Teacher Training Model Research Articles

Модульные представления oб образовательных возможностях шахмат в процессе переподготовки педагогов дошкольного образования

The success of the modern educational system often depends on the investment of new educational tools. A number of recent studies justified the use of chess as an effective educational tool in the development process of preschoolers. Introduction of educational possibilities of chess to educators during trainings, stimulates their professional competences. The article discusses a training model for preschool teachers aimed at the formation of professional competences through acquiring prior knowledge on chess. The aim of the article is to describe a training model for preschool teachers. The methodological basis of the proposed training program was to stimulate self-realization of the participants by introducing prior knowledge on chess in all spheres of a preschooler’s development. The effectiveness of the program was revealed by PARLA method, and the difficulties - through the Fishbone method by K. Ishikawa. The method revealed the insufficient formation of preschool teachers’ personal competences. The methods were used among 60 preschool teachers during 1,5 years. The experimental results justified the possibility of developing professional competences emphasizing personal competences and the importance of acquiring acme-qualitative results. The novelty of the research is clarified by the choice of sequential modules leading to the formation of professional competences. Practical significance - the proposed methodology can be used in various training programs for preschool teachers.

Teachers’ teaching and professional competences assessment

This research is part of a project led by the Catholic University of Santiago de Guayaquil (Ecuador) and the National Distance Education University - UNED (Spain) aiming at designing a teaching/professional competences training model for teachers. The purpose of this study is to assess the meaning of professional competences and their significance within teachers’ teaching and training processes. Using the mixed methods approach, an ad hoc questionnaire was designed and given to discussion groups, achieving participation of more than a hundred teachers. Quantitative data analysis was carried out using the Logit model while Atlas ti 23 allowed analysis of the qualitative data. The results evidenced high scores in the competences evaluated, being leadership and research the lowest. In general, the teachers value, preferably, planning, communication, evaluation, methodology, digital, and tutoring competences, with a lower value among teachers ranging from 25 to 30 years old; those older than 55 stressed the importance of digital and innovation competences. Thus, it is recommended that training programs for teachers should focus on the set of related competences, especially on the digital competence, considering the challenges represented by investigation and pedagogical leadership.

Integrating AI tools in teacher professional learning: a conceptual model and illustrative case.

This conceptual paper aims to explore the complex nature of integrating AI technologies in teacher professional learning, highlighting the potential for AI to synergize teacher noticing and decision-making processes, support adaptive teaching, foster alignment with competence frameworks, and cultivate professional vision, thereby framing teacher practices within the framework of professional vision. We argue that rather than looking at the process of adopting AI solutions by teachers from a technology perspective or how teachers contribute to designing and developing such tools, we take the perspective of the teacher and ask how such tools are meaningfully integrated into teacher practices. In our conceptual paper, we illustrate the case of a novel approach to the teacher training model where the development of teacher' professional vision and professional learning is combined with the design of the AI solutions. We argue the importance of involving teachers into the design of AI solutions through professional learning models to support teachers to develop knowledge-based reasoning skills and at the same time to learn about pedagogical concepts and develop new mental models.

중국 교원의 AI·디지털 역량 지원 정책 동향 및 시사점 탐색

This study explored implications for improving our AI and digital competencies by analyzing policies to enhance AI and digital competencies in China and case studies related to AI and digital competencies. First, the background of policy promotion related to China's AI and digital competencies and the conceptual definition of China's AI and digital competencies were examined, and the types of AI and digital competencies in China were specifically explored. Based on this, we looked at the actual support and use of Chinese teachers' AI and digital competencies in the current teaching situation in Chinese schools, and explored Chinese education policies to support teachers' AI and digital competencies. This search was in-depth approach and analysis based on literature published in the original Chinese language, such as announcements from the Ministry of Education of China, Chinese academic journals, Chinese websites, and Chinese media. Through this, the implications of China's AI/digital competency training for Korea and the future direction of Korea's AI/digital competency support policy were suggested as follows. First, it is necessary to establish a teacher training model that combines the capacities of the government and the private sector. Second, AI and digital resources must be fully utilized in the teaching and learning process. Third, it is necessary to strengthen the education of prospective teachers and expand the training of incumbent teachers.

A multiple linear regression-based study of the effect of college teachers’ teaching training on teaching performance

Abstract The first part of this paper examines the training needs of college teachers teaching based on career management orientation and circular assessment model. Secondly, based on a multiple linear regression algorithm to construct the teaching training model for college teachers, the least squares method is used to find the optimal solution and mean square error to solve the parameters of the teaching training model. Finally, the situation was compared before and after the model was applied. The results showed that the mean score of academic achievement at the end of the experimental class in experiment group a was 12.2 points higher than that of the control class, and the mean score of academic achievement at the end of the experimental class in experiment group b was 11.1 points higher than that of the control class. This shows that teaching training for college teachers can improve teachers’ teaching abilities and thus improve teaching performance.

Особенности современного университетского образования будущих педагогов: проблема единства и вариативности образовательного пространства

The relevance of the analysis of the current state of university teacher training is determined by the necessity to generalize the practical experience that has been developed as a result of the permanent reforming of the higher pedagogical education in the Russian Federation. The study purpose is to identify the features of the system of higher pedagogical education in Russia. This system has developed as a result of the implementation of various modernization projects in the 21st century. The context of the analysis includes the practice developed at the initiative of the Ministry of Education in order to ensure the unity of the educational space for the pedagogical teacher training (“The Core of Higher Pedagogical Education”). The study shows that the modern system of higher pedagogical education, which has a single institutional basis, is built variably from the point of view of the content in universities of different departmental subordination. This, thereby, creates real difficulties in the development of a single teacher-training educational space. The study sample includes experts who are university teachers (n = 55) and school teachers of different subject areas (n = 802) of different ages from different regions of Russia. The study methods (tools) are the methods of qualitative and quantitative analysis of primary data, case analysis of the largest teacher-training universities. Sources of analysis: 1) the data of monitoring universities (2022), which is presented on the open website “Higher Education Monitoring”, 2) cases of the largest teacher-training universities of various departmental subordination, 3) expert assessments by university and school teachers. The results. It has been found out that a distributed model of teacher training in universities of various departmental subordination has developed in Russia as a result of the permanent reforming of pedagogical education throughout the 21st century. This, in turn, contributes to the development of the environment of variability in the search for concepts and technologies in providing pedagogical education. The main conclusions. The study has revealed that there is a contradiction between the objective necessity to preserve the autonomy of universities in terms of conceptualization, design, realization of scientific and educational activities and the idea of developing unified approaches to the structure and content of teacher training (“The Core of Higher Pedagogical Education”). The results obtained are relevant for the coordination of methodological guidelines for further development of the system of higher pedagogical education by the scientific and professional community. This can serve as the basis for developing common approaches to ensuring the unity of teacher training in universities of various departmental subordination.

The model of continuing teacher education: the experience of Moscow Pedagogical State

The paper presents the teacher training experience of Moscow Pedagogical State University (MPGU) – the oldest professional pedagogical institution in Russia (being the successor of Moscow Higher Women’s Courses, the university celebrated its 150th birthday in 2022). The purpose of the paper is to analyze the teacher training framework of MPGU covering the pool of ‘Pre-vocational education – secondary vocational education – higher vocational education – further vocational education’ as a system of continuous professional teacher development, and to define implementation strategies of continuous pedagogical education. MPGU experience presented here also includes the review of most viable strategies of continuous pedagogical education: fundamental nature of education, integration, humanization and axiologization of education, cooperation and partnership, and digitalization of education. The complete analysis of the teacher training model applied by MPGU suggests that fundamental ideas of teachers’ personal and professional growth concept by V. A. Slastenin are being developed. This is in reference to the existing multi-level teacher training system (starting from school teachers of specialized and academic subjects to postgraduate and extended learning teachers) and to the development of a common education space providing teachers’ personal and professional growth. Updating the pedagogical legacy, contemporary interpretation of procedural concepts, theories, and methods are important aspects in training teachers at MPGU at all levels of continuous pedagogical education.

Competency-Based Training Versus Teacher Training in Professional Performance: A Debate in Educational Sciences Programs

The purpose of this article is to conduct a descriptive-interpretative analysis of the systematized and emerging theoretical assumptions in academic literature in initial teacher training, which show hints of a model based on professional performance as an alternative in contexts of social and cultural diversity. The article is based on an intercultural educational approach which has an indigenous perspective. This raises the urgency of rethinking teacher training processes in relation to indigenous and intercultural contexts based on appraisal and respect for indigenous children and young people's episteme, who hold cultural, ethnic, and linguistic differences. This article discusses the main limitations of the competency-based training model in educating teachers who take on inclusion and diversity of indigenous individuals as part of their professional performance. This research is qualitative and is grounded on content analysis of literature selected from internationally renowned databases. The literature review was organized around three areas of professional education: teaching, research, and practice. Results taken from this search were interpreted from the perspective of the educational model of the universities of the Araucanía region, Chile. An intercultural context that is characterized by a high enrollment of students from indigenous and rural communities. Results show associations among conceptual, attitudinal, procedural, and relational contents in professional training areas that might be subject of reconceptualization, this is, to enlarge the scope in the initial teacher training model by including intercultural professional performance in the context of social and cultural diversity. These areas fall into three categories: (a) development of intercultural critical thinking, (b) autonomous search of intercultural knowledge, and (c) intercultural communication, which are interpreted as useful for professional performance and are highly recommended in literature for their inclusion in educational sciences curricula.

Seci's Knowledge Management Based Training Model and Social Support for the Dental and Oral Health Maintenance Behavior of Children with Special Needs

Introduction: Children with special needs are a high risk group for health problems, so they need help and cooperation with others to get and maintain health, including in maintaining their oral health. The condition of the oral cavity is strongly influenced by age factors (especially very young children), the severity of the disorder/abnormality, and environmental conditions where children are highly dependent on their parents, siblings, or caregivers in caring for their oral cavity. There needs to be a training model for parents and teachers. Methods: This research is analytic observational with a cross sectional approach to analyze the variation in magnitude or contribution between the variables studied based on the research objectives. The subjects studied were parents of children with special needs with a sample size of 110 people at SLB BC Optima and SLB Karya Bhakti Surabaya. Collecting data using a questionnaire, with the variables studied: Perception of the training model, social support, parental interest and dental and oral health maintenance behavior in children with special needs. Data analysis using Structural Equation Modeling (SEM) with Linear Structural Relationship (LISREL). Research results and analysis: The results show that: maintenance of oral health in children with special needs is influenced by training, social support and parental interest. The results of the model goodness test concluded that the final SEM model formed was a fit model, because of the 5 model goodness criteria, where the Chi-square value was 108.28 ( from the table value 138.81), RMSEA (0.054), GFI (0.936) , AGFI (0.905) and CFI (0.911) have met the fit model. Discussion: SECI Knowledge Management-Based Training Model and Social Support for Dental and Oral Health Maintenance Behavior for Children with Special Needs can be used as an alternative in an effort to improve dental and oral health maintenance behavior in children with special needs

Is The Collaborative Learning Training Model with An LCTL Approach to Understanding Teacher Pedagogic Competence Effective?

The Collaborative Learning (CL) Training Model through the LCTL approach at the ECCE teacher level helps understand pedagogic competencies, student characteristics and skills in compiling learning tools. This study aims to determine the effectiveness of CL training model in improving teacher pedagogic. This study used ADDIE's research design. The research sample consisted of 60 teachers in a cluster group in the Sidoarjo temple corps. Data were collected through pre-test and post-test for experimental and control groups and analyzed using independent sample t-test in the SPSS 28 software program. The results showed that (1) the CL training model with the LCTL approach was found to be able to improve teacher pedagogic. The review of experts concluded that CL syntax can be categorized as having innovative aspects based on the rationality model of teacher training with scores 3,64; (2) CL training model proved effective in improving teacher pedagogic with Paired test Samples Test shows that sig. (2- Sided) < 001 and paired sample t-test (sig. =.000) shows that there is a significant difference between pretest and postes experimental classes that carry out CL model training so that CL training models can be recommended to improve teachers' pedagogic abilities.; (3) CL training model can improve understanding of student characteristics, compile learning tools, and These results include: 1) CL training manuals through the LCTL approach and the syntax contained in the training model; 2) Application of learning tools for ECCE / kindergarten teachers and 3) Training modules which contain material on pedagogic competencies, characteristics of students and skills in compiling learning tools. This is done with the application of preparing learning tools to match the material and ease of use. From the results of the study, it can be concluded that teaching materials in the form of modules and applications of learning devices are suitable for use in training and can improve teacher competence according to their level and needs

Development of a Competency Training Model for Elementary School Physical Education Teachers

Development of a Competency Training Model for Elementary School Physical Education Teachers

DEVELOPMENTAL STAGES OF SPECIAL EDUCATION TEACHER TRAINING PROGRAMS IN THE UNITED STATES OF AMERICA

The article analyzes the developmental stages of special education teacher training programs in the United States of America. It was founded that for many years there were no licensing requirements or programs to train teachers to work with children with special educational needs. The civil rights movement, legislative revisions, and court cases changes in special education teacher training and service delivery models for students with disabilities. The article describes three eras of teacher training each differed from the previous one by improving conditions for children with disabilities. The first teacher training programs were started in the early 1950s and were intended for special educational and clinical institutions for children with speech and hearing impairments, mental retardation, and deaf students. In 1958, The Education of Mentally Retarded Children Act was passed and the practice of training special education teachers in colleges and universities began. In 1975, Congress passed the Education for All Handicapped Children Act. In the mid-1970s, competency-based teacher education began to operate, but scientists came to the conclusion that this practice is too mechanical and does not cover all the nuances of teacher training. In the 1990s, the Learning Behavior Specialist-1 Licensure was introduced to serve the majority of students with disabilities in state schools and the quality of teacher training was improved. As for today, every student with limited educational opportunities can be fully or partially included in general education institutions or a special school. The decision is made by the committee that develops the Individualized Education Plan or the 504 Plan.
 Keywords: special educational needs; inclusive environment; inclusion; child with special educational needs; inclusive education; state standards; special teachers; certification; licensing requirements.

Formation of Professional Competence of Future Primary School Teachers Against the Background of Large-Scale Military Aggression (a response to the challenges of the times)

In contemporary European literature, the problem of shaping future educators against the backdrop of crisis (military) transformations has not been explored. Ukrainian teachers demonstrate valuable experience in the teaching under warfare conditions, which should be the subject of a separate study. In addition, the problem of the professional formation of future teachers is also relevant, given the numerous terminological debates between scientists. The article aims to analyze the formation of professional competence of future elementary school teachers against the background of large-scale military aggression. The work is formed on the use of theoretical pedagogical research methods. Noticeable attention is paid to the methods of generalization, abstraction, analysis, synthesis. Among the empirical methods, the methods of experiment and SWOT-analysis were used. With the help of the latter, the strengths and weaknesses of the formation of professional competence in the system of distance learning of future elementary school teachers against the background of military aggression are reflected. The results considered terminological discussions regarding the concept of “professional competence”, highlighted the main features of professionalism of modern teachers, analyzed the use of game techniques and their impact on the formation of important skills for future teachers, developed a training model to ensure maximum exposure to professional competence in future teachers. In the conclusion, it was noted that the appeal to game techniques allows to deepen the assimilation of professional competence, moreover, conducting games during the war has an additional psychological effect. The best training model for future teachers is to conduct distance learning sessions according to the established program, which provides an increase in the amount of practice and actualization of the experience of independent work.

Professional Profile and Teaching Profile of the Elementary Education Teacher in the State Schools of the Province of Puno, Perú

This study aims to demonstrate that the professional profile is significantly related to the didactic profile, likewise it is intended to outline the professional traits of the educator, taking into account that teachers use methodological strategies that they select according to the degree of knowledge and studies they have completed. throughout his professional life. The set of capacities and competences that was analyzed to guide the aspects of the professional profile variable are: professional training (basic, continuous), didactic and pedagogical knowledge (development and selection of strategies) and labor development (service time, classroom management ). In this context, today more than ever; the educational system deserves substantial changes, among which is the pedagogical aspect, since this involves the teacher's way of teaching; Therefore, creative and innovative teachers are required to plan teaching through strategies that dynamize the class; in such a way that meaningful learning occurs. The analysis of the didactic profile was oriented based on three aspects: a) Forms of organization of teaching, b) Methodological approaches to learning, and c) Learning support resources, as appropriate mechanisms for the evolution of teacher training and improvement models, considering that the advances in didactics must be introduced in the teaching work, stimulating the motivation to learn to teach and improve didactic and pedagogical aspects. So too; It constitutes a source of reflection for educational actors, in terms of their initial training, training, improvement and application of didactic strategies. Keywords: professional profile, didactic profile, didactic strategies, primary level

Chinese Vocational School Students' Achievement Motivation in Different Educational Models

The Chinese government is currently experimenting with a new approach to teacher training to address the shortage of teachers in rural schools. This model is called the free teacher training model. Students enter vocational schools after high school to train as preschool teachers for five years, after which they can get a steady job in a public kindergarten. The researcher sought to explore whether the achievement motivation levels of these teacher-education students would be affected by such an educational model. In this study, it was hypothesized that students would be less motivated to achieve in their studies because they would not need to find a job. However, the researcher's survey data indicated that there was no significant difference between the achievement motivation levels of these students who did not have to worry about employment and those who had to worry about employment. Such results surprised the researcher, and the researcher believes there are several possible reasons for such results. For example, these students did not have employment as their primary orientation to learning. Or these students did not fill in their real situation because they were concerned about the influence of social desirability.

Development and Testing the Effectiveness of Teacher Training Models in Forming Islamic Character

In this era, all parties, especially the government, focus on building children's character. The importance of the role of individuals who have good morals will be very important for national development so that it will give birth to a young generation with character who upholds moral principles with good morals. Therefore, character building is often used as an indicator of the success of a nation itself. This research is expected to be able to develop a teacher coaching model, especially elementary school teachers in shaping Islamic character. The purpose of this study was to determine the teacher's ability to understand Islamic character. Another objective of this research is to analyze the need for forming Islamic character, to analyze the suitability of the tools developed, and to analyze the effectiveness of the training model in increasing teachers' understanding of Islamic character. This study found that Islamic class design is considered important in shaping Islamic character, besides that there are 10 indicators of Islamic character that must be instilled in students. The results of other studies are that the Islamic character training model is feasible to use and the Islamic character training model is effective in increasing teacher understanding of Islamic character.

Reshaped teachers’ careers? New patterns and the fragmentation of the teaching profession in England

In this paper, we examine how evolutions related to the fragmentation of labour markets, the flexibilisation of work and employment conditions, and the multiplication of teacher training models and teachers’ roles in schools, are contributing to reshaping teachers’ careers. Drawing on interviews with teachers and senior leaders from 8 schools in London, our analyses highlight six career patterns and their embeddedness in the changing institutional environment of labour markets for teachers. Our results help renew the dialogue between research on teachers’ professional lives and on teachers’ labour markets. They have wider implications for knowledge on the fragmentation of the teaching profession, beyond the London case.

Природосообразная модель подготовки учителей к осуществлению этнокультурного образования

The article presents the results of scientific and pedagogical research, the purpose of which was to develop and substantiate the pedagogical model of teacher training for the implementation of ethno-cultural education. Using inductive and deductive methods of theoretical research, analysis of pedagogical literature and the process of practical activity with an emphasis on their classification, casual, dialectical and system-structural aspects, the theoretical and methodological foundations of pedagogical modeling are generalized. Their use made it possible to design a conceptual nature-like model of the process under consideration in line with the competence approach. The essential and substantive characteristics of its structural blocks are revealed: motivational-target, functional-content, operational-technological and evaluative-effective. The scientific novelty of the research results is also the substantiation of the innovativeness of the created model, which consists in providing the possibility of organizing pedagogical activities in a multicultural educational space, based on the formed ethno-oriented competencies. The conceptual-projective nature of the nature-like model of teacher training for the implementation of ethno-cultural education allows us to design this process based on the specific conditions of the real pedagogical situation.

Multidisciplinary model of teacher training: Empowering teachers to identify dyslexia in an integrated school setup

Abstract Purpose: The purpose of the present study was to train teachers using a multidisciplinary approach and to document the effect of this training on their awareness regarding dyslexia, knowledge of dyslexia, and the identification of children with dyslexia. Materials and Method: The study included 100 primary school teachers (23 males and 77 females) having Kannada as their mother tongue and English as their second language. A questionnaire in Kannada was developed by the investigators to collect the responses before and after the teacher training from the primary school teachers about knowledge of dyslexia. The questionnaire was developed based on the Dyslexia Assessment for Languages in India (DALI). Results: The mean responses of the participants were higher during post-training compared to pre-training conditions. The standard deviation values were higher during pre-training compared to post-training conditions. Wilcoxon signed-rank test revealed that there was a statistically significant difference between the ratings of pre-training and post-training conditions. Therefore, it was inferred that training teachers to identify the characteristics of dyslexia significantly improved the knowledge of the teachers on general facts and myths about dyslexia, signs, and symptoms exhibited by children with dyslexia. Conclusions: The findings of the present study revealed that a structured multidisciplinary model of teacher training programs focusing on the knowledge and skills to identify possible dyslexic children can be very effective to prepare the teachers to identify and manage these children in a school setup where professional help is limited.

The model of teacher training for the implementation of the State standard of basic secondary education in Poltava region

The model of teacher training for the implementation of the State standard of basic secondary education in Poltava region