Teacher Training Programs Research Articles

Evaluating the Effectiveness of an Extracurricular Teacher Education Training Program for DigCompEdu Competences

In the ongoing era of digital transformation, it is imperative for teachers to equip learners with essential digital competences to navigate the intricacies of the digital landscape successfully. As future in-service teachers function as role models and educators for the proper use of digital technology, pre-service teachers must develop adequate digital proficiency. This holds particularly true in Germany, where the prevailing competence levels of pre-service teachers are reportedly suboptimal. To this end, an extracurricular training program for pre-service teachers, based on the DigCompEdu framework, was implemented from 2021 to 2024, coinciding with COVID-19 pandemic-related limitations. A total of 242 pre-service teachers registered for the program, and 40 completed it. Employing a pre–post design, we assessed (1) attitudes towards digital technology and digital learning, (2) competence beliefs, and (3) test-based competences. Pre–post comparisons show an improvement only in participants’ confidence in deploying digital technologies for subject-specific purposes. Unexpectedly, no other statistically significant differences were observed. These findings point at shortcomings in the program, which are discussed to highlight potential areas for refinement and improvement in future programs and curricular implementation.

Assessing Pre-Service Teachers’ Knowledge and Attitudes Towards Language Testing for Citizenship Through LAMAS (Language Accreditation for Migration Attitudes Scale)

ABSTRACT This paper examines (1) teacher candidates’ knowledge of recent migration trends and language accreditation policies, (2) their attitudes towards language testing for migration, and (3) changes in their perceptions after exposure to training and migrant testimonies. Conducted over two years (2021–2023), this mixed-methods study involved 395 candidates from Spain (166), Poland (125), and the Czech Republic (104). Participants completed a migration data test and a pre-survey employing The Language Accreditation for Migration Attitude s Scale (LAMAS), an ad-hoc ten-item scale with three dimensions. The intervention included a comprehensive learning module with readings and visual resources, and exposure to migrant testimonies, followed by a LAMAS-based post-survey, classroom discussions, and reflective reports. Data analysis via SPSS and QDA Miner revealed significant correlations between attitudes and home countries (Kruskal-Wallis test), and notable attitude changes post-treatment (Wilcoxon Sign-Ranked test). The study underscores the enhanced awareness and understanding of language assessment challenges in migration, highlighting the need to integrate these issues into teacher training programs.

An idiodynamic study on students’ negative emotions in relation to instructor clarity and non-verbal immediacy in a CLIL classroom

ABSTRACT While positive teacher behaviors are recognized as crucial for effective learning, empirical research on their moment-to-moment impact on student emotions, particularly in the context of CLIL classrooms remains limited. This study addresses the gap by employing the idiodynamic method, a novel approach grounded in Dynamic Systems Theory, to provide a nuanced understanding of how individual Chinese university students’ negative academic emotions evolve in response to specific teacher behaviors. Using a mixed-methods design, the study reveals that teacher communication behaviors significantly influence students’ emotional trajectories, highlighting the coexistence and potential benefits of both negative and positive emotions in fostering a healthy language learning environment. While CLIL increases cognitive load and anxiety, effective teacher clarity and nonverbal immediacy strategies can mitigate these effects, fostering engagement and reducing negative emotions. The study challenges the simplistic categorization of emotions as either negative or positive, emphasizing the coexistence of diverse emotions and the potential benefits of negative activating emotions in language learning. It underscores the need for teacher training programs to incorporate not only pedagogical knowledge but also strategies for fostering positive communication and leveraging the dynamic interplay of student emotions for optimal learning outcomes.

Every bit of language we accrue throughout life matters-Multilingual education

Monolingual ideologies remain alive in mainstream education, though the amount of evidence pointing to the benefits of multilingualism is increasing. Against this background, this paper aims to explore the importance of multilingual practices in multilingual classrooms, teacher input in enhancing multilingual practices in classrooms and assessment in multilingual classrooms. A systematic review of the literature was done to gather data. The findings revealed that the use of dominant national languages and/or colonial languages does not sufficiently account for the multilingual nature of the learners in the classrooms and their respective communities. Teachers need to allow any references to languages by their learners of which they have only basic knowledge or no knowledge at all. One way is to leave the role of expert to learners with home languages while taking on the role of learners of new languages. Also, in linguistically and culturally diverse classrooms, unintended bias in any assessment aspect can negatively affect learners whose home language is not the language of assessment. The study recommends that policymakers should establish official guidelines on interpreting competence aims for multilingual education, ensuring clarity and consistency across schools. Teachers should adopt collaborative teaching strategies that encourage learners to use their home languages in classroom activities. Partnerships between researchers and educators are essential for evaluating the effectiveness of multilingual pedagogies and refining teaching approaches. Assessment practices should be adapted to reflect learners’ diverse linguistic backgrounds, ensuring fair and valid evaluations of their competencies. Teacher training programmes should include modules on multilingual education, equipping educators with the necessary tools to manage linguistically diverse classrooms.

Cultivating kindness and emotional care: a transformative teacher training programme in Sicily

ABSTRACT In the complex landscape of human interaction, bullying and cyberbullying emerge as profound social, educational, and psychological challenges. These acts, whether rooted in physical space or the boundless realm of cyberspace, reflect deeper issues related to power dynamics, identity, and the human condition. The ‘1nessuno100Giga’ project, implemented in Sicily (2023–2025) offers an innovative intervention aimed at addressing these issues through a holistic and collaborative educational methodology. This paper focuses on the teacher training component conducted in 2024, which involved 150 educators from primary and secondary schools. The training programme adopted experiential learning methodologies, emphasising active participation, reflective practices, and collaborative project development. The primary aim of this approach was to move beyond the traditional notions of bullying and cyberbullying, focusing instead on cultivating care, kindness, and respect within human relationships. The results of this study indicate that teachers experienced a significant shift in perspective, recognising the importance of addressing power dynamics and social norms in managing bullying. This study underscores the effectiveness of experiential teacher training in not only addressing bullying and cyberbullying, but also in promoting a supportive and inclusive educational environment.

Caught in the rye: Novice teachers’ journeys of self-discovery and identity formation

This qualitative study explores the experiences of novice teachers as they navigate the complexities of identity formation and self-discovery during their early careers. Grounded in Transformative Learning Theory (TLT) and themes from J.D. Salinger’s The Catcher in the Rye, the research employs thematic analysis of interviews and reflective notes from eight novice teachers to uncover their emotional and professional struggles. Four key themes emerged: Alienation, identity and self-discovery, rejection of societal norms, and the search for genuine connections. Findings indicate that feelings of alienation often undermine teachers’ confidence and motivation, while self-discovery fosters resilience and adaptability. The rejection of standardized norms prompts educators to seek more meaningful teaching practices, enhancing student engagement and empowerment. Furthermore, the study highlights the significance of building authentic relationships with colleagues and students in creating a supportive teaching environment. This research underscores the need for systemic support, including mentorship and collaborative practices, to improve novice teacher retention rates. By linking literary themes to educational experiences, this study advocates for the integration of narrative inquiry in teacher training programs, ultimately contributing to a deeper understanding of the challenges faced by new teachers.

The Effect of Directed Listening Strategies on Enhancing Listening Proficiency Among Intermediate EFL Learners

This study aimed to reveal the effect of the Directed Listening strategy on developing listening skills among EFL Intermediate Stage Students. The researchers employed a quasi-experimental design with two groups, experimental and control groups. The study sample consisted of (44) third-grade intermediate school female students studying English as a foreign language. The control group included (22) students, while the experimental group comprised (22). The tool was a listening skills test designed from the English curriculum prescribed for third-grade intermediate students in Saudi Arabia. The study findings indicated that using the Directed Listening strategy significantly impacted learning listening skills (comprehending ideas, understanding the speaker's purpose, and extracting meaning) among third-grade intermediate school female students. Additionally, the Directed Listening strategy encourages students’ participation in designing educational activities, helping them connect prior knowledge with new information and predict expected new information from the text. The study recommended providing a suitable environment for implementing the Directed Listening strategy and organizing training programs for teachers to apply it effectively.

Teacher Candidates' Perspectives on the Integration of Digital Tools in Teacher Training Programs

Digital tools are crucial in modern education for improving teaching practices and student engagement. While technology enhances learning, many teacher candidates still struggle to effectively integrate it into their teaching (Habibi et al., 2023). For instance, Seesaw is a widely used digital platform in K-12 classrooms but seldom explored in higher education. This study explores teacher candidates' views on integrating Seesaw into their learning processes, revealing benefits and challenges. The study is guided by Puentedura's (2010, 2014) SAMR model as a framework to evaluate and discuss the findings of integrating Seesaw in a literacy methods course. The study's insights aim to help teacher candidates, teachers, and educators enhance Seesaw's integration into teaching and learning. The goal is to ensure Seesaw enhances traditional teaching methods, meets learner needs, and maximizes the benefits of technology in higher education.

The Effect of Teachers’ Commitment on School Violence Reduction in Secondary Schools in Cameroon

A learning environment that fosters creativity among students, educators, parents, and other stakeholders to overcome obstacles to better decision-making and teamwork. This paper was set forth to examine the effect of teachers' commitment on school violence reduction in secondary schools in Cameroon. This study employed a quantitative research paradigm using a descriptive survey design to gather data through a structured questionnaire comprising 52 closed-ended items. The target population included secondary school students in Cameroon, with a sample size of 301 students selected via simple random sampling from four regions. Data analysis involved descriptive and inferential statistics, utilizing the Seemingly Unrelated Regression (SUR) estimation technique. The findings revealed that teachers’ commitment exerts a significant negative influence on school violence reduction in sampled secondary schools in Cameroon. Specifically, increased teachers’ commitment significantly reduces physical and psychological violence among students of secondary schools in the country. Based on the findings, it is observed that educational authorities must prioritize comprehensive teacher training programs focused on violence prevention and intervention strategies, supported by adequate resources, clear guidelines, and a supportive work environment that enhances teacher commitment and effectiveness in addressing school violence.

Teachers as Catalysts for Change: Advocating Mental Health and Wellbeing in Education

The main focus of this qualitative study is to explore secondary school teachers' perceptions of their roles in supporting adolescent mental health in classrooms, emphasizing the need to empower them as agents of change. Semi-structured interviews with teachers from twelve secondary schools were conducted, offering deep insights into their experiences and perceptions. The interviews were transcribed and analyzed through thematic analysis, highlighting key themes: understanding adolescent development, the expanding role of teachers, the role of other support systems, and barriers to effective mental health intervention. Themes emphasize the interplay of teacher roles and the needed institutional support for addressing mental health. Teachers recognize their unique position to influence adolescents' mental health positively but are often underprepared and unsupported due to a variety of factors. The study recommends developing comprehensive training programs for mental health teachers and comprehensive school support systems. It also highlights the importance of a collaborative approach that includes parents, mental health professionals, and community organizations to strengthen the support network for adolescents. For policymakers and educational leaders, the research suggests strategies that empower teachers as frontline advocates for mental health in schools. With an emphasis on the integral role of teachers, this study contributes to the ongoing discussion about improving mental health outcomes in schools.

Does training improve the action research skills of STEM teachers? Examining the mediating roles of attitude and knowledge

Professional development programs are essential for supporting STEM teachers in improving their teaching practices by creating engaging and effective learning experiences for students. One of the professional development programs referred to is their participation in action research training. However, while there is a growing number professional development program relating to it, there is no substantial amount of reports regarding its impact toward developing teachers' action research attitude, knowledge, and skills. In this regard, this study aims to empirically investigate the influence or impact of training programs on the development of STEM teachers' action research skills, knowledge, and attitude. Driven by Evans' (2014) concept of professionalism and professional development as a guiding framework, a structural model was proposed and validated using a quantitative cross-sectional survey design. There were 214 STEM teachers who participated in an online survey. Results revealed that from five hypotheses proposed in the structural model, four are supported except the causal path between training and action research skills. The paths between training to action research knowledge and attitude are supported as well as the paths between action research knowledge and attitude to skills. This indicates that teachers’ action research knowledge and attitude fully mediate the causal path between training and action research skills. The findings of this study imply that the focus of the training programs should go beyond the mechanical aspects or skills development of teachers but on developing their knowledge and shaping a positive attitude toward action research. Over time, both provide an enabling environment to practice and develop action research skills. The finding also offers a new perspective or guiding framework as to how teacher training programs particularly action research can be evaluated.

The Role of Pedagogical Reflexology in Fostering Teacher’s Professional Reflection in Neuropedagogy

<p dir="ltr"><span>The article is the first to address how teachers can evaluate their professional reflection within the neuroscience framework. The authors discuss the potential and conditions for teachers’ self-monitoring, driven by internal personal stimuli. The article aims to offer a preliminary overview of neuropedagogical literature, paving the way for further research. Additionally, it seeks to outline the neurophysiological basis of teachers’ professional reflection and conduct a demonstrative sociological quasi-experiment. This experiment supports the main thesis that reflexivity, reflection, and self-reflection in teachers when driven by intrinsic motivation, can function both as a professional tool and as a subject of transformation in neuropedagogy, while also being measurable and interpretable through neuroscientific approaches. The authors used methods of relevant selection and systematic analysis of scientific sources, along with pedagogical modelling, which involved developing an algorithm to stimulate and sustain natural teacher reflection. They also applied quasi-experimental surveys to assess the presence and level of awareness of three distinct stages of professionally significant reflection among teachers.</span></p><p dir="ltr"><span>The study reveals that many existing theories of reflection within academic discourse fail to enhance the effectiveness of professional teacher reflection adequately. This reflection can become natural and ongoing when grounded in one’s internal emotional stimuli, with minimal external influences. The authors established the importance of distinguishing and measuring the phenomena of reflexivity, professional reflection, and self-reflection, which can be incorporated into the broader neuro-structure of a specialist’s self-regulation. These concepts can also be applied to the theory of pedagogical reflexology. The international significance of the article lies in the potential to apply the self-monitoring model of professional reflection for teachers within the neuropedagogical framework of teacher training programmes. This approach combines the authors’ methodical strategies. Its effectiveness suggests that the model can serve as a framework for fostering professional reflection in current educational contexts.</span></p><div><span><br /></span></div>

Teachers’ perceptions on the effect of in-service training in Innovative Learning Environments on the implementation of student-centred approaches

The objective of the study presented in this article was to gather the teachers’ perceptions in relation to the use of student-centred approaches after having received an in-service teacher training under the Innovative Learning Environment umbrella. The instrument used was a questionnaire which was sent, at least three months after finishing the training on the topic, to teachers from the Valencian Community. 152 answers were analysed, obtaining the percentage of teachers who indicated that, after the training, they applied methodologies or strategies which aimed to give more responsibility to students (55,3%, f=84). Evidence on the effect of the characteristics of the training was proved to be significant. More concretely, teachers answered the question positively, in a higher proportion, when they expressed having received various trainings (p=.003), lasting more than 20 hours (p=.008) and including a visit to an innovative learning space (p=.002). Secondly, information about the used methodologies or strategies used was collected. The higher percentages of use were obtained in relation to Project Based Learning (80.3%) and Gamification (45.4%) while the lowest were found in Learning landscapes (7.2%) and Design Thinking (11.2%). Some variations were detected when analysing this according to the stage in which they teach. A correlation study was also developed, in which Flipped Classroom was identified with a weak but consistent correlation with an important number of the other methodologies analysed. As a conclusion, it is highlighted the importance of designing in-service teacher training programs that include a variety of typologies of training (inside the school, outside the school and guided visits), lasting at least 20 hours and offering the opportunity of visiting and experimenting in an innovative learning environment.

A bibliometric analysis of computational thinking skills: definition, components and assessment tools

This paper provides an in-depth analysis of computational thinking (CT) skills and their assessment. It discusses the definition and components of CT. Various assessment tools, such as surveys, exams, self-assessment instruments, and performance tests, are explored. A bibliometric analysis reveals a growing trend in publications related to CT skills since 1993. The study employs citation analysis, co-citation analysis, and co-keyword analysis, identifying clusters of related work and emphasizing the core ideas of CT skills, their components, and their assessment. The findings highlight the intellectual synergy between publications, particularly the strong conceptual and thematic links between works that often cite each other. The discussion underscores the importance of CT components like abstraction, decomposition, and algorithms, as foundational elements across disciplines, particularly in education and computer science. Additionally, the integration of CT into educational curricula, such as robotics, programming, and STEM, demonstrates its growing significance. The conclusion identifies several gaps in the current understanding of CT, particularly the need for a standardized, widely accepted definition that encompasses all aspects of CT. It also emphasizes the limited focus on the assessment of CT skills and calls for the development of validated and reliable assessment tools. Furthermore, the paper highlights the need for more research on the impact of teacher training programs on CT development, to ensure effective integration at the school level.

Optimalisasi Peran Kepala Madrasah Kunci Revitalisasi Pendidikan Islam

Islamic education is currently facing various challenges that require revitalization measures to improve the quality and effectiveness of the learning process. The role of the head of the madrasa becomes crucial in this revitalization process. This study aims to explore how the head of the madrasa can maximize their role in supporting the renewal and enhancement of Islamic education. The research method used is library research, which involves a review of literature on the role of the head of the madrasa and best practices in educational management. The study shows that the head of the madrasa needs to perform several key roles simultaneously. Firstly, as a leader, they must be able to motivate and inspire all members of the school to achieve the established educational goals. Secondly, in their capacity as an educator, the head of the madrasa should provide the necessary guidance and support to teachers to improve the quality of teaching and the learning process. Thirdly, as a manager, the head of the madrasa must efficiently and effectively manage school resources. Fourthly, in the role of administrator, they must ensure that school administration runs smoothly and complies with applicable regulations. Lastly, as a supervisor, the head of the madrasa needs to monitor, mentor, and improve the classroom learning process and design relevant training programs for teachers.

Building Bridges with Words: Second Language Teaching in Primary Schools

This study, "Building Bridges with Words: Second Language Teaching in Primary Schools," explores the effectiveness of various second language teaching methodologies in primary education. Through a comprehensive literature review and original research involving 100 primary school teachers, the study highlights the success of immersive, interactive, and hybrid teaching approaches. Findings demonstrate that methods such as the Direct Method, play-based learning, and the integration of digital tools significantly enhance language proficiency, cognitive development, and cultural awareness. The study emphasizes the importance of culturally relevant materials and innovative techniques in fostering student engagement and achieving better language outcomes. Practical applications include the need for teacher training programs to incorporate modern methodologies and for policymakers to adopt adaptable curricula that cater to diverse educational contexts. While acknowledging limitations, the study calls for future research to explore diverse settings, integrate advanced technologies, and assess long-term impacts. These insights aim to guide educators, curriculum developers, and policymakers in optimizing second language education for young learners in a globalized world.

Result of Pilot Research and Implementation to Improve the Quality of Management Information Systems in Higher Educational Institutions (MSUE)

Nowadays, ICT have become commonplace entities in all sectors of society, especially in education. Across the past 2014 years MNUE develops LMS for Teacher Training Program. The purpose of the present paper is to examine the current situation of the LMS at MNUE, assess the needs of the users, determine the solution of the problem and seeks to explore how programs will be offered and delivered in the university of the future. In this framework, the paper introduces the outcomes of the survey where participated 1611 users and developed by the spss program: 100 lecturers, 1495 students and 16 staffs of curriculum office. When we faces difficulties we try to solve the problems: take action, adjust and improve. Despite the advantages of implementing LMS at the MNUE, the author observes that server dynamics, the number of users to access at one moment and customer awareness need to be concerned.

Building Bridges with Words: Second Language Teaching in Primary Schools

This study, "Building Bridges with Words: Second Language Teaching in Primary Schools," explores the effectiveness of various second language teaching methodologies in primary education. Through a comprehensive literature review and original research involving 100 primary school teachers, the study highlights the success of immersive, interactive, and hybrid teaching approaches. Findings demonstrate that methods such as the Direct Method, play-based learning, and the integration of digital tools significantly enhance language proficiency, cognitive development, and cultural awareness. The study emphasizes the importance of culturally relevant materials and innovative techniques in fostering student engagement and achieving better language outcomes. Practical applications include the need for teacher training programs to incorporate modern methodologies and for policymakers to adopt adaptable curricula that cater to diverse educational contexts. While acknowledging limitations, the study calls for future research to explore diverse settings, integrate advanced technologies, and assess long-term impacts. These insights aim to guide educators, curriculum developers, and policymakers in optimizing second language education for young learners in a globalized world.

The Role of Stress Management with dhikr-based relaxation techniques in Reducing Teacher Burnout in the Era of Independent Learning Curriculum

This study investigates the effectiveness of a stress management technique using Islamic spiritual practices, known as dzikir, to reduce burnout among high school teachers in the context of an increasing administrative workload under the implementation of the new curriculum. Teachers frequently face high stress levels due to administrative demands, leading to emotional exhaustion, reduced job satisfaction, and lower teaching quality. This research aims to assess the impact of dzikir on alleviating stress and improving emotional and spiritual well-being among teachers. The study employed a quasi-experimental design with a pretest-posttest control group involving 60 high school teachers divided into experimental and control groups. Quantitative data were collected through standardized burnout inventories, and qualitative data were obtained through in-depth interviews. Results indicated that the experimental group, which practiced dzikir, experienced a significant reduction in emotional exhaustion and depersonalization, as well as improved personal accomplishment and job satisfaction compared to the control group. This study concludes that integrating spiritual-based stress management practices is highly effective in addressing burnout among educators, contributing to healthier teaching environments. By emphasizing culturally and spiritually relevant approaches, this research offers a practical solution for enhancing teacher well-being and supports the broader goals of improving educational quality in modern learning systems. These findings underline the importance of incorporating holistic, culturally sensitive interventions into education policy and teacher training programs.

Insights from Glocal Educators

This study explores the impact of individual dimensions in Internationalisation of Higher Education (IHE) on educational developers in a Collaborative Online International Learning (COIL) teacher training program. Focusing on 10 educational developers, the study utilizes narrative interviews to delve into their personal and professional growth. Through storytelling, transformative processes emerge, revealing shifts in perspectives, pedagogical approaches, cultural humility, and professional practices. Using a narrative inquiry approach, the study highlights facets such as cultural humility, global citizenship, and a sense of belonging. Inductive thematic interpretation underscores the course's role as a crucible for understanding internationalisation dynamics. The research contributes valuable insights into educational developers' growth, positioning them as pivotal in the global transformation of higher education.