Teacher Training Intervention Research Articles

Sociocultural Environment and Agency in Identity Construction of English Language Teachers

Identity is an emerging field in educational research focusing on how teacher education programs, training, reflective practices, and short-term interventions impact the identity negotiation of teachers (Gautam, 2018). However, this study reports how different levels of sociocultural environments influence teachers and what initiatives they take for professional development and identity construction. Drawing on Wenger’s (1998) notion of communities of practice and Norton’s (2013) investing, this study sought to uncover the interchange of the development of learning communities and teachers by investigating the life history of four secondary-level English language teachers derived through informal conversations and in-depth interviews. Teachers’ life stories revealed that the environment's micro, meso, and macro levels influenced their professional development and identity construction. Teachers also influenced these contexts, with the most negligible macro-level influence. Despite the massive positive and negative impact of contexts, teachers have also taken initiatives for their professional development, quality enhancement of education, and students’ learning outcomes. Although agency influences the different learning contexts, a minor intervention at the macro level is apparent, implying the need for acknowledging teachers’ opinions in policy formulation.

Analisis Perkembangan Berpikir Kritis Siswa dalam Pembelajaran Matematika Perspektif Studi Longitudinal

This research explores the development of students' critical thinking in mathematics learning through a longitudinal study approach. With a focus on problem solving, creative thinking, and conceptual understanding, this study aims to understand how students develop critical thinking skills over time. A longitudinal research method was used with 100 students from two secondary schools in Medan city as participants. Results showed significant improvements in students' critical thinking scores from the beginning to the end of the semester, with teacher training interventions and differences between schools making significant contributions. The implication of this study is the importance of innovative learning approaches and support for teachers in improving students' critical thinking skills in the context of mathematics learning

Exploring teachers’ perspectives on movement integration using a job-embedded professional development intervention

PurposeThe purpose of this study was to gain teachers’ insight and evaluate a teacher training intervention on movement integration (MI). MethodsAn embedded mixed methods study was used to combine post-intervention qualitative and quantitative data from 12 teachers. ResultsFour themes were generated: employable strategies, increased student engagement, value of additional support, and space, time, and behaviour management. These themes illustrate the intrapersonal, institutional, and public policy barriers that impact MI implementation. ConclusionAn evidence-based teacher MI implementation intervention that utilizes best practices can address intrapersonal barriers to MI use but does not alleviate institutional and public policy barriers.

Predictors of Motivation and Barriers to ICT-Enabling Education for Sustainability

There is an increasing interest and effort in reorienting university curricula to address sustainability and preparing teachers to get involved in embedding sustainability and the UN’s Sustainable Development Goals (SDGs) in teaching and curricula enabled by Information and Communication Technologies (ICTs). Evidence shows that this interest and effort is often prevented by various barriers at three levels: teacher- level barriers, school-level barriers, and system-level barriers. In this study, the attempt was geared towards identifying the constituencies of these three levels of barriers and examining the extent to which they predict teachers’ motivation to embed sustainability and SDGs in various school subject areas, including arts-based education. A survey of 1253 teachers in Malaysia revealed that the teacher- and system-level barriers explain 83% of the motivation variance. By identifying, addressing, and investigating these barriers, higher education institutions—and especially teacher education—could be better informed in reorienting university curricula to embed ICT-enabled Education for Sustainability (ICTeEfS). These results were also used in planning and implementing in-service teacher training interventions in the context of a European Commission Erasmus+-funded project.

The effectiveness of school based interventions to prevent psychotic experiences over a year period

Abstract Prevention is a key step to improving public mental health. Psychotic experiences, transient hallucinations/delusions which occur outside of a psychotic disorder, are relatively prevalent in the general population, particularly in childhood (∼15%) and adolescence (7-8%). They are associated with high psychopathology, increased risk of mental disorders, and suicidal behaviours. Therefore, psychotic experiences are well-placed to be used as a “marker” for prevention interventions. Current knowledge on prevention of psychotic experiences is extremely limited, with one previous study. With such limited information, but such potential benefits, we opted to conduct a secondary data analysis to test three school based interventions for their potential efficacy at preventing psychotic experiences. This study used the Saving and Empowering Lives in Europe study, Irish site (n = 1096). The interventions were a teacher training intervention, an educational tool, and a universal mental health screener and selective referral system (ProfScreen). A minimal intervention arm was used as a control. Schools were randomly assigned to one of the arms, and the students were followed over a year period. ProfScreen showed a 12-month reduction in point prevalence in psychotic experiences. This intervention was also associated with prevention of incident psychotic experiences, and a reduction in depression and anxiety scores in those with psychotic experiences. Ours is the first study to look at school based interventions for psychotic experiences, offering promising evidence for universal screening and selective referral strategies. Notably, the intervention showed improvements for all students in that sample, not just those who attended the clinical referral. This suggests that universal screening may itself support better mental health, and may be an important integrative component to improving mental health at a population level. Key messages • Psychotic experiences are a valid marker of vulnerable youth, and prevention of psychotic experiences in schools is possible using a universal screening and selective referral intervention. • Regardless of if the child was referred/attended services, overall mental health rates improved in this arm, suggesting a universal mental health screening tool in schools itself may be valuable.

From monologue to dialogue

Interaction undoubtedly is key to learning in higher education. It is particularly relevant in an English medium instruction (EMI) setting when students use a foreign language for learning as it provides important opportunities for the negotiation of meaning. In this article, we present and critically discuss EMI teacher training interventions in Switzerland designed to encourage dialogic interaction in the EMI classroom. EMI teacher training interventions, in the case of this study, rely on the EMI teaching competence reference framework outlined in Studer (2018). Through observations, (self-)assessments and surveys, teachers are assessed against four levels of attention to language in their classes, ranging from a focus on mutual comprehension to dialogue and the formal integration of language into the content of their classes. The paper shows that many EMI teachers tend to be more concerned with basic language and monologic competence, while sidelining dialogic competence. The paper will also show that the mental switch required to move the focus from ‘stage performance’ and self-awareness to authentic dialogue represents a significant challenge for our training programmes.

Investigating the effectiveness of three school based interventions for preventing psychotic experiences over a year period – a secondary data analysis study of a randomized control trial

IntroductionPsychotic experiences (PEs) are associated with increased risk of later mental disorders and so could be valuable in prevention studies. However, to date few intervention studies have examined PEs. Given this lack of evidence, in the current study a secondary data analysis was conducted on a clustered-randomized control trial (RCT) of 3 school based interventions to reduce suicidal behaviour, to investigate if these may reduce rates of PEs, and prevent PE, at 3-month and 1-year follow-up.MethodsThe Irish site of the Saving and Empowering Young Lives in Europe study, trial registration (DRKS00000214), a cluster-RCT designed to examine the effect of school-based interventions on suicidal thoughts and behaviour. Seventeen schools (n = 1096) were randomly assigned to one of three intervention arms or a control arm. The interventions included a teacher training (gate-keeper) intervention, an interactive educational (universal-education) intervention, and a screening and integrated referral (selective-indicative) intervention. The primary outcome of this secondary data-analysis was reduction in point-prevalence of PEs at 12 months. A second analysis excluding those with PEs at baseline was conducted to examine prevention of PEs. Additional analysis was conducted of change in depression and anxiety scores (comparing those with/without PEs) in each arm of the intervention. Statistical analyses were conducted using mixed-effects modelling.ResultsAt 12-months, the screening and referral intervention was associated with a significant reduction in PEs (OR:0.12,95%CI[0.02–0.62]) compared to the control arm. The teacher training and education intervention did not show this effect. Prevention was also observed only in the screening and referral arm (OR:0.30,95%CI[0.09–0.97]). Participants with PEs showed higher levels of depression and anxiety symptoms, compared to those without, and different responses to the screening and referral intervention & universal-education intervention.ConclusionsThis study provides the first evidence for a school based intervention that reduce & prevent PEs in adolescence. This intervention is a combination of a school-based screening for psychopathology and subsequent referral intervention significantly reduced PEs in adolescents. Although further research is needed, our findings point to the effectiveness of school-based programmes for prevention of future mental health problems.

The impact of training frequency on young dancers’ imagery use and ability

It is well established that adult dancers have the ability to image and use various types of imagery (e.g., metaphorical, character/role) when training and performing; yet less is known about young dancers. From in-depth interviews, young dancers have reported using various types of imagery (e.g., technique, metaphorical, goal, environment, and motivational) and that their images were multisensory in nature including visual and kinesthetic modalities. Moreover, dance instructors have been found to influence their dancers’ use of imagery and imagery ability through incorporation and encouragement in their classes. However, the impact of training frequency on young dancers’ imagery use and ability has yet to be assessed. Therefore, the purpose of the current study was to examine imagery use, using the Dance Imagery Questionnaire for Children, and imagery ability, using the Movement Imagery Questionnaire for Children in dancers with different training frequency (i.e., number of classes per week). It was hypothesized that dancers with more weekly training would have higher imagery use and ability than dancers with less weekly training. The participants were dancers of various styles (e.g., ballet, tap, jazz, contemporary) between the ages of 7-14 years (Mage = 11.05, 1.88), with 36 dancers training 1- 4 dance classes/week, and 24 training 5-9 or more dance classes/week. A significant difference was found for metaphorical/role imagery such that dancers who trained more often used this imagery type more frequently than dancers who trained less often. Although the dancers who trained most scored higher on all imagery ability subscales (internal, external, and kinesthetic), no significant difference between the two dance groups was found. Based on the current findings, dance teacher training interventions are needed to guide and encourage young dancers’ imagery use and ability.

Erkenntnisse von DaF-Lehrpersonen zur Didaktik des freien Lesens

This paper deals with a research area of the ERASMUS+ project Developing Teaching competencies for Extensive Reading Programs (LEELU, 2016-2019), an international teacher training intervention on the topic of extensive or free voluntary reading. Subject-specific pedagogy experiences and insights of teachers who established this programme in German as a foreign language in grade 10 are highlighted. In Italy, the Netherlands and Hungary, teachers brought principles of free voluntary reading into practice and developed them further cooperatively. An open-ended teacher survey reveals the success of the programme. Interview transcripts deepen the results of the findings.

Effectiveness of psychosocial school interventions in Finnish schools for refugee and immigrant children, \u201cRefugees Well School\u201d in Finland (RWS-FI): a protocol for a cluster randomized controlled trial

BackgroundSchools are natural environments in which to enhance young people’s social and emotional skills, mental health, and contact between diverse groups, including students from refugee and immigrant backgrounds. A layered or tiered provision of services is recommended as it can be effective to meet the needs of war-affected adolescents who variably show mental health problems (such as posttraumatic stress disorder (PTSD)). The current protocol describes the study design for a multi-layered intervention model. The study will test the effectiveness of two interventions: a teacher-training intervention In-Service Teacher Training (INSETT) combined with targeted cognitive-behavioral treatment-based Teaching Recovery Techniques (TRT) and a classroom-focused preventive intervention Peer Integration and Enhancement Resources (PIER). We analyze, first, whether the interventions are effective in decreasing psychological distress and increasing positive resources, i.e., prosocial behavior and resilience among refugee and immigrant students. Second, we analyze which student-, school-, and parent-related factors mediate the possible beneficial changes. Third, we look at which groups the interventions are most beneficial to.MethodsA three-arm cluster RCT with parallel assignment, with a 1:1:1 allocation ratio, is applied in 16 schools that agreed to participate in the Refugees Well School interventions and effectiveness study. Schools were randomized to three conditions of two active interventions and a waiting list control condition. Students, their parents, and teachers in intervention and control schools participated in the study at baseline before the interventions, after the interventions, and at 6 to 12 months after the interventions. The primary effectiveness criterion variables are psychological distress (SDQ) symptoms, resilience (CYRM-12), and prosocial behavior (SDQ).DiscussionThe current study presents a recommended universal approach of layered interventions aiming to reduce psychological distress and increase resilience among refugee and immigrant students. A combination of promotive, preventive, and targeted interventions may offer a holistic, ecological intervention package for schools to better address the needs of the whole group.Trial registrationISRCTN ISRCTN64245549. Retrospectively registered on 10 June 2020

The challenges of English medium instruction for subject lecturers: a shared viewpoint

Abstract English medium instruction (EMI) is seen as a site for improving students’ English language, yet the role of the EMI lecturer in achieving this is contested. Views on what constitutes appropriate training and professional development for EMI lecturers also differ regarding English language skills and EMI-specific methodology. Using Q methodology, this paper explores these issues from a particular perspective, a synthetic viewpoint based on six EMI lecturers with very similar views. Its voice is pro-EMI yet has significant concerns regarding the workload involved, is insecure about its own linguistic performance, fears a loss of subject content depth, and questions the effectiveness of EMI for students learning a subject. The paper highlights the importance of such feelings in relation to perceived language and pedagogy challenges and considers the broader implications for EMI teacher training interventions regarding the practices of disciplinary knowledge-building and the linguistic and communicative resources used to enact them.

Psychometric Properties of the Behavior Assessment System for Children Student Observation System (BASC-3 SOS) with Young Children in Special Education.

Measuring classroom behavior among young children is important to guide assessment and intervention decisions, yet there is limited literature on appropriate direct observation tools for this purpose. This article describes the psychometric properties of the Behavior Assessment System for Children, Student Observation System (BASC-3 SOS) with 135 children ages 20 to 67 months (M = 35 months, 64% Latinx, 78% with an established developmental disability) and their teachers (N = 36) as part of a larger randomized control trial of a teacher training intervention. Inter-rater reliability on individual BASC-3 SOS behaviors ranged from poor to good. Correlations between BASC-3 SOS scores across time indicated low to moderate developmental test–retest reliability. Significant correlations between BASC-3 SOS scores and teacher ratings provided evidence for convergent, divergent, and predictive validity. Differences between BASC-3 SOS scores for children with versus without disabilities supported the tool’s discriminant validity. There were no significant pre- to post-treatment changes in BASC-3 SOS scores. Overall, results provide mixed evidence for the psychometric properties of the BASC-3 SOS when used with young, diverse children with and without disabilities. Implications for clinical and research purposes are discussed.Supplementary InformationThe online version contains supplementary material available at 10.1007/s10864-021-09458-x.

Testing the effectiveness of a teacher-training intervention for tobacco-free schools (TFS) in five districts in the state of Maharashtra, India: Results from a quasi-experiental post-only study

Testing the effectiveness of a teacher-training intervention for tobacco-free schools (TFS) in five districts in the state of Maharashtra, India: Results from a quasi-experiental post-only study

A systematic review of interventions to reduce HIV-related stigma among primary and secondary school teachers

ABSTRACT HIV/AIDS-related stigma (HIV stigma) affects every aspect of adolescents’ HIV management. Adolescents living with HIV (ALWH) are particularly vulnerable in schools where they have described experiencing HIV stigma. Teachers play a significant role in their students’ lives. Stigmatizing attitudes or behaviors by teachers not only impact ALWH directly, but may influence the attitudes and behaviors of their peers. There is a dearth of literature exploring interventions to address HIV stigma in school-based settings. The objective of this review is to examine interventions to reduce HIV stigma among teachers globally. To conduct this systematic review, we used the PRISMA guidelines. Two articles met the inclusion criteria. Both eligible studies aimed to reduce HIV stigma among teachers or teachers in training through teacher training interventions in sub-Saharan Africa. The interventions included an interactive CD-ROM, a 2-day workshop, and peer facilitated workshops. Both studies demonstrated a significant decrease in HIV stigma in at least one study measure. Findings from this review are inconclusive. There is evidence to suggest that interventions can successfully decrease HIV stigma among teachers, but it is very limited. More research is needed in order to develop, implement, and evaluate stigma reducing interventions in the classroom.

Who teaches the teachers? A RCT of peer-to-peer observation and feedback in 181 schools

This paper evaluates a widely used, low stakes, teacher peer-to-peer observation and feedback program under Randomized Control Trial (RCT) conditions. Half of 181 volunteer primary schools in England were randomly selected to participate in a two-year program in which three fourth and fifth grade teachers observed each other. We find that two cohorts of students taught by treated teachers perform no better on externally graded national tests compared to business as usual. However this masks large heterogeneity; in small schools, where there is only one class per grade, we find negative impacts of the training (0.1-0.18SD), whereas we find positive impacts in larger schools (0.06-0.17SD). We outline and explore potential mechanisms for this and conclude that centralised one-size-fits-all teacher training interventions may be harmful.

The Effects of ADHD Teacher Training Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis

Objective: To synthesize the evidence on the efficacy of ADHD teacher training interventions for teachers’ ADHD knowledge and reducing pupils’ ADHD-type behaviors. Method: Six electronic databases were systematically searched up to 14/04/20. Meta-analyses were performed to pool standardized mean differences (SMD). Results: 29 studies were included in the systematic review, and 22 meta-analyzed. SMD for teacher knowledge within subjects at post-test and follow-up was 1.96 (95% confidence interval = 1.48, 2.43) and ‒1.21 (–2.02, –0.41) respectively. Between subjects analyses at post-test showed SMD = 1.56 (0.52, 2.59), with insufficient data at follow-up. At post-test, SMD for pupils’ behavior within and between subjects was 0.78 (0.37, 1.18), and 0.71 (–0.11, 1.52), respectively. Medium-to-high risk of bias was found in all but one study. Conclusion: ADHD teacher training programs may be effective in initially improving ADHD teachers’ knowledge. There is inconsistent evidence for their efficacy to reduce students’ ADHD-type behaviors.

Exploring Pedagogical Content Knowledge (PCK) of Physics Teachers in a Colombian Secondary School

The purpose of this paper is to address the most significant contributions of pedagogical content knowledge (PCK) involved in teaching physics. Most studies have observed the characterizations of PCK via specific content in the lower secondary and upper secondary curricula. Here, we present a number of studies that show evidence for the development of some PCK components, including those that present PCK as an articulating axis for physics teacher training models. The present work is a descriptive study that analyzes, by means of a case study, the changes in PCK through a physics teacher training intervention program. This program is based on reflections about teaching, concerning the electric field in physics education. The results show that categories, such as knowledge about the curriculum and teaching strategies, evolved after the intervention program, in contrast with knowledge about evaluation and pupils. This suggests that an approach involving a teacher’s reflection on what he/she designs allows for progression towards a teaching and learning process that is more focused on innovative tendencies.

Effects of a teacher training intervention on teachers’ and students’ motivation to physical education class

The present study evaluated the effects of a teacher training intervention, based on Self-Determination Theory, on teachers’ and students’ motivation in physical education class. This is a pre-post quasi-experimental study with 4 physical education teachers and 611 students from four public schools. A handbook was developed and teacher training sessions were conducted. Statistical analysis consisted of paired t-tests and general linear model repeated measures to assess teachers’ self-determined motivation and linear mixed effect regression to evaluate students’ motivation. A significant increase in teachers’ and students’ motivation score was observed after the intervention. Among teacher, we verified an increase in self-determined motivation. Among students there were significant interaction time by group in Extrinsic Motivation Identified Regulation (F=5.6), Extrinsic Motivation External Regulation (F=7.41), Amotivation (F=5.32) and Self-determined Motivation (F=4.87). Also, Intrinsic Motivation significantly declined with age for boys (β= -0.151) and girls (β= -0.121) as well as Extrinsic Motivation Introjected Regulation for girls β= (-0.141). Training sessions can support teachers in planning lessons resulting in increasing teacher and students' motivation in physical education classes. However, this strategy was not enough to improve intrinsic motivation during the investigated period.

Designing learning experiences for outdoor hybrid learning spaces

AbstractWith the support of various personal and institutional mobile technologies, numerous physical and virtual spaces can be turned into interesting and motivating hybrid learning settings. By its nature, outdoor mobile learning happens on the move is connected to specific locations and settings inviting learners to study their surroundings, inquire about natural phenomena and solve complex real‐life problems. This poses challenges for teachers to design meaningful, contextualized and comprehensive learning experiences. The paper aims to explore what kind of mobile learning scenarios K‐12 teachers create and what are the limitations and development perspectives of these scenarios. Content analysis of 25 location‐based outdoor learning tracks with 465 questions and tasks was carried out. The results demonstrate that designing and implementing learning activities outside the safe, familiar classroom environment in new hybrid learning spaces is a challenging task for the teachers on many different levels. Taking Bloom’s revised taxonomy, types of contextualization and integrated learning models as frameworks for content analysis of the learning scenarios, the study shows that the teachers do not perceive the potential hybrid spaces and mobile technologies offer in order to design consistent learning experiences that emphasize higher order thinking levels, encompass contextual information and integrate knowledge from multiple disciplinary sources. The paper concludes that there is a need for more teacher training and systemic interventions into current teaching practices that encourage teachers to step outside of their existing teaching paradigms to acknowledge the pedagogical potential of hybrid learning spaces as well as the technological affordances.

Testing the effectiveness of a teacher-training intervention to make schools tobacco-free in India: Results from a quasi-experimental post-only study

Testing the effectiveness of a teacher-training intervention to make schools tobacco-free in India: Results from a quasi-experimental post-only study