Teacher Training Institutions Research Articles

Exploring the perceived knowledge of teacher educators and pre-service teachers on the differentiated instruction practices of teacher educators

Inclusive education involves creating effective learning environments that welcome and meet the diverse needs of all students. Differentiated instruction (DI) has been identified as a key instructional approach to addressing the diverse needs of all students in regular classrooms. While there is a large body of literature on DI, that relating to the non-Western context is sparse. Using comprehensive model of DI as a conceptual framework, this study examined teacher educators’ perceived usage of DI practices in teacher training institutions in Ghana. It used a questionnaire design based on the tenets of model for data collection. A total of 1,002 participants (199 teacher educators and 883 pre-service teachers) were recruited from four teacher training institutions in Ghana. The data were analyzed using confirmatory factor analysis, t-tests, and Hayes’s model for performing moderation analysis. The results show differences between pre-service teachers and teacher educators, with the former rating the latter lower on the perceived usage of DI. The study concludes with a discussion on the training needs of teacher educators in the usage of DI and enabling them to effectively model appropriate differentiated teaching experiences to beginning teachers.

2022 개정 기술과 교육과정 개발과 주요 특징

The purpose of this study was to develop the 2022 revised technology and curriculum. The study was divided into primary and secondary research according to the government's curriculum development process. The research methods used in this study included literature research, expert consultation, Delphi survey, and policy consultation. One of the most important features of the 2022 revised technology subject curriculum development is that the participation of professors at technology teacher training institutions and current technology teachers increased compared to the previous curriculum. As a result of this participation and discussion, the results of the 2022 revised technology subject curriculum development study were derived. The results of this study are summarized as follows. First, the middle school technology curriculum was developed into two major areas: technological problem solving and innovation, and sustainable technology and convergence. Second, the high school technology curriculum was composed and developed with technology and home economics as general electives, robots and the world of engineering as career electives, and creative engineering design and general intellectual property as convergence electives. Third, all curriculum were developed by dividing them into changed content elements: knowledge/understanding, process/skill, value/attitude, and achievement standards were developed through combination of content elements. Fourth, the high school technology curriculum strengthened the nature of the engineering field and attempted to preserve the purpose of the high school credit system. The development process and main features of the 2022 revised technology subject curriculum can be used as explanatory material for future curriculum implementation, monitoring of future curriculum, and basic data for the next curriculum.

The influence of teachers’ statistics knowledge on the academic performance of high school students in math lessons

Statistics and probability is one branch of mathematics with numerous conceivable outcomes and problem-solving circumstances that require a basic problem-solving aptitude. The purpose of this study is to determine the need for high school mathematics teachers to teach statistics and probability, which would serve as a basis for improving the level of teaching statistics and mathematics in general. A descriptive research method was applied in this study, and a two-part survey was employed as the primary method of data collection. A total of 34 secondary school mathematics teachers from 23 private and public secondary schools in Kazakhstan acted as respondents to answer a specially designed questionnaire. The mean value, percentage of frequency, standard deviations, correlation, regression, percentage of correct answers and average percentage scores were used. Based on the responses, the respondents have a low level of knowledge regarding the content of statistics, but their students have satisfactory results in statistics and mathematics. The results of this study will give scientists an idea of how to improve the level of training of mathematics teachers. In addition, since higher educational institutions are engaged in the training of mathematics teachers, they need to think about the methodology of teaching statistics, as well as teacher training institutes, to adapt courses and seminars for teachers.

Implementing Open Distance and E-Learning in Teacher Training Institutions in Eswatini

Implementing Open Distance and E-Learning in Teacher Training Institutions in Eswatini

예비 음악교사의 학교현장 실습에 대한 만족도 조사 연구

Field training for pre-service teachers is an important process that helps future teachers understand the school environment and gain expertise in teaching the subject. This study aims to investigate the differences in satisfaction levels of pre-service teachers who have undergone two types of field training in schools, namely, the existing four-week training and semester-based training. For this purpose, this study surveyed pre-service teachers who participated in either four-week or 15-week field training programs to examine the overall content of the training, including class demonstrations, class observations, guidance, and classroom management, and investigated the subjects’ satisfaction factors to draw implications. The survey results showed that pre-service teachers who participated in the semester-based program had high satisfaction levels as well as a strong interest in school life and teachers’ work. In particular, the semester-based practice provided concrete and realistic experiences of teaching required in the actual field through creative activities, a student orchestra, the free-semester system, and music clubs, which were unavailable in the existing four-week program. The result implies that to further enhance the quality of the field training of pre-service music teachers, an organic linkage among schools, the Office of Education, and teacher training institutions is critical to enable the stable operation of semester-based training. To ensure the effectiveness of field training for teachers who will play a significant role in future education, the in-field teaching of major subjects should be considered, and the curricula of teacher training institutions and their continuous connections with partner schools should be systematically restructured.

A Critical Analysis of the Issues with the Teacher Education Programme in Bihar

The 21st century will require our logical Teacher Education Programme and Institutes to undergo additional changes. These days, more teachers will be needed. witch is an epoch of expanding knowledge. Changes are required to the current Teacher Education Institutes. This article discusses four models that explain these changes and provides some philosophical perspectives.A purpose and a positive attitude towards the profession of teaching are formed through teacher education programmes. The number of issues arose with mushrooming of teacher training institutions. Deviation from norms in terms of Buildings, personnel, students, the type of teacher-to-student ratio, curriculum, practise teaching, admission, evaluation, and other factors are some of the issues that need be redressed in teacher education. An analysis of the various issues and certain corrective measures has been attempted in this paper.

On becoming a queer educator: reflections on queer perspectives and approaches in initial teacher education

ABSTRACT This paper will explores the experiences of embedding queer perspectives and approaches into Initial Teacher Education (ITE). Initial teacher education is a topic of great interest; however, little is known about how teacher educators and teacher training institutions can support queer preservice and graduate teachers’ transition into their chosen profession. Queer educators face unique challenges, including homophobia and transphobia, covert and complex norms that regulate and silence queer identities, and systemic, macro forces that play out in everyday work. This article explores the literature on this topic. A brief review of the literature contextualizes issues relevant to this article to frame an account of four reflective vignettes that illustrate key concepts. Concepts including queerness and queer identities, heterocentricity, heteroprofessionalism, the nature and impact of homophobia and transphobia in educational contexts, neoliberalism, critical theory and critical literacies are used to connect the reflective vignettes to these ideas. It concludes with recommendations for teacher educators and training institutions and future research. Recommendations for teachers and teacher educators are relayed including the facilitation of spaces for queer and allied educators as well as strategies for queering curriculum.

Impact of the Split Teaching Practice Model on Undergraduate Pre-Service Teachers’ Performance in Science Content Delivery

The study adopted an observational research design to assess the impact of the Split Teaching Practice Model on undergraduate pre-service teachers' performance in science content delivery within classroom settings, without researchers’ intervention. The population consisted of 119 second-year and 102 third-year science education students at Federal University Gusau - Nigeria, engaged in First and Second-phase teaching practice during the 2022/2023 academic session. A convenience sample of 96 pre-service teachers (54 in First-phase, 42 in Second-phase) was obtained. Data collection involved structured classroom observations using instrument tagged Pre-service Teachers' Performance in Science Content Delivery. Validity and reliability of the instrument were established through expert validation and inter-rater reliability assessment, yielding a correlation coefficient of 0.86. Four null hypotheses were tested using t-tests, focusing on lesson planning, presentation, class management, and attainment of objectives. The findings of the study revealed that, significant differences in favour of Second-phase pre-service teachers in aspects like sequential presentation, subject matter mastery, instructional materials usage, time management, and student participation. No significant differences were found in lesson introduction and questioning techniques. Second-phase pre-service teachers outperformed in class management and objective attainment. The study recommended continued adoption of the Split Teaching Practice Model, emphasizing refinement and customization to address specific improvement areas through feedback in teacher training institutions.

수업 시연 과정에서 나타난 초등 예비교사의 음악 수업에 대한 인식

Purpose: This study aimed to discover the perceptions of pre-service teachers about music classes and to seek directions for enhancing the music class expertise through difficulties and demands for their music classes.
 Methods: Elementary school pre-service teachers participated in micro-teaching and filled out self-assessment sheets based on recorded class videos. A survey was conducted with 201 pre-service elementary school teachers about their perception of music classes before and after micro-teaching and what they believed their needs were to improve their music class expertise after micro-teaching.
 Results: First, the teachers recognized music classes as classes that felt the beauty of music and sympathized with emotions and values by considering the learners based on music knowledge. Second, they wanted a student participation-oriented music class based on the teacher's musical knowledge and practical skills, but they were experiencing trial and error in the micro-teaching due to their lack of music class experiences. Third, they had many individual differences in their confident music classes. To improve the professionalism of music classes, they believed that they required teacher training institutions to strengthen their connection with the field, support for improving musical competence, expand the number of hours of related subjects, expand class equipment, and provide opportunities to observe and analyze excellent classes. In addition, they recognized the need to develop individual abilities in relation to music practical skills, music knowledge, and music teaching methods in relation to the difficulties they encountered while micro-teaching.
 Conclusion: For the participants in the study to grow into teachers with music instruction expertise, various efforts are required, including not only for the individuals but also teacher training institutions. Following this study, it is expected that future studies will examine specific measures to improve the professionalism of music classes.

Study of Accountability of Introvert and Extrovert Teachers Serving in Teacher Training Institutes

Many countries have made many efforts to ensure teaching and teacher accountability in the field of education. But even today many countries have not been able to achieve the condition of education which should be there. All the efforts of many countries failed to achieve their objective completely. The children of any country are considered the future of that country and this is also true. It is always said that if any country is to be developed then education should be developed among the people of that country. But how will this be possible, continuous efforts are being made to make it possible. But the expected result is not being achieved. The conclusion being given is that there is a lack of accountability among the teachers. Therefore, in this study an attempt was made to find out what is the relationship between personality and accountability. It was found that the effect of teachers and classes of different personalities on accountability has been found to be different.

Pre-Service Teachers’ Impressions and Experiences of Virtual Practicum Teaching in the United Arab Emirates

The COVID-19 global pandemic forced some teacher training institutions to implement unprecedented pedagogical strategies, which include conducting virtual practicum teaching. It was a challenge for pre-service teachers as they did not have experience in online teaching and learning, let alone conducting virtual field experiences. The objectives of the study were to explore pre-service teachers' initial pedagogic impressions and experiences of their first week of virtual practicum teaching in kindergarten classrooms with children aged 4-5 years old, which is the first year of formal schooling in the UAE. The study was conducted using a qualitative case study within an interpretive paradigm. Guided by Gibb’s reflective cycle as a theoretical framework, 20 pre-service teachers were purposively selected in the study to complete an open-ended questionnaire. The results showed that pre-service teachers achieved more than they anticipated as they made enlightening observations and had successful hands-on pedagogical activities. The study concludes that the reinforcement of problem-solving skills is inevitable among pre-service teachers, enabling them to use their higher-order thinking skills to adjust and adapt to any teaching and learning approach.

Dynamics of teaching practice in South Africa: A nexus between theory and practice

Teaching practice is organized to prepare student-teachers by providing skilled supervision, practical experience, mentoring and support, collaborative learning, and insightful practice. However, it has been found that when student teachers embark on teaching practice, they find it hard to put into practice the theoretical knowledge they have acquired in teacher training institutions. The study aimed to explore how this program is organized to equip student-teachers with skills for handling learners' academic needs in schools, the challenges encountered by student-teachers during teaching practice and possible solutions. For this interpretive, qualitative case study research, two universities were purposively sampled and in each of the universities, three university supervisors and four student teachers were selected. Semi-structured interviews and observations were used as data collection tools. The findings indicated that even though teaching practice is a well-organized programme, challenges were noted. The findings indicated that to a certain degree, teaching practice appears to be fragmented, thus ineffective in assisting student-teachers, and this was evident from the student-teacher’s inability to cope with teaching tasks. Conflicts between teachers and school managers, overcrowded classrooms, misbehaving learners, and unavailability of resources emerged as challenges. The study also reported a gap between theory and practice as student teachers failed to integrate theoretical knowledge with practice. The study recommended a close relationship between teacher training institutions and schools so that when students embark on teaching practice, they can relate to the real complexities of teaching in schools, thus this will bring about the implementation of theory to practical teaching experience.

Exploring Online Physical Education Teaching: What Have We Done and What Have We Learnt?

Engaging with physical education teachers who were compelled to integrate technology into their lessons during the COVID-19 pandemic is crucial to understanding how the pandemic has presented this ‘new normal’ circumstance. It is vital to gain insight into the initial experiences of physical education (PE) teachers who transitioned to online physical education (OLPE) teaching, as well as to identify potential areas for improvement in the future. This study investigated the perspectives of secondary school PE teachers on OLPE teaching during the COVID-19 lockdown, their professional development, online training opportunities and future perceptions. Using a mixed-methods approach, this study analysed data from 35 secondary school PE teachers in Fiji, using Google Forms to collect quantitative data and semi-structured interviews for qualitative data. The quantitative data was categorized by age, gender, school setting, qualifications, and teaching experience, while the qualitative data was analysed by themes. The study found that teachers struggled with OLPE due to lack of preparedness, poor Internet connectivity, and lack of emphasis on PE during lockdown. Despite their readiness, integrating technology remains challenging due to a lack of incentives, limited support, and fear of the unknown. The study emphasises the vital importance of technology in creating engaging and relevant PE experiences and recommends the provision of specialised resources, personalised curriculum guidance, and a change in teacher training institutions' paradigms to incorporate contemporary technological applications in PE.

The Jewels in English Language Teaching: Attributes of Quality English Language Teachers in Second Language Setting

The growing demand for high-quality English language teachers who can effectively facilitate language learning has prompted the need for research in this area. By utilising a phenomenological approach and in-depth interviews, this study explores the lived experiences of ten experienced English language teachers from the Eastern part of Malaysia and five stakeholders in the English language teaching (ELT) field. The aim is to gain insights into their perceptions of what constitutes a quality English language teacher. The findings highlight that passion for teaching, cognitive abilities, social-emotional competencies, personality traits and a concept of ‘going beyond teaching’ are crucial for quality teachers. This research contributes to a deeper understanding of essential attributes that define a quality English language teacher, enabling teacher training institutions to refocus their curriculum and incorporate courses that prepare teachers holistically and enhance second language teaching and learning, particularly in the social-emotional domain. Several recommendations for including specific components in teacher training programs are also discussed.

Perception of M.ed. Student-teachers Towards Internship as a Part of Teacher Training Programme

Teaching is an exciting and rewarding activity but like other professions it is demanding as it requires that its practitioners clearly understand what should be done to bring about the most desirable learning in the pupil and be highly proficient in the skills necessary to carry out these tasks. All the teachers training institutions are not only imparting theoretical but also practical knowledge and skill in teaching different subjects to prospective teachers. There are many parts of teacher training programme like Internship, sessional Work, Project work, micro and macro teaching etc. Internship is an integral part of professional preparation that includes practice – teaching and wide variety of field experience under the guidance of a competent or expert supervisor. Internship in M.Ed. is very essential for today’s teacher because it gives proper training to the student-teachers for better understanding of all the students. It builds confidence among the student-teachers. Therefore, the objective of the study is to know the perception of M.Ed. students-teachers towards the internship programme. In the present study, the researcher has used the descriptive method of research. The total sample includes 100 M.Ed. students-teachers from three M.Ed. colleges of Jammu. A Self-constructed questionnaire was prepared to collect the required data. After collecting the data, the frequencies were calculated to analyze the data. The findings of the study revealed positive perception of student-teachers towards internship as a part of professional preparation of teacher. The present study is helpful for educationists, practitioners, students, stakeholders, policy-makers, teachers and parents.

Student teachers’ mentorship experiences during teaching practice: A comparison of mentor-student dynamics in rural and urban schools

All teacher training institutions in South Africa send their student teachers to schools for teaching practice as part of preparation for the teaching profession. Our concern is that while teaching practice programmes have been established across various universities, limited research explores student teachers' perceptions of teaching practice and mentorship in general, especially in rural and urban schools. In this article, we explored student teachers' comparative experiences and perceptions of working with mentors from both rural and urban schools during teaching practice. Within an interpretive paradigm, this study utilised qualitative approach involving 15 third-year Bachelor of Education students. The data were generated through the use of their reflective journals as well as group debriefing discussions. To analyse the data, we employed Fairclough's Critical Discourse Analysis. The findings reveal that student teachers encountered different mentor teachers in both rural and urban schools, ranging from mentors who were willing to help them learn and develop knowledge about the teaching profession to those who were reluctant to work with them. The student teachers felt unsupported by rural mentors compared to their mentorship experiences with urban mentors, as rural mentors sometimes abandoned classes for them. There is a need for the induction of school-based mentors into university expectations of their roles to ensure that they effectively support student teachers during teaching practice.

The Teacher Training Institute in Burgas: А Time-Honoured Productive Tradition

The opening of the Teacher Training Institute in Burgas in 1943 as the first post secondary educational institution was logical and decisive for the prospects and future trends in education on a regional scale. During its 57 years of existence, Hristo Botev Teacher Training Institute became a centre for training, qualification and retraining of teachers, a cultural and educational hub. Its history was traced using archival sources, published memories and personal documents that have been put in scientific circulation for the first time. For the purpose of analysis, the historical and pedagogical approach, cultural and historical retrospection, and historical comparative analysis have been applied. The collected facts and their scientific interpretation lead to the conclusion that, chronologically, the Teacher Training Institute was the first step towards making Burgas a university city. Its establishment marked the beginning of a tradition that today allows us to talk about Burgas as the training centre for pedagogical staff in Southeastern Bulgaria

A systems thinking approach to capture the complexity of effective routes to teaching

AbstractSTEM teacher shortage remains a serious problem in secondary education in many European countries, despite many interventions and many research studies over the last decades. The observation that past interventions and research outcomes have not significantly contributed to reduce teacher shortage implies that places to effectively intervene in the teacher education system have not been found yet. In this article, a systems thinking approach is presented to evaluate the fundamental and structural problems of an academic teacher education system regarding STEM student entry. A thorough understanding of the systemic structure of a teacher education system is essential to identify leverage points for STEM teacher recruitment. Based on systems thinking principles and theoretical frameworks, a stepwise research framework was defined, which was tested in the Dutch academic teacher education system. First, potential factors of concern were identified based on the collection of many data such as existing public information, reports and long‐term student entry data. These potential factors of concern were subsequently investigated by student surveys and structured interviews with stakeholders from science faculties and teacher training institutes. Synthesis of the results led to the identification of three leverage points for increasing STEM student entry in teacher training, which were all found at the organizational and structural level of the academic teacher education system. The systems thinking research framework presented in this article provides a valuable framework to address persistent problems in education and enables the identification of novel and potentially more effective interventions.

Study of Teacher Education Institutions in Jammu and Kashmir with Reference to NCTE-2014

Teacher education system of Jammu and Kashmir has passed through various shambles due to the lack of one single monitoring system. The present study is aimed to explore the status of teacher education institutions in Kashmir with reference to the prevailing NCTE’s norms and standards. Keeping in view the nature and objective of the present study, Descriptive Survey Method is employed by the investigator. Hence, Institutional Survey Schedule for institutional survey and an Interview Schedule for the respondents were used to collect the necessary data and information from the selected institutions. For the study twenty teacher education institutions were randomly selected for the sample and the respondents were taken conveniently from the selected institutions due to the less availability of teachers in the institutions. The study has shown the alarming results pertaining to the current status of teacher training institutions in the region in terms of basic facilities such as physical and structural facilities and infrastructural as well as instructional facilities. However the hope was seen by a few in the extension of national governing bodies such as NAAC’s and NCTE’s implementation in teacher education system towards teacher education institutions after the revocation of article 370 in the region, which lead not only NCTE but all other national laws into the socio-political as well as educational aspects in the region. Keywords: Teacher education; NCTE; B. Ed. Colleges; Teacher Educators,

Self-Regulatory Learning Strategies for Senior Secondary Agriculture Students

Self-regulation is essential to the learning process as it enhance student performance. However, there is very little research on the self-regulatory strategies employed by students. Therefore, this study sought to identify self-regulatory learning strategies used by senior secondary agriculture students. The study used a descriptive survey design, and targeted agriculture students in senior secondary schools in Eswatini. Consequently, there were ten schools sampled using cluster sampling; which produced 356 respondents. Data were collected using a questionnaire and analysed using descriptive statistics. Three experts from the Department of Agricultural Education and Extension at the University of Eswatini ensured the validity of the questionnaire. A pilot study using 30 students indicated that the instrument was 72% reliable. Findings revealed that the senior secondary agriculture students used all the self-regulatory learning strategies. The most commonly used strategies were self-evaluation, structuring the environment, keeping records and monitoring, and organizing and transforming. The study also revealed that teachers were equipping students with self-regulatory strategies. Therefore, the study concluded that the senior secondary agriculture students used self-regulatory learning strategies. Based on the findings, it was recommended that teacher training institutions should equip agriculture teachers with self-regulatory strategies which will enable them to assist the students.