policies. Additionally, the results offer valuable insights for teachers, elucidating the impact of their cognitive and affective attitudes on their behavioural attitude towards teaching students with SEN in inclusive settings.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0601/a.php" alt="Hit counter" /></p>

Investigating the Determinants of the Innovation Adoption for Continuous Improvement in a Teacher-Training Institution: Evidence from the COVID-19 Period

We are living in an ever-changing world. The changes in science, technology and economics constantly impact areas closely related to human life, such as education and health. Organisations must rely on innovation to remain relevant and effective in a constantly evolving society. Educational institutions, namely schools, colleges or even training institutions, contribute to product innovation when they produce new and significantly different products and services such as new syllabi, new resources or new educational experiences like e-learning. They carry out process innovation when they bring about significant changes in how they provide their service, for instance, changes in the way their teachers work together, communicate with parents or offer services in collaboration with other institutions. With the onset of the medical catastrophe of COVID-19 and the pandemic thereafter, the education sector plunged itself into adapting to the use of technology to keep its service functional, albeit with significant challenges faced in its effective implementation. In this article, the focus is on studying technology implementation in an early childhood care teacher-training institute to establish service innovation in education in the post-pandemic era. Multiple perspectives were derived from all the stakeholders, such as student-teachers, teacher educators and heads of schools (as future employers) regarding teacher preparedness and student-teacher readiness. The inputs helped us to develop the conceptual model for future teaching-learning. The conceptual model A.D.O.P.T. (Act with growth mindset, Deliver Quality, Open to Adaptation, Prioritize with Precision, Team Engagement) highlights how the stakeholders move from makeshift ‘jugaad’ innovation to sustainable development of the educational system through grassroots innovation.

THIẾT KẾ VÀ BIỂU DIỄN MÚA RỐI BÓNG CHO TRẺ EM: HIỆU QUẢ CỦA MỘT MÔ-ĐUN THỰC HÀNH TRÊN SINH VIÊN NGÀNH GIÁO DỤC MẦM NON

This study aims to assess the impact of a shadow puppetry arts training module on Preschool Education students’ confidence in their knowledge and skills of design and performance of shadow puppetry. The researchers developed and implemented the training module for 116 fourth-year students at a university in Central Vietnam. Survey methods and group interviews were employed to evaluate the effectiveness of the training module. The research results indicate that the shadow puppetry design and performance module has positively influenced the students' confidence in both knowledge and skills. Students highly appreciate the interest and challenges encountered during the learning process, as well as the creative skills and exploration demonstrated through shadow puppetry design and performance, group cohesion, and the dedication of the instructing teacher. The principles and processes of shadow puppetry design and performance outlined in the study serve as valuable reference materials for teacher training institutions, students, and preschool educators. This research emphasizes the crucial role of the shadow puppetry arts module in developing the competencies of preschool teachers

Challenges to Lexical Development Among High School Students in the Kingdom of Saudi Arabia: The Impact of Teacher Training Deficiencies in Vocabulary Methodologies

The levels of English proficiency among high school students in the Kingdom of Saudi Arabia (KSA) have remained low despite concerted efforts by the government through the Ministry of Education to improve performance in this area. One factor causing this poor performance is a lack of lexical development among students. The present study sought to investigate the impact of inadequate teacher training on students’ lexical development using secondary data from existing research on teacher training in the KSA and the lack of attention to methodology, particularly in the context of vocabulary teaching. The results revealed that more attention is given to grammar than vocabulary, which negatively impacts lexical development among learners in high schools when undertrained teachers do not have the requisite competence to equip students with the skills for vocabulary learning. The study lays the foundation for a more empirical approach through research methods that can produce generalizable findings. It also provides recommendations that have critical implications for stakeholders in the education sector, extending from teacher training institutions and academia to policy makers and curriculum developers in the KSA.

Status Of Teacher Training Institutions In Assam – A Contemporary Study

Contemporary study investigates the current status of teacher training institutions in Assam, aiming to provide a holistic understanding of the operational dynamics. This study basically studied the availability teacher training institutions in Assam since independence to till today. In this study phase wise analyzed the teacher training institution, within ten years how many teacher training institutions setup by central and state government in Assam. Teacher training institutions trained the teacher for enhancing the quality education. Faculty expertise emerges as a pivotal factor, with differences noted in qualifications and pedagogical approaches. The study identifies the alignment of teacher training programs with modern educational methodologies as an area requiring attention, shedding light on potential gaps in the preparation of educators for evolving classroom demands. The research underscores the significance of addressing these disparities to enhance the effectiveness of teacher training in Assam. It serves as a valuable resource for educational policymakers, administrators, and stakeholders, offering insights that can inform targeted interventions. As Assam navigates the complexities of contemporary education, the study provides a nuanced understanding of the strengths and challenges within teacher training institutions, aiding in the formulation of strategic initiatives aimed at improving the overall quality of education in the state. This study contributes to the ongoing discourse on education reform, offering a foundation for evidence-based decision-making. By pinpointing specific areas for improvement, it provides a roadmap for enhancing the capacity of teacher training institutions to produce educators equipped to meet the diverse and dynamic needs of Assam's educational landscape.

Exploring Barriers to ICT Integration and Gender Inclusivity in Physics Teaching: A Study in Teacher Training Institutions in Uganda

This study investigates the challenges hindering the incorporation of Information and Communication Technology (ICT) and gender inclusivity in physics teaching within Teacher Training Institutions (TTIs) in Uganda. Employing a mixed-method approach, data was collected from administrators and physics lecturers through interviews, questionnaires, observation, and document analysis. Findings reveal a multitude of barriers including limited access to technology, gender stereotypes, inadequate teacher training, and institutional policies. These obstacles underscore the need for comprehensive strategies to promote ICT integration and gender equity in physics education. Recommendations are proposed to address these challenges and enhance the quality and inclusivity of physics teaching in Ugandan TTIs.

Competence, Leadership Skills, and Professional Commitment of Elementary Teachers in the National Capital Region

This study focused on 379 elementary teachers across the National Capital Region (NCR) for the academic year 2023-2024. Using a descriptive methodology, the researcher collected data via self-organizing survey questionnaires. Data were analyzed using percentiles, median, arbitrary scales, and Spearman (Rho) product-moment correlations. The hypothesis was tested at a level of significance (0.05) and reliability of the test (Cronbach’s alpha) was evaluated at a satisfactory score (0.760). The researchers found that most elementary teachers were female, and the majority were professionally competent. There was a strong correlation between professional competence and the teachers ‘leadership skills. The level of commitment of the teachers varied with varying degrees of strength and direction (Excellent adjectival interpretation of professional commitment). The results demonstrate a high level of commitment among elementary teachers based on their active participation. This provides valuable insights for policy makers, school administrators and teacher training institutions to design and implement effective enhancement programs that further enhance competence, leadership skills and professional commitment in elementary teachers. These programs can be targeted toward the teachers and teacher training institutions in designing and implementing an effective enhancement program that supports the growth and development of targeted training programs.

Competence-Based Assessment in Pre-primary School Classrooms: The Case of Pre-primary Schools in Dar es Salaam Region, Tanzania

This article is based on the study which sought to examine assessment practices in pre-primary classroom settings. Specifically, the study sought to examine pre-primary school teachers’ knowledge of competence-based assessmentstrategies and abilities to employ competence-based assessment strategies in improving classroom teaching and learning. A descriptive case study design was employed in which 15 quality assurance officers, 15 head of schools and15 pre-primary school teachers from Kinondoni, Ilala and Temeke Municipalities of Dar es Salaam Region were involved. The data were collected through interviews, observations and documentary reviews and the analysis was done using thematic analysis approach. The findings indicated that teachers lacked a clear understanding of competence-based assessment strategies such as natural observations, checklists, oral interviews, peer interviews, cumulative forms, rating scales, projects and portfolios. The findings also revealed that most of the pre-primary school teachers were not able to employ competence-based assessment strategies in improving classroom teaching and learning as they were mostly using traditional ways of assessing children development such as written exercises, tests, and examinations. Based on these findings, it is recommended that Tanzania Institute of Education (TIE) should conduct regular training on competence-based assessment to enable teachers understand what it entails and how it can be effectively implemented. It is also recommended that Tanzania Institute of Education (TIE) should specify pre-primary school assessment strategies and tools which are reflective of the Tanzanian context so that the pre-primary school teachers do not encounter challenges in employing them. Lastly, it is recommended that teacher training institutions, including universities, should adopt competence-based teaching and learning styles during the preparations of teachers who will then work in pre-schools and colleges.

Prácticas Cotidianas de Lectura en Estudiantes de Magisterio

ABSTRACT This article examines the daily reading practices of primary education teacher training students. With the aim to discuss the stigmatization attached to the quantity and quality of readings performed by this population, the daily reading practices of three female students from this teacher training institution were analyzed. The main results of the research show that, on a daily basis, teacher training students engage in multiple reading sessions which are associated with diverse meanings and social connections, and are culturally valuable within the concrete conditions of their lives.

Formative research in teacher training: A case study carried out in Uruguay

The importance of professionalism in teaching practices for achieving high-quality education has been acknowledged. Becoming a professional teacher is a long-term commitment but it is essential to promote high standards of professionalism from the beginning of teacher candidate formation. In addition, as professionalism in teaching is closely linked to the concept of “teacher as a researcher”, formative research seems to be a potent strategy for engaging future teachers in developing research abilities, essential for understanding and analyzing their educational practices. In this sense, the objective of this work is to explore the influence of a formative research approach on the development of research competencies by applying an action-research approach with a longitudinal cut. Thus, an intervention based on a ubiquitous strategy of formative research was implemented during the final three years of education of a teacher's training institution in Uruguay. The teacher candidate development of research competencies was assessed along the process. The obtained results demonstrated the effectiveness of implementing formative research to enhance the research skills of teacher candidates. The assessment of overall research competencies exhibited a statistically significant and substantial positive change (Cohen's d = 0.92). The impact was most pronounced among teacher candidates with the least developed initial research competencies, particularly for those in the early stages of their careers. This suggests that candidates engaged in the formative research strategy throughout their studies might achieve even higher levels of research competencies. Disaggregating the results by gender and for most of the specific subjects showed similar effects. In addition, within the framework of ubiquitous learning, the emphasis on the use of digital tools during the intervention led to an increase in the development of the research skills related to these tools for the studied sample. This is the first example of a quantitative approach that leads to concrete conclusions related to the effect of a research formative strategy for teacher candidates in Uruguay.

Ransforming Art Education Philosophy in Indonesian Teacher Institutes: From Production to Aesthetic Experience

Art education in teacher training diverges from specialized art education geared towards professional artists. Teacher education prioritizes aesthetic competence through art production and appreciation, aiming to cultivate taste based on values. In contrast, specialized art education focuses on creating aesthetic works within established forms, targeting aspiring professional artists. These distinct emphases significantly shape their respective approaches. Teacher training institutions emphasize fostering students\' appreciation for art\'s value and the importance of aesthetic experiences. However, confusion sometimes blurs the goals between teacher training and specialized art education, affecting art education across different levels. This confusion can lead to an overemphasis on art production over a deep understanding of aesthetics. This paper critically examines these issues and suggests solutions to align art education in teacher training with its intended goals. By clarifying these distinctions and underscoring the role of aesthetic experience, this study aims to enhance art education practices in teacher training programs.

Overcoming obstacles and reaping benefits: a study on the journey of aspiring educators in Ghana's teacher training institutions

In the context of Ghana's evolving educational landscape, teacher training institutions are pivotal yet understudied crucibles for educational innovation and national development. This seminal study aims to elucidate the challenges and rewards experienced by teacher trainees, thereby addressing a significant gap in the existing literature. Leveraging qualitative methodologies, including in-depth interviews and thematic analysis, the research casts new light on the intricate dynamics of pedagogical strategies, curriculum alignment, socio-cultural influencers, and institutional hurdles. A major conclusion is the strong correlation between trainees' well-being and the efficacy of training programs, emphasizing the need for holistic educational policies. Furthermore, the study offers a groundbreaking comparative analysis between Ghanaian training institutions and international best practices, identifying actionable areas for improvement. This research is a substantial contribution to the field, offering not just descriptive accounts but strategic insights that could redefine teacher training in Ghana. Keywords: Educators; education; teacher training; pedagogical challenges.

2019 개정 누리과정을 실천하는 초임 교사의 경험

Objectives This study explores the difficulties encountered in implementing the 2019 Revised National Nuri Curriculum through the experiences of beginning teachers and the direction in which teacher training institutions should improve.
 Methods The study participants included one beginning teacher working at a kindergarten and one beginning teacher working at a daycare center. Data were collected through in-depth interviews from April 27 to June 27, 2023. All interview data were transcribed, and the transcribed data was analyzed using an inductive analysis method that went through the process of creating keywords, nominating, and constructing research axes.
 Results As a result of the study, the difficulties that beginning teachers have in practicing the Revised National Nuri curriculum are 1) limited play due to concerns about safety accidents, 2) classrooms full of structured media, 3) lack of toys and slow material support, and 4) concerns about play that does not expand, 5) lack of capacity to implement the Revised National Nuri course. Through these experiences, research participants learned that in order to train early childhood teachers who practice the Revised National Nuri Curriculum well, university education should include: 1) conducting mock classes as if they were real in the field without a script, 2) experiencing expanded play in situations where children actually play like children, 3 ) experiencing real play with unstructured media.
 Conclusions This study suggests the need for change in university education in order for university learning to be well transferred to the field through the story of a first-time teacher who is a field teacher practicing the 2019 Revised National Nuri Curriculum.

예비유아교사와 예비특수교사의 세계시민성과 세계시민역량 비교

This study is a comparative analysis of global citizenship and global citizenship competency between pre-service special education teachers and pre-service early childhood teachers, and is based on the subject's background variables(grade, gender, experience in global citizenship activities, experience in taking global citizenship education). A sample of 225 pre-service education teachers in the college of education was included in the study. The results of this study were following. There were no difference between the two groups of pre-service teachers in global citizenship competency. However, pre-service special education teachers's global citizenship were higher than pre-service early childhood education teachers. There were differences in knowledge among the sub-domains of global citizenship. The study findings indicated that the global citizenship and global citizenship competency were different according the major, grade, gender, global citizenship education's experience. Additionally, there were significant correlation between pre-service education's global citizenship and global citizenship competencies. These results will serve as basic data for those in charge of teacher training institutions to provide global citizenship education for prospective teachers in universities, and will further help develop various global citizenship education programs according to the characteristics of prospective teachers' majors.

초·중등 예비교사의 교육적 공정마인드셋에 관한 탐색적 연구

This study aimed to assess the level of educational equity mindset among Korean pre-service teachers, a fundamental pillar for promoting culturally responsive teaching and education for equity and justice. To achieve this goal, we conducted an online survey using the Teachers' Equity Mindset tool developed by the MIT Teaching Systems Lab. The data was collected from 223 pre-service teachers enrolled in an elementary school teacher training institute in Gyeonggi-do and a secondary school teacher training institute in Daejeon. We conducted an exploratory factor analysis to validate the factor structure and a reliability analysis. The exploratory factor analysis revealed five distinct factors, deviating from the original five-factor structure. According to the empirically derived factors, Korean pre-service teachers demonstrated a strong educational equity mindset, particularly in areas concerning “cultural understanding of students' backgrounds” and “racial identity.” However, lower scores were observed in sub-factors such as “critical consciousness of discrimination at school” and “awareness of cultural conflicts,” compared to other dimensions. Furthermore, we investigated variations in Korean pre-service teachers' equity mindset based on different backgrounds. Gender differences analysis revealed that female pre-service teachers demonstrated a stronger equity mindset compared to their male counterparts. Based on these research findings, we provide suggestions for theoretical developments and advancements in understanding the educational equity mindset within the Korean context. Additionally we offer practical recommendations to enhance teacher training programs in South Korea, focusing on developing pre-service teachers' competence in performing equity-minded educational practices for promoting equity and justice in education.

초등 교원양성기관 졸업자의 노동시장 성과 및 영향요인 변화 분석

Objectives This study aims to examine the background of the current social issue of elementary teacher supply and demand, and to analyze changes in the labor market outcomes of graduates from elementary teacher training institutions, and identify influencing factors.
 Methods Data from the Korean Employment Information Institute's 2009, 2019 Graduates' Occupational Mobility Survey (GOMS) of 315 elementary education graduates were used. Weighted variables were applied to the 2019 GOMS data for 170 graduates and the 2009 GOMS data for 145 graduates. Frequency analysis and descriptive statistics were used to analyze labor market outcomes among graduates. Cross-tabulation and logistic regression analysis were employed to identify factors influencing their employment using STATA 15.0.
 Results Compared to 2009 graduates, 2019 graduates experienced an 8% rise in unemployment, a 7% increase in irregular employment, and a 15% drop in regular employment. There was a 10% decrease in regular elementary teaching positions and an 11% increase in temporary teaching positions among 2019 graduates. Factors affecting employment differed: gender for 2009 graduates, while student loan status, participation in job psychology tests, and interview resume program participation were significant for 2019 graduates. Gender, school satisfaction, on-campus job experience, and participation in job psychology tests were influential for 2009 graduates, while graduation grade percentile and school location were significant for 2019 graduates.
 Conclusions Based on these findings, the study emphasizes the necessity of long-term perspectives in elementary teacher training and supply policy and the need for expanding career and employment support programs for current students in the short term.

Mapping TPACK Components in Implementing Edupreneur-Profiled Curriculum at Teacher Training and Education Institutions in Aceh

This research aims to explore the mapping of Technological Pedagogical Content Knowledge (TPACK) components of instructors in implementing the Edupreneur-profiled curriculum in Islamic Higher Education Institutions (PTKI) in Aceh. The researchers employed interview methods, observations, and document reviews involving three heads of study programs and six instructors from three PTKIs (Islamic Higher Education Institutions) in Aceh, namely UIN Ar-Raniry, IAIN Lhokseumawe, and STAIN Teungku Dirundang Meulaboh. The data analysis was conducted interactively. Instructors teaching Edupreneurship-profiled courses have successfully integrated Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TCK), and Technological Content Knowledge (TPK) as components of TPACK in their teaching practices. This research contributes to mapping these components, thereby aiding instructors in effectively implementing the entrepreneurship-profiled curriculum. In conclusion, this research provides valuable insights into the effectiveness of Open Educational Resources (OER) on creative thinking within the context of science subjects, filling a notable gap in the existing literature and offering a foundation for further exploration in educational practices.

Postgraduate Training Needs Among Pedagogical Students at Hanoi Metropolitan University: Current Situation and Solutions

In the contemporary job market, individuals face demanding requirements that necessitate acquiring skills and deepening specialized knowledge. This is particularly evident in the education sector, where teachers are expected to possess advanced qualifications. Therefore, it becomes crucial to understand the current aspirations and needs of pedagogical students regarding postgraduate training. This research aims to examine the optimal timing and approaches for pursuing higher education and explore the specialization areas that are believed to effectively meet the job demands in mainstream schools. By addressing these pivotal research inquiries, this study aims to provide valuable insights for the development of postgraduate training programs tailored to the specific needs of pedagogical students and the demands of the education sector. Based on a survey of 283 final-year pedagogical students at Hanoi Metropolitan University and utilizing the SPSS 16 software for analysis, the research team has identified the causes of postgraduate aspirations, the level of demand, and the desired areas of specialization for postgraduate training. Additionally, they have evaluated the factors influencing the learning needs of the target group, which comprises final-year pedagogical students. The research results on the current situation serve as a foundation for investigating strategies to improve the quality of postgraduate education, provide guidance for postgraduate recruitment, and suggest the introduction of new educational programs in the field of education at Hanoi Metropolitan University, as well as other teacher training institutions.