Teacher Training Policies Research Articles

Parental Perspectives on Teachers' Supportive Strategies During the Transition to First Grade

This qualitative study explores the transition to first grade, focusing on parental expectations and the perceived supportiveness of educational staff. The objectives are to identify the primary expectations and needs of parents from teachers, and to evaluate the extent and methods through which parents view educational staff as a source of support and information. Twenty parents participated in semi-structured interviews, revealing their concerns and expectations as their children entered first grade. Thematic analysis identified key themes: the necessity for accessible communication, genuine teacher attentiveness, and comprehensive information transparency. Findings suggest that strengthening communication, teacher responsiveness, and proactive information sharing are crucial to supporting both parents and children. These insights highlight how enhanced teacher training and school policies can better address parental needs, promoting a smoother transition into first grade and improving early educational experiences.

Enhancing Listening Ability and Retelling Skills of Elementary School Students: Exploring the Impact of Nusantara Animated Videos

The role of students' listening ability and retelling skills is crucial in the teaching and learning process, particularly in elementary education where foundational skills are developed. In this context, listening ability directly influences how well students can comprehend instructional content, while retelling skills allow them to effectively organize and communicate the information. This study analyzes the impact of Nusantara animated video media on the listening ability and retelling skills of fourth-grade elementary school students. A quantitative experimental approach with a nonequivalent control group design was employed, involving a sample of 89 students divided into two groups: the experimental group (Jarakan Public Elementary School and Jarakan Public Elementary School 3) and the control group (Blunyahan Public Elementary School 2 and Sawit Public Elementary School). The schools were selected based on similar demographic and educational backgrounds to ensure comparability. Research instruments included a listening ability test and an observation sheet for retelling skills. Data analysis using the Wilcoxon test showed a significant positive impact of Nusantara animated video media on both listening and retelling skills (p 0.05). The findings suggest that incorporating Nusantara animated video media into classroom instruction is an effective strategy to enhance these critical skills, particularly in the context of Indonesian language learning. This study highlights the broader educational implications, including potential applications in curriculum design, teacher training, and educational policy development.

Promoting Inclusivity Through Technology: A Literature Review in Educational Settings

Inclusive education has been a major focus of global education policy conversations over the past few decades. Along with the rapid development of technology, the role of technology in supporting inclusive education has become an increasingly widely explored subject of research. Technology integration in the context of inclusive education involves the use of various tools and platforms that are accessible to students with special needs. The purpose of this research is to explore various aspects of the use of technology in promoting inclusion in education, by identifying opportunities, challenges and important factors that should be considered in order to create a more inclusive and equitable education for all individuals. The research method used is a literature review, exploring data sources such as journal articles, books, research reports and other academic publications relevant to this topic. The results of this study show that technology integration has had a significant positive impact in improving educational accessibility for students, allowing more efficient personalization of learning, and increasing student engagement and participation in the learning process. However, challenges such as technology infrastructure, teacher training, technology suitability, data privacy and necessary policy support need to be addressed for the benefits of technology to be optimized in supporting educational inclusion as a whole.

Profile of generation Z characteristics: Implications for contemporary educational approaches

Generation Z, comprised of individuals born between the late 1990s and early 2010s, has become a subject of interest in discussions on social, cultural, and educational trends. Technological advancements and changes in social dynamics have significantly influenced the characteristics of this generation. This research aims to provide an in-depth understanding of Generation Z characteristics and explore how these traits can shape contemporary educational approaches. Thus, the study seeks to offer new insights to educators, curriculum planners, and educational policymakers. The research method involves a document study. It involves a document review conducted to detail the historical, social, and technological contexts that have shaped the identity of Generation Z. Data analysis reveals that Generation Z tends to have a digital orientation, engage in multitasking, exhibit high levels of creativity, and embrace inclusive values. They also demonstrate a significant interest in social engagement and environmental concerns. The implications of these findings on education highlight the need for responsive and innovative approaches to optimize the learning process. By understanding the characteristics of Generation Z, educators can design more effective and relevant teaching strategies. Educational approaches that focus on technology, engaging learning experiences, and the promotion of inclusive values can enhance the effectiveness of learning. Additionally, educators need to be aware that continuous adaptation to technological developments and social changes is key to creating a dynamic educational environment that aligns with the needs of Generation Z. The pedagogical implications of this research can serve as a foundation for curriculum development, teacher training, and educational policies that better align with the unique characteristics of Generation Z.

AN INVESTIGATION ON TRANSFORMING PAKISTAN'S EDUCATION SYSTEM: A PATH TO SUSTAINABLE DEVELOPMENT

The education system in Pakistan has not been able to cater for the needs of its immense population. Through interviews with the national and state stakeholders, this study examines current efforts to reform system-building in place including unique successes and challenges encountered along the way as well as lessons learned for policy going forward. The research offers a consideration of current state and initiatives within educational reform, providing prospects for sustainable development in education. Curriculum improvement, teacher training policies & infrastructure building are some of notable attainments. Yet, enduring problems like inadequate funding, political instability and cultural resistance continue to slow advancements. The cartoon from my name is forgetful recommends cooperative approach involving all stakeholders along with the greater investment in education if long-term success and equity are to be assured for Pakistan's education system. In this linking, findings indicates that persistent effort of financial improvement should be perpetuated, ensuring cooperation and an equity-oriented approach must be continued to bring desired change towards an appropriate way.

Teacher Subject, Teacher Training and Educational Policy in Colombia

El presente artículo de revisión muestra apuntes claves para la construcción del objeto de investigación en torno a las categorías <sujeto maestro>, <formación docente> y <política educativa>. Rastreando cómo desde la aparición como funcionario público se le han asignado diversidad de roles, tales como evangelizador, reproductor de los valores, transmisor de valores morales y de urbanismo, administrador de currículo, agente de aprendizajes, entre otros. Lo cual ha transformado su experiencia a lo largo de la historia y le ha llevado a la constante cuestión acerca de quién ha sido, quién es o podría ser el sujeto maestro hoy en día. El estudio de la categoría <sujeto maestro> encuentra el tránsito de un sujeto obediente a un sujeto autoexplotado. La propuesta es repensar entonces cómo generar un modelo de formación que no limite al sujeto maestro a los condicionantes que pretenden reproducir la política educativa y los modelos de sociedad a los que esta responde.

Educational Investment: Repercussions on the implementation of public policies for teacher training and valorization

Educational Investment: Repercussions on the implementation of public policies for teacher training and valorization

The work adjustment of expatriate teachers employed in Chinese internationalised schools: a pedagogical perspective

ABSTRACT Traditionally serving expatriate elites, international schools now increasingly cater to local middle-class families in developing countries. With the industry’s explosive growth, attention turns to the role of expatriate teachers in preserving the institutional legitimacy of non-traditional international schools. However, expatriate teachers’ pedagogy has received little attention. The purpose of this hermeneutical phenomenological study was to understand the pedagogical work adjustment of expatriate teachers in Chinese internationalised schools. The study employed a diverse sample of 16 expatriate teachers who worked in Chinese internationalised schools for at least one school year. Three data collection methods aided in gathering in-depth descriptions of participants’ lived experiences: individual interviews, written protocols, and focus groups. An analysis of participants’ lived experiences led to the construction of three overarching themes: adjusting to the school context, adjusting to the students, and growing as a teacher. Participants adjusted to their schools’ contexts by rejecting the local ways, tuning in to student needs, and adapting to the local ways. Adjustments to students included motivating them, struggling with their names, getting more sensitive about them, and changing classroom management practices. Participants perceived their schools’ in-service training as insufficient, which led them to pursue professional development on their own terms. The study’s novel contribution lies in its systematic identification of expatriate teachers’ adjustment strategies, particularly in dealing with students and their misbehaviour. Implications for expatriate teacher training and discipline policies in Chinese internationalised schools are discussed.

The State of Special Needs in the Iraqi Higher Education Context

This paper delves into a comprehensive investigation of the current situation faced by students with special needs (SSNs) and learning disabilities (LDs) across various educational levels. It aims to shed light on the existing challenges experienced by these learners in primary, secondary, and higher education settings. To ensure the validity of the findings, this study adopts a multi-method approach that combines observation, interviews, and an extensive review of relevant literature in the field. By employing observational techniques, researchers closely observe the daily experiences of SSN students within educational environments. Interviews are conducted with students, teachers, and parents to gain valuable insights into their perspectives and understand the specific difficulties they encounter. In addition, the study thoroughly examines prior scholarly works and research papers related to SSN and LD, enhancing the breadth and depth of the investigation. Upon culmination, this paper presents a set of recommendations directed toward the teaching staff, administrative personnel, and the Ministry of Higher Education and Scientific Research. These suggestions aim to foster an inclusive and supportive educational ecosystem that caters to the unique needs of SSN students. They encompass strategies for curriculum development, teacher training, classroom accommodations, and administrative policies, which collectively contribute to enhancing the learning experience and overall well-being of SSN learners.

Effects of a professional development programme on teachers’ classroom practices in Colombia

ABSTRACT The professional development for teachers is an important component of the quality of education. However, few systems for monitoring and analysing the quality and impact of teacher professional development programmes have been created. In this article, we present the effects on classroom practices of a Colombian professional development programme for in-service secondary mathematics teachers. We compare the teachers’ classroom practices of planning, implementation, and assessment, before and after participating in the programme. We found that the professional development programme shows a statistically significant and positive effect on planning, implementing and assessment practices. These results serve as evidence of teacher training policy in terms of changes in classroom practices.

EBPT teacher training policy

Este artigo apresenta os resultados de uma análise realizada com egressos dos Cursos de Licenciatura do Instituto Federal Farroupilha Campus Alegrete-RS das turmas de 2010 à 2014, com a finalidade de identificar o percentual dos que efetivamente atuam na docência[1]. O trabalho investiga como ocorre a oferta de cursos de Licenciatura nos Institutos Federais de Educação, Ciência e Tecnologia, instituições estas voltadas prioritariamente à Educação Profissional, mas que mediante a promulgação da Lei 11.892/2008, surge a obrigatoriedade da destinação de 20% das suas vagas para a formação de professores. Assim, o estudo foi composto, inicialmente, por pesquisa quantitativa na qual efetuou-se um mapeamento dos estudantes concluintes dos cursos de licenciatura do IFFar Alegrete. A partir dos resultados dessa etapa, a pesquisa prosseguiu com enfoque qualitativo, mediante um questionário, com intuito de obter o número de egressos atuantes na docência. Como resultados, verificou-se que nos cursos de licenciatura no Campus Alegrete do período estudado, menos de 20% dos concluintes lecionam dentro da sua área de formação, com mais de 70% dos egressos fora da atividade de docência. [1] Trata-se de parte da pesquisa da dissertação de mestrado realizada no PROFEPT.

Analysis of spelling errors from the 'dyslexic sight words' list.

In this study the spelling errors of the 'Dyslexic Sight Words - DSW' list are analyzed according to the semiological classification. The spelling errors were made by schoolchildren with and without dyslexia. The high number of inaccuracies observed in the writing of the Group with dyslexia (GD) was often related to the complexity of syllabic structures and orthographic irregularity. The syllabic structures, in addition to the consonant-vowel (CV) pattern, often pose challenges for all students as they move through the alphabetic writing phase, early in literacy. This classification provides an understanding of the characteristics of Natural Spelling and Arbitrary Spelling, providing support for the teaching-learning of words by dyslexic students and is also relevant for the design of Portuguese language teacher training policies. In the teaching of the orthographic norm, the success and error when writing words should be followed by a reflection (metaorthographic skill) and monitoring of learning, both on the part of the teacher and on the part of the learner, reinforcing the knowledge of spelling patterns that will be triggered as the student is exposed to the explicit formal teaching of spelling.

Teachers’ Perceived Value of Integrating ICT in Transposing English Language Teaching in Nepal

In the evolving landscape of English Language Teaching (ELT), the integration of Information and Communication Technology (ICT) has emerged as a fundamental pedagogical approach. This research delves into the perceptions and value attributed by teachers in Nepal towards the incorporation of ICT tools and methodologies in their teaching practices. I have used content analysis method to gather the related field of studies and analysed the data. Findings indicate that significant challenges such as limited technology access, lack of trainings, administrative support, over-load of unnecessary paper-work cause major obstacles in transposing ICT in classroom. However, ICT also offers great opportunities to transfer the traditional teaching practices, develop ICT skills, access to vast source of information and more importantly, the potential era for a paradigm shifts in the recent practices. The study emphasizes the need for a strategic approach, including investment in technology infrastructure, teacher training and supportive policy environment, to enhance ICT integration in ELT classrooms. In addition, the study provides valuable insights for policy makers, educators, researchers, and other stakeholders in their efforts to integrate ICT in teaching and learning in Nepal. Most importantly, this research contributes to the escalating discourse on ICT integration in ELT by providing nuanced insights grounded in the Nepalese context. The findings advocate for a holistic approach encompassing infrastructural development, targeted professional development initiatives, and transformative pedagogical strategies to optimize the potential benefits of ICT in transposing English language teaching practices in Nepal.

O coordenador pedagógico e a formação continuada de professores dos anos iniciais

Abstract This article discusses the work of pedagogical coordinators at public schools in the city of São Paulo facing two models of continued teaching training: the Special Action Project (Projeto Especial de Ação (PEA)), designed by the local school system itself, and the National Pact for Literacy at the Right Age (Pacto Nacional pela Alfabetização na Idade Certa (PNAIC)), a federal program adopted as a public local policy from 2013 through 2016 and directly implemented for teachers by external agents. Both models took place concomitantly in the city´s public schools along the mentioned period, which led to a questioning about how pedagogical coordinators dealt with teachers working with literacy cycle (1st to 3rd grade). The research is qualitative and the methodology consists of a bibliographical review on teacher´s basic training and educational counseling, of documental studies, and semi-structured interviews with initial grades teachers in Elementary School, pedagogical coordinators and formative professionals from two Regional Instruction Departments in the city´s school system. The results reveal that educational counseling represents an important link between the public policies for continued teacher training and their school practices, either on local or federal level, so that pedagogical coordinators must be involved in their implementation. It is considered that the two models are potentially transforming, provided that they engage the practices that are conducted in the classrooms, offering an opportunity to be absorbed together with the teachers´ knowledge, and provided that they get, for such, constant and systematic support from the managing bodies when resolving impasses, overcoming shortages, and sustaining the advancements achieved.

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.

Eğitim Yönetiminde Yönetici ve Öğretmen Politikaları Bağlamında Öğretim Plan ve Programlarının İncelenmesi

Turkey has a deep-rooted educational tradition. Even in the days when the war of independence was intense, education was one of the issues that Atatürk cared about the most. Atatürk came from the front and convened the Education Congress in Ankara. The training programs and teacher training policy to be implemented next were discussed at the congress, and in this direction, primary and secondary school programs and the training of village teachers were focused on. Despite the fact that the expected and targeted results of the congress could not be obtained due to the war in which the country is engaged, and it was completed early, the fact that the congress was convened even in a war environment shows the importance that Atatürk attaches to education. After the proclamation of the Republic, the content of the general framework drawn by Atatürk was created by the intellectuals of the Republic, thus initiating social change. During this period, the regulations made in the field of education have been a means of protecting the new system and adopting the values of the Republic. The teaching programs implemented in schools have been shown as one of the most important reasons for the failure in education for many years during the Republican period. Educational programs have been criticized by every government and even different ministers in the same government until today, it has been complained that the subjects are given too intensively and based on memorization, these discussions have extended to the present day. The most basic problem in the planning and implementation of educational programs is that the programs are designed independently of the basic components of education. Especially at the application point, the degree to which teachers and learning-teaching environments and other basic components of education are ready and suitable for this application has been ignored. Dec. The main purpose of the programs is to make the student more active, to ensure their learning by dealing with each student separately and using appropriate methods for students whose learning levels are different. However, in order for this theoretically ideal approach to achieve the desired goals in practice, both teachers in the position of practitioners and the educational environments in which the program will be implemented must be prepared for it. Key Words: Education Management, Education Manager, Teacher, Education Plans and Programs

Peran Guru dalam Menentukan Model Pembelajaran Berbasis Proyek (PjBL) di Kelas Rendah Upaya untuk Meningkatkan Minat Belajar Peserta Didik di Sekolah

The role of teachers in the context of developing project-based learning models (PjBL) in lower grades has a significant impact on increasing students' interest in learning at school. This literature study analyzes teachers' contributions in designing and implementing PjBL as a strategy to enrich students' learning experiences. The teacher as the main facilitator in PjBL plays a role in determining the key aspects of the learning model. In the literature, it is found that teacher expertise in identifying projects that suit the curriculum and students' level of understanding is a crucial first step. The teacher's ability to integrate PjBL with lesson material opens up opportunities to increase understanding of concepts holistically. The importance of the teacher's role is also reflected in his ability to guide students during the project learning process. In the literature, emphasis on the teacher's role as a guide and motivator for students to actively participate, collaborate and solve problems is identified as the main element that influences the effectiveness of PjBL. This research examines various views and findings regarding the role of teachers in implementing PjBL in lower grades. The results provide insight into how teachers can be the main catalyst for increasing students' interest in learning through this innovative learning model. It is hoped that a deeper understanding of the role of teachers in PjBL can provide guidance for the development of more effective education and teacher training policies.

Teacher expectation effects on the development of elementary school students’ mathematics-related competence beliefs and intrinsic task values

While teacher expectations are known to influence students’ academic achievement, they may also exert significant influences on student motivation, which is a precursor to a student’s achievement as well. A number of previous studies have demonstrated that motivation affects a student’s achievement. There is, however, a dearth of longitudinal research examining the relation between teacher expectations and students’ motivational variables. In this article, we examine the relations between teacher expectations of students’ mathematics ability, students’ mathematics-related competence beliefs, and students’ mathematics-related intrinsic task-values. Our sample consisted of 796 second-grade students and their 50 teachers; the data collection was conducted at three points within a school year. Longitudinal latent change score analyses yielded three main results: First, teacher expectations of students’ mathematics ability and both students’ mathematics-related competence beliefs and intrinsic task values decreased significantly in the second half of the school year. Second, regarding correlated changes, students who experienced larger increases in teacher expectations also demonstrated higher increases in competence beliefs and intrinsic task values in mathematics. Third, after controlling for students’ initial mathematics achievement, effects of teacher expectations of students’ mathematics ability at the beginning of the school year on subsequent changes in students’ mathematics-related competence beliefs and intrinsic task values were revealed. Our study highlights the important role of teacher expectations in shaping students’ motivational variables, which underscores the need for teacher training programs and policy interventions aimed at increasing teachers’ awareness of their expectations and how they can foster a positive learning environment for their students.

Vocational Music Education Institutions and Music Teacher Training in Turkey in the 21st Century

In this study, the process of training music teachers working in primary, middle, and high schools affiliated with the Ministry of National Education in Turkey is examined. Within this scope, Higher Education Programs related to Music Education, Pedagogical Formation Education Certificate Program (PFECP) and Student Profile/Quality of Music Education Institutions were investigated to answer three fundamental questions. According to the findings obtained, it has been determined that there is a structure of music education in 16 different faculties with various names, apart from the Music Education program in the Faculty of Education, and students studying in these institutions have the right to be appointed as music teachers by completing the (PFECP). Furthermore, it was determined that the scores of the TYT (Basic Skills Test) determined for admission to 16 different faculties outside the Faculty of Education were very low/insufficient. The education process of the Pedagogical Formation Education Certificate Program does not meet the expected “competencies of the music teaching profession” in training music teachers. In our country, which has a tradition, experience, and accumulation of training music teachers for 100 years, there is a need to re-think and re-imagine the structure and policies of music teacher training in the 21st century. The Ministry of National Education (MONE), the Council of Higher Education (COHE), universities, academicians, civil society organizations, and all stakeholders in music education should take steps to correct the deficiencies, inconsistencies, and contradictions in teacher/music teacher training practices.

ESL Teachers’ Beliefs about Teaching Grammar

Teaching grammar is a crucial facet in the context of language teaching. Throughout history, various approaches including instructing based on rules, using examples, and employing texts have been utilized to teach grammar at various level. This qualitative study attempts to explore secondary level experienced ESL (English as a Second Language) teachers' beliefs concerning the teaching of grammar, employing an interpretive paradigm. In an effort to explore these beliefs, a sample of eight experienced ESL teachers participated in the investigation. I employed purposive sampling to select the participants. A semi-structured interview was employed as the primary research tool to capture their perceptions, pedagogical preferences, and underlying assumptions regarding grammar instruction from the participants. The collected data underwent rigorous thematic analysis to unveil recurring patterns, emergent themes, and variations in beliefs across the participant cohort. The study uncovers a diverse array of beliefs held by ESL teachers, spanning from the role of explicit grammar instruction to the integration of communicative approaches. Through the thematic analysis, common threads and discrepancies emerge, revealing the intricate interplay of factors shaping ESL teachers' pedagogical orientations. The implications of this research extend to the realms of teacher training, curriculum design, and educational policy. This study contributes to the broader discourse on teacher beliefs, offering valuable insights that can guide the development of tailored teacher development programs and evidence-based teaching strategies, ultimately enhancing the quality of ESL grammar instruction.