Teacher Training Programs Research Articles

Examining the Influence of Key Demographic Variables of Preservice Teachers in a University in Ghana on Their Emotional Intelligence

This study is relevant as it highlights the crucial role of emotional intelligence (EI) in achieving long-term success and managing stress at work. The impact of demographic diversity on EI, a topic of ongoing debate, is the focus of our research. We employed a cross-sectional survey approach to investigate the potential influence of demographic variables such as age, gender, residential status, religious affiliation, and program of study on the EI of preservice teachers at the University of Ghana. We collected data from 291 participants using a self-made questionnaire and used descriptive and inferential statistics for analysis. The results showed that the only factor that significantly affected EI was age. Given that age was the only significant factor affecting EI in our study, the implications for raising EI among preservice teachers may need to be reconsidered. While our findings do not support broad demographic influences, they highlight the importance of age-related experiences in developing EI. This finding underscores the urgent need for age-inclusive policies and targeted EI development strategies in teacher training programs. These policies should be in line with the postpositivist worldview. Data was collected carefully to safeguard the participants' identities, and ethical approval was obtained. The findings highlight the value of motivating preservice teachers to live stress-free lives, engage in social activities, and maintain a healthy lifestyle to improve their emotional intelligence, self-control, social awareness, and interpersonal skills and, ultimately, increase their efficacy as future teachers.

Focus on form, forms, or meaning in grammar instruction: a study of Pakistani university EFL teachers’ cognition and practices

Abstract Teacher cognition shapes teachers’ pedagogical decision-making and influences their teaching practices, including grammar instruction, even when their cognition and practices might be inconsistent. This study explores English language teachers’ cognition regarding grammar instruction and analyses (in)consistencies in teacher cognition and classroom practices. The study employed a structured questionnaire administered to over 210 teachers teaching English language to undergraduate classes at various universities in Pakistan. The results of the questionnaire were analysed using descriptive and inferential statistical analyses. The findings reveal that, despite using focus on forms (FonFs) instruction, teachers support focus on meaning (FonM) instruction, but consider focus on form (FonF) as the most suitable choice for language teaching. Moreover, the content and materials used by teachers reveal their actual classroom practices which tend to favour FonFs instruction, conflicting with their beliefs. This misalignment also indicates teachers’ insufficient knowledge of L2 learning theories and the intricate nature of their grammar cognition. The study implies the need for research on mediating factors in teacher cognition-practice and training programs promoting L2 theory and practical strategies.

Pedagogical training of lecturers for higher education

The study aims to explore inadequate pedagogical training for higher education and strategies that could enhance effective teaching. The study adopted a constructivist paradigm and qualitative research design as it is qualitative in nature. Bandura’s social cognitive theory forms the basis for the study. The theory holds that learning occurs in a social context, interacts with the surroundings and actions, and applies the already stored schemata to acquire new knowledge. Data were generated from the critical review of the relevant literature. It was interpreted and analyzed thematically following Castle and Amanda’s five steps of thematic analysis. The results showed inadequate funding and wrong assumptions about the teaching abilities of lecturers with advanced degrees. In addition, there is also a lack of formal training programs, which contributes to the poor state of teacher training. The study revealed that enough funding and transparent lecturers’ pedagogical training structures can enhance lecturers’ teaching abilities. The study concludes that teacher training for higher education is insufficient. However, proper financial support for relevant and effective teacher training programmes could improve lecturers’ teaching skills and thus better students’ performance. The study recommends that all lecturers in higher education should go under formal teacher training. Universities should also source funds to enhance formal teacher training for novice lecturers. There should be frequent refresher courses on the latest teaching methods for gurus already in the field.

Compare the teaching effectiveness and student satisfaction between native Japanese language teachers and non-native Japanese language teachers

This study examines the comparative teaching effectiveness and student satisfaction between native Japanese language teachers (NJLTs) and non-native Japanese language teachers (NNJLTs). Utilizing a sample of 740 students from various educational institutions in Japan, the research employs a quantitative design, including structured questionnaires adapted from established scales. Advanced statistical methods, including factor analysis and multiple regression, were used to analyze the data. The findings reveal no significant differences in student satisfaction and language proficiency between students taught by NJLTs and NNJLTs. Additionally, regression analysis showed that cultural relatability and empathy were not significant predictors of teaching effectiveness, suggesting that factors beyond nativeness influence student outcomes. These results challenge the native-speakerism ideology, highlighting the importance of pedagogical skills, teacher-student rapport, and effective teaching strategies. The study underscores the need for inclusive hiring practices, comprehensive teacher training programs, and collaborative teaching models that leverage the strengths of both NJLTs and NNJLTs. Implications for educational policy, curriculum design, and teacher professional development are discussed, advocating for a balanced approach that values the contributions of both native and non-native teachers. Limitations include the reliance on self-reported data and the specific cultural context of Japan. Future research should explore additional variables, employ longitudinal designs, and utilize mixed-methods approaches to provide a more nuanced understanding of language teaching effectiveness.

Influence of Teacher Beliefs on Employing EBT (Evidence-Based Teaching) in Creative Writing Lessons

Children who do not master writing skills risk possible failure because they cannot complete written assignments on time. The complex nature of writing as a language production skill requires thorough planning and problem-solving. Research emphasises that children who struggle to write tend to remain behind in their writing skill development. Hence, it is necessary to strengthen writing instruction, such as by incorporating research-based methods. The purpose of this article was to explore teachers’ perceptions of and beliefs in teaching creative writing and employing evidence-based teaching (EBT) in their lessons. Data were generated through two focus group interviews, classroom observations, and document analysis. Purposive sampling was used to recruit Grade 3 teachers from two primary schools. The data revealed that teachers believed themselves to be inadequately trained to effectively teach creative writing. The findings suggest that teachers believe they have little time to explore the usefulness of evidence-based strategies as they already battle to complete the syllabus; there is little guidance on how to go about teaching creative writing; and how they currently teach is in line with the policy guidelines. This article recommends that the Ministry of Education and universities reinforce pre- and in-service teacher training programmes by teaching diverse evidence-based strategies, for example, self-regulated strategy development (SRSD), consolidate curriculum knowledge, and strengthen continuous professional development programmes to boost teachers as reflective practitioners.

Pilot study of an anti-racist professional development: effects on educators’ multicultural attitudes and efficacy

Purpose This study aims to understand the impact of a pilot of the actions against racism (AAR) intervention, aimed at enhancing educators’ multicultural efficacy and attitudes in a mid-Atlantic K-8 charter school. Design/methodology/approach AAR included eight sessions delivered over one school year. Experienced facilitators led these sessions, focusing on combating racism, prejudice and discrimination. Of the 84 school staff, 56 completed a baseline survey and 33 completed a postintervention survey. Findings Paired sample t-tests revealed a significant increase in multicultural attitudes, t(29) = 2.55, p = 0.016, whereas the increase in multicultural efficacy was not significant, t(28) = 1.93, p = 0.063. The authors examined cultural and emotional intelligence as moderators of the intervention’s impact. Higher baseline cognitive reappraisal scores (an indicator of emotional intelligence) were linked to a larger increase in multicultural efficacy from pre- to postintervention, B = −0.59, t (27) = −2.20, p = 0.037. The number of sessions attended was unrelated to the intervention’s impact. Research limitations/implications This study was a single-site, uncontrolled pilot of AAR with a small sample size. Further research in additional settings with appropriately powered samples is needed to validate these results and extend findings to examine the impact of AAR on the student experience. Originality/value The study demonstrates the promising potential of AAR in improving teachers' multicultural attitudes and efficacy. Exploratory findings highlight the role of cognitive reappraisal in enhancing multicultural efficacy, contributing valuable insights for designing effective teacher training programs. This research supports the implementation of critical, identity-centered and asset-based pedagogies in education.

Indie Games for Ethical and Socioemotional Development in Secondary Education

Video games, particularly those developed in the independent scene, are a form of media with great educational possibilities. This work in progress will be completed in three years and it aims to improve teachers video game literacy and help them implementing activities for ethical and socioemotional development (European key competencies 5 and 6) through indie games. Therefore, through design-based research and mixed-method designs, it aims to achieve three goals: (O1) identify the perception and meaning-making processes that teachers and students have about videogames and learning through video games; (O2) design a measurable training program for teachers around the educational possibilities of indie games and help them implement activities for ethical and socioemotional development; and (O3) evaluate the programs impact based on the indicators of key competencies 5 and 6. The project is in its first phases and it will be developed in the next three years. First, representative samples of each agent will be accessed to analyze their beliefs, types of knowledge, and practical experience in the field. Subsequently, four independent video games that promote key competencies 5 and 6 will be selected, and classroom activities will be designed for each of them. Next, teachers from four high schools in Spain (Cantabria, Baleares, Andalucía and Catalonia) will be trained in the use of the educational resources, and they will be accompanied in its implementation with students. Finally, the programs impact on students will be evaluated based on various psychological variables associated with key competences 5 and 6 (e.g., empathy, emotional identification, civic skills, etc.) as well as the participants perceptions of the experience, enabling the generation of design principles for future iterations and for the programs scalability.

Game at School? Italian Teachers' Perceptions of the Introduction of Games in the Classroom

The growing awareness that games can be a very valuable training support, both as a resource to engage and motivate and to promote acquisition of disciplinary knowledge and skills, has not been accompanied by an effective diffusion of games in Italian schools. From primary school to university, an ambivalent behaviour is manifested: a widespread appreciation of games as a learning environment is contrasted with a limited application, often reduced to the use of games or online software of a behavioural matrix. An analysis of research on the use and diffusion of games in Italian schools and universities highlights the lack of recent studies on the basic didactic-pedagogical knowledge, level of acceptance and confidence of teachers regarding the introduction of games in the classroom. The goal of this contribution is to provide an updated understanding of Italian teachers' competencies related to the formative use of games. To this aim, we developed a survey adapting to the Italian context one of the most established competence frameworks for game-based learning (GBL): the Technological Pedagogical Content Knowledge-Games (TPACK-G), a variant of TPACK specifically modified for the analysis of games. This new tool extends to non-digital games and integrates the sections on aspects related to game-based instructional design, game scenarios, and the role of the teacher in the instructional activity. This research will not only provide an updated look at how the prevalence of play in the classroom is changing, beyond simple manifestations of interest and trends, but also reveal how the approach to games is changing in the design of educational activities and what is the degree of awareness of the game pedagogical-educational skills necessary for the introduction of games in education. This, in turn, is instrumental for the development of new and more focused teacher training programs to promote the use of games in classrooms.

Pre-service geography teachers’ conceptual understanding of contours on maps: implications for teacher training in cartography

ABSTRACT Developing young people’s understanding of geography concepts requires teachers who have detailed, structured, interconnected, and accurate conceptual knowledge and understanding. Accordingly, this study focuses on pre-service geography teachers’ understanding of the exemplar concept of contours on maps and discusses its implications for teacher training programmes. Data collected using a two-tier conceptual test and a questionnaire in a sample of 127 pre-service geography teachers indicated that pre-service teachers should not be perceived as a homogenous group with identical conceptual understandings and educational needs. The results highlighted the necessity to differentiate between pre-service teachers not only based on their conceptual understanding but also on the non-cognitive dimensions of concepts. Four types of pre-service teachers were identified based on success and certainty rates: successful-certain (SC), successful-uncertain (SU), failing-uncertain (FU) and failing-certain (FC). Both SU and FU types were characterised by low confidence in their related skills and a negative relationship to the concept of contours. The non-cognitive dimension manifested in opposite ways in SC and FC types. The specific educational approach required by each type is discussed, and implications for further research are presented.

Remodeling Classroom Management Through Technology Driven Curriculum In Nigeria: A Sociological Analysis

Remodeling the classroom management through technology driven curriculum will assist teachers to the global requirement to replace traditional teaching methods with a technology-based teaching and learning tools and facilities. In Nigeria, Remodeling the classroom management through technology driven curriculum is considered as one of the main elements in transforming the country to the future development. The conceptual clarification utilizes the remodeling of the classroom management, technology, and education as the tools affecting remodeling classroom management through technology driven curriculum in Nigeria. The theoretical perspectives that is used for the paper is Humanist choice theory by William Glasser in the year 1998. The concept of remodeling classroom management and relevance of technology driven curriculum in Nigeria is the basic or fundamental impact to the success of this paper. The Ministry of Education, through the latest Education Blue print (2013-2025), insights the importance of technology-based teaching and learning into the schools’ national curriculum. This study of the paper aims to analyze teachers’ perceptions on effectiveness of upgrading the classroom management through technology driven curriculum to support teaching and learning process in classroom. The results indicate that remodeling the classroom through technology driven curriculum has a great effectiveness for both teachers and the students. Findings indicate that teachers’ well-equipped preparation with technology driven curriculum tools and facilities is one the main factors in success of technology-based in remodeling the classroom management for sound teaching and learning. It was also found that professional development training programs for teachers also played a key role in enhancing students’ quality learning. For the future studies, there is a need for consideration of other aspects of remodeling classroom especially from management point of view in regard to strategic planning and policy making through technology driven curriculum.

University Teacher´'s Relational Competence in Online Teaching

Universities have strengthened their capacity to conduct teaching online since the COVID-19 pandemic, yet online teaching poses new challenges for teacher-student relationships (TSR). International research emphasizes the significance of TSR for learning, but there is a lack of research on how TSR is built in digital classrooms. This paper discusses teachers’ relational competence as manifested in online teaching. Microscopic Relational Analysis (MRA) was used to explore a university teacher’s relational competence, focusing on nonverbal communication. The analysis shows how changeable and vulnerable the TSR can be. This is a characteristic of TSR in teaching face-to-face, but it is hardly expected of TSR in online teaching. In addition, the study indicates that teachers’ nonverbal communication is an important feature in this context. The MRA suggests that a teacher’s sensitivity to detecting a student’s subtle cues is crucial for successful online TSR. Further, it is suggested that teachers’ relational competence is manifested along five patterns, where respectful communication during the student’s turn is essential. Overall, the study suggests the importance of teachers’ relational competence in fostering a positive and supportive digital learning environment and highlights the need for teacher training and professional development programs to enhance teachers’ relational competence in online teaching.

Editor’s note

We present a new issue of BJTLLL, with three articles based on doctoral studies, an interview and a review. The first contribution is by Óscar Gómez-Delgado, a study entitled "The notion of English as an international language in a selection of teacher training programmes in Colombia". Next, Sofia Di Sarno-García presents the study “Expectations and level of satisfaction of language learners in a telecollaboration project”. The third article, written by Hilda Buitrago-García, is entitled “Principles of teacher professional development and digital lexicographic skills for the design of continuing education modules”. In the interview (“The word to collectively build peace”), Natalia Quiceno Rodríguez talks with the professor at the Polytechnic Institute of Setúbal and the University of Lisbon Ana L. Costa. Finally, Marcos Antonio Troncoso Díaz presents a review of the collective volume “Advances in the study of scientific and academic language”, coordinated by Ventura Salazar García and María Aurora García Ruiz.

Teachers’ Knowledge, Attitude, and Practice on Schoolchildren’s Visual and Eye Health: A Scoping Review

Abstract Studies on knowledge, attitude, and practice (KAP) of teachers regarding schoolchildren’s visual and eye health is an important step before implementing further collaboration between education and healthcare system. The input in this field is limited as many countries are at the early stage of involving teachers in school health screening programmes. This review aims to understand the level of KAP among teachers on schoolchildren’s visual and eye health and the methodology used to conduct these studies. This scoping review was conducted based on Arksey and O’Malley’s framework for scoping studies. A systematic search using electronic databases (Scopus, Web of Science, PubMed and Ebscohost) was conducted to identify relevant articles, imported into the Rayyan web application for review management. Mendeley desktop was utilised for citation management. A total of 463 articles were identified during the selection process, and 17 articles were included in this scoping review after eligibility screening. These studies were grouped into three designs: cross-sectional, intervention, and qualitative. This scoping review revealed that the level of knowledge and practice among teachers on schoolchildren’s visual and eye health was low to moderate, while the level of attitude was good. Some misconceptions exist among teachers regarding children’s visual and eye health. Training programmes for teachers are crucial to significantly improve their KAP levels. Most of the teachers lacked the knowledge and practice concerning children’s visual and eye health. However, with a good attitude, their awareness level can be upgraded with proper training, eye screening facilities, and access to information.

IMPROVING THE PEDAGOGICAL SYSTEM OF TRAINING FUTURE PEDAGOGUES TO FORM THEIR LIFE SKILLS

This article explores strategies for improving the pedagogical system to effectively equip future educators with essential life skills. In today's dynamic and fast-evolving world, the importance of these skills is increasing as educators not only impart knowledge but also act as role models. The study emphasizes the role of practical, social, and emotional skills in pedagogy, outlining innovative training methods that enhance educators' personal and professional competence. The article concludes with recommendations for integrating life skills education within teacher training programs, fostering well-rounded development.

Challenges in Teaching English as a Lingua Franca: Japanese In-service Teachers’ Attitudes toward ELF Teaching and Classroom Realities

With the global spread of English, there are growing calls for English as a lingua franca (ELF) teaching (e.g., exposure to different varieties of English and opportunities to practice communication strategies) to help learners communicate in intercultural settings successfully. However, despite the widely acknowledged importance of ELF teaching, it is implemented only occasionally in classroom settings. While some previous research has explored challenges in ELF teaching, this study uniquely focuses on the Japanese context, which has not been fully explored yet. Therefore, this research explored Japanese teachers of English’s (JTEs’) attitudes toward ELF teaching and identified barriers preventing them from implementing ELF. The results from a questionnaire completed by 22 JTEs suggested that most of them demonstrated supportive attitudes, while there was a wide range of opinions toward ELF teaching. However, most participants rarely implemented ELF-related activities, primarily because of a lack of teaching time and a lack of familiarity with ELF. Based on an analysis of the results, the current study suggested that developing approachable ELF-related activities and introducing ELF content in teacher training programs were critical to effectively implementing ELF teaching in classrooms.

Rapid foresight: Information technologies in Physics lessons

Abstract This research, conducted as part of the curriculum in the discipline of Modern Learning Technologies, explores strategies for improving the training of future teachers in response to the dynamic educational landscape. The discipline is an integral component of the educational program designed for students aspiring to become educators. A total of 12 students participated in the study, engaging in a collaborative and iterative process to identify key areas for enhancement in teacher training. The rapid evolution of learning technologies necessitates a proactive approach in preparing future teachers for the challenges and opportunities in the educational landscape. In this study, students enrolled in the educational program for prospective teachers played an active role in the research process. The objective was to leverage the insights and perspectives of these students to identify areas for improvement in teacher training. Twelve students participating in the study were enrolled in the Modern Learning Technologies course. This cohort engaged in a rapid foresight approach, involving activities such as focus group discussions, brainstorming sessions, and collaborative workshops. The methodology aimed to gather diverse opinions on emerging trends in education and technology and to envision potential future scenarios. The findings of the study highlighted key trends in modern learning technologies, including advancements in educational technology, shifts in learning preferences, and evolving classroom dynamics. Students actively contributed to scenario-building exercises, providing valuable input into the skills and competencies they deemed essential for future teachers. The assessment of current teacher training programs revealed areas where adjustments and enhancements were deemed necessary. The active involvement of students in the research process proved to be instrumental in gaining firsthand insights into the needs and expectations of future educators. Collaborative workshops facilitated a co-creation of strategies for improving teacher training programs, ensuring that the enhancements were aligned with the dynamic nature of the educational environment. This research, conducted within the framework of the Modern Learning Technologies course, emphasizes the significance of involving students in the foresight process for enhancing teacher training. The collaborative and iterative nature of the approach ensures that the strategies developed are responsive to the evolving trends and needs in education. As the educational landscape continues to evolve, incorporating student perspectives into teacher training becomes imperative for fostering effective and adaptive educators.

Educational robotics and primary school mathematics teaching: An analysis of pre-service teachers didactic-mathematical knowledge

The scarcity of studies dedicated to the integration of educational robotics (ER) in teaching mathematical content, and the discomfort of teachers when integrating ER in their teaching practices make it pertinent to understand the development of the didactic knowledge of mathematics necessary to integrate ER in mathematics teaching practices during initial teacher training. This qualitative and interpretive study identifies the knowledge of the didactic dimension from the didactic-mathematical knowledge conceptual framework that is mobilized by pre-service teachers (PST) during the implementation of mathematical tasks that integrate ER during the practicum. Through content analysis of the data collected on the PST’s performance, we mapped the occurrence and co-occurrence based on the components of the didactic suitability criteria. From the results, we highlight: (i) the existence of a relationship between the mathematical knowledge needed to teach, knowledge of the mathematics curriculum, and knowledge of ER and how its integration in the teaching process can influence the learning process and (ii) the positive contribution of the implementation in the practicum of mathematical tasks that promote robot manipulation/programming at the same time as the exploration of the mathematical content for the development of the participants’ didactic knowledge of mathematics. A practical implication of our results is that these features should be part of future work dedicated to integrating ER in mathematics teaching practices of PST, aiming to assess their value in initial teacher training programs.

교원양성기관의 생활지도 영역 교육과정 개선에 관한 합의적 질적연구

Purpose: This study aimed to examine the experiences and perceptions of in-service teachers and pre-service teachers regarding the Life Guidance Curriculum in teacher training institutions, in order to obtain insights for improving the related curriculum at these institutions. Methods: This study used a consensual qualitative research method targeting a total of thirty people from February to July 2024. Individual interviews were conducted with twenty-one current and prospective teachers, and focus group interviews were conducted with nine educational experts. Relevant research reports and policy documents were also referenced in this study. Results: As a result of analyzing the collected data, each area, category, and subcategory were derived with a total of four topics. The category of the research participants' experiences and perceptions was first, 'difficulties experienced in teaching life guidance ', second, 'life guidance competency that pre-service teachers need to qualify', and third, 'experience of taking lectures related to life guidance at teacher training institutions', and finally, 'proposal for improvement of lectures related to life guidance at teacher training institutions'. Conclusion: This study revealed a change in the field where the term of 'life guidance' was being transitioned by the concept of 'life education', and it was possible to examine the necessity of developing teachers' community leadership competencies, and the importance of life guidance linked to the subject. Through this, we propose the necessity of changing the guidance-related courses, currently categorized as elective courses in teacher training institutions, to required courses. We urge academia and teacher training institutions to pay close attention to ensuring that future guidance-related courses in teacher training programs are improved to adequately reflect the relevance and applicability to school settings.

ENHANCING INTERCULTURAL AND PROFESSIONAL COMMUNICATIVE COMPETENCE OF PRESCHOOL ENGLISH LANGUAGE TEACHERS THROUGH COLLABORATIVE LEARNING

This research investigates a new collaborative learning strategy and its potential to significantly enhance preschool English teachers' professional intercultural and communicative competence in Kazakh higher education. This research aims to provide valuable insights into how CL can enhance preschool English language teachers' intercultural and professional communicative competence. Traditional teacher education programs often prioritize linguistic and pedagogical skills while neglecting the intercultural dimensions of teaching. This gap in teacher education presents significant challenges in adequately preparing educators to meet the needs of a multicultural student population. To address these challenges, this study explores the following research questions: the extent to which the Collaborative Learning for Intercultural and Professional Communication Framework enhances preschool English language teachers' intercultural and communicative competence and the perceived challenges and successes of implementing the Framework in multicultural classrooms. The findings are expected to benefit educators, curriculum designers, and policymakers working to improve teacher training programs in Kazakhstan and other similar educational contexts. The results indicate that this innovative strategy is highly effective in improving teachers' intercultural and communicative skills, offering promising prospects for their professional growth in a multicultural educational setting. These findings have significant implications for you as an educator, curriculum designer, or policymaker, inspiring you with the potential of this strategy to enhance teacher training programs in Kazakhstan and similar educational settings.

The professional structure required of primary school teachers in Japanese schools for the deaf

AbstractThis study aimed to identify the professional structure required by teachers working in primary schools for deaf students in Japan. Ten university teachers training in education for deaf students at Japanese universities participated in semi‐structured interviews. Data were analysed using the KJ method of qualitative analysis based on similarity, with 409 codes, 12 categories and 99 sub‐categories extracted. The results were aggregated into teaching skills and knowledge and collaborative skills categories, clarifying the specific structure of expertise required for teachers of deaf students. Teaching skills and knowledge have already been integrated into teacher training programmes; however, curriculum development for collaborative skills is required. The results of this study suggest that teachers need to acquire a wide range of professional skills to educate children with hearing impairment. We recommend improving social mechanisms for training these teachers in the future.