Teacher Training Project Research Articles

Challenges in Science, Technology, Engineering, Arts, and Mathematics Education in Cape Verde: A Study of a Mathematics Teacher Training Project

This study investigates strategies to empower Cape Verdean mathematics teachers in adopting Science, Technology, Engineering, Arts, and Mathematics (STEAM) methodologies, focusing on mathematics education. Using an interactive, reflective continuous professional development (CPD) model—including teaching simulations, classroom practice, and structured reflection—qualitative research was conducted via thematic analysis of published data over two project-training cycles. In the first cycle, 27 teachers participated, with 24 later acting as trainers in the second cycle, which involved 44 non-higher education teachers. The project, a collaboration between institutions in Cape Verde, Portugal, and Austria, was guided by Rogers’ Diffusion of Innovations theory and the Technological Pedagogical Content Knowledge (TPACK) framework. GeoGebra software was employed to support STEAM adoption. Results indicate significant advancements in teachers’ technological and pedagogical skills, leading to improved student engagement and understanding. However, challenges remain, especially in integrating STEAM across disciplines due to limited resources and a lack of systemic CPD. The study concludes that sustained support is essential for fully embedding STEAM in Cape Verde’s education system.

The Relevance Of Outcome And Output Objectives In Educational Teacher Training Project

This article aims at examining the relevance of output and outcome objectives within educational training project. The focus is the development and monitoring of both outcome and output objective during the teacher training project for the change perspective in order to attain the quality education. Qualitative research has been applied through documentary technique whereby documents have been analysed to come to the result on the result asserting the need to reflect objectives in the project plan and the strategies to monitor them with regard to appropriate indicators

COMO SE FAZ AGORA PARA ALFABETIZAR?

The article, based on historical and dialectical materialism, derives from the following question-problem: what theoretical-conceptual and didactic-methodological aspects should be prioritized in the continuing education actions of literacy teachers? Taking as a starting point the experience of the researchers at the head of teacher training projects in public schools, the study aims to produce a contribution that critically confronts contemporary legal frameworks for literacy; for this, the main contradictions of such frameworks will be revealed. The point of arrival, which is also the additional objective and the intended result, is the presentation, didactic and with indications for further study, of guidelines for continuing education of literacy teachers, which bet on autonomy, as opposed to alienation.

유보통합에 관한 시·군·구육아종합지원센터의 기능 및 역할에 관한 질적연구

ThisIn this study, 10 parents of infants and young children, child care teachers, and directors were surveyed to look back on the roles and functions of childcare support centers and to find out the direction for re-establishing the functions and roles of childcare support centers in the new era of integration of early childhood education and childcare. The analysis results are as follows. First, parents are most satisfied with the part-time childcare service for home childcare support, recognized it as a necessary project and expect that it will fulfill its role as a professional organization that can efficiently provide support to improve the quality of education and care of infant education institutions when early childhood education and childcare are integrated. Second, childcare teachers are satisfied with customized consulting support, healing programs, and substitute teacher support and recognize them as necessary projects. Third, directors are satisfied with substitute teacher and childcare staff training, parent education, and counseling projects, and perceived that childcare teachers and parents are growing through various supports. Integration of early childhood education and childcare requires a retraining process for qualification of existing childcare teachers by taking advantage of the geographical accessibility and convenience of si/gun/gu childcare support centers, and educational support to strengthen the expertise of childcare teachers is expected. This study is significant in that it suggests the direction of the functions and roles of childcare support centers so that various services can be efficiently delivered to infant families and infant education institutions in the region at the time when the integration of early childhood education and childcare began

Preparing culturally and linguistically responsive teachers of multilingual learners through teacher research

This article presents an overview of Project ELEECT (English Learners’ Educational Excellence Capitol Teacher Training Project), a U.S. Department of Education-funded program designed to prepare teachers in Culturally and Linguistically Responsive Pedagogy (CLRP) for multilingual learners (ML). The purpose of Project ELEECT is to promote educational justice for MLs by revising a Master of Arts + ESL Licensure program for pre-service teachers and creating a professional development program for in-service teachers. It prepares pre-service and in-service teachers of MLs in CLRP through teacher research, and specifically offers a novel professional learning tool, which we call Impact on Learning Studies (IOLS). This teacher research tool represents a framework for the systematic and intentional self-study of their teaching practices. In this article, we lay the foundations for a research agenda that investigates pre-service and in-service teachers’ understanding and implementation of CLRP, documents concrete examples of CLRP in various classroom contexts, and examines the efficacy of teacher research initiatives to prepare teachers in CLRP. Project ELEECT prepares teachers to invite students’ cultural and linguistic experiences into their classrooms, create spaces for CLRP, and foster critical consciousness in learning settings, thus taking a major shift towards cultivation of anti-racist dispositions in education.

Cultivating Children’s Resilience: A Preservice Art Teacher Training Project

Cultivating Children’s Resilience: A Preservice Art Teacher Training Project

Teacher Mentorship and Support in Kenya: A Desktop Review

Teacher mentorship and support programmes enable teachers to engage in ongoing professional learning and develop required competencies. This exploratory study was designed to provide baseline information on existing teacher mentorship and support programmes in Kenya. The study sought to provide background information towards the implementation of participatory action research on the strengthening in-service teacher training (SITT) project funded by the International Development and Research Centre (IDRC). The study adopted an integrative and holistic approach that involved a review of government policy documents, circulars and reports, articles published in refereed journals and grey material to enable map existing teacher mentorship and support programmes in Kenya. The study sought to; describe the theoretical background of teacher mentorship and to document existing in-service teacher mentorship and support programmes in Kenya. Various in-service teacher mentorship and support programmes exist in Kenya. However, the majority of the programmes were funded and implemented by non-governmental organisations. The existing mentorship programmes were uncoordinated and lacked a follow-up mechanism, thus making them less effective.

The Impact of Local Versus Nonlocal Professional Development Programs for Teachers: Evidence From China’s National Teacher Training Project

Based on qualitative and quantitative data collected from an investigation of the flagship National Teacher Training Project (NTTP) in China, this study compares the impacts of teacher professional development (PD) programs located at different distances from the participants’ workplaces. The study argues that local and nonlocal programs play different roles in teacher PD. While local programs are conducive to teachers’ mastery of context-specific knowledge and skills that are directly connected to subject teaching, nonlocal programs are crucial for teachers’ continuous professional development in the long term. The two types of programs are supplementary to each other, and teachers need access to both types of programs.

UNIFICATION OF EDUCATIONAL AND PEDAGOGICAL FORECASTING IN THE UKRAINIAN SOCIALIST SOVIET REPUBLIC OF THE PERIOD 1930-1940

The article is devoted to the problem of the unification of educational and pedagogical forecasting in the Ukrainian Socialist Soviet Republic of the period 1930-1940. The author emphasizes that the unification of educational and pedagogical forecasting in the Ukrainian Soviet Socialist Republic of the period 1930-1940 hid the threat of a social explosion, led to the strengthening of the national course to build a communist society. All this affected the invariant component of the content of educational and pedagogical forecasting in the context of dominant socio-economic (industrialization, collectivization) and political (monopolization, curtailment of Ukrainization) factors. During the studied period, we focus on the spread of state institutions of higher pedagogical education, in particular, industrial-pedagogical institutes, institutes of social education, pedagogical technical schools, which determined new conditions for staffing higher schools. We also emphasize the search for the optimal model of the functioning of the education system and the development of numerous teacher training projects.

A pedagogical-curricular proposal from the perspective of the “Liquid cube in the fractal curriculum”

This innovation-research project set out to design an innovative curricular pedagogical proposal aimed at the operationalization of the creativity training from the paradigm of complexity and transdiciplinarity, for the formation of the initial teacher training and teaching projects at the National Education University of Ecuador (UNAE); like answering the challenges that the superior education assumes related with the ethics transformation and the training of engaged citizens with a critical society construction, creative and supportive; and with the ability to learn to face the complex contemporary society. The project was developed in four (4) phases, guided by a qualitative methodology for the collection of information and for the design of the proposal by the fusion of two approaches proposed by the authors. Firstly, the voluntary group of collaborators is formed, then beliefs, expectations are identified and the training needs in creativity are diagnosed by applying an instrument with guidelines for self-reflection to representatives of different levels of the education community of UNAE, that make up the group of collaborators of the Project. Next, pedagogical-curricular guidelines oriented to the development of creativity in UNAE are identified through documentary analysis. Later pedagogical strategies are designed from the liquid cube methodology, applied and reflected in conversations, reflection and creativity workshops with the group of collaborators. Finally, as a result of the project, the proposal of a pedagogical-curricular model for training in creativity at the higher education level is designed, from the fractal curriculum model that includes methodological strategies at the macro, meso and micro curricular levels, such as contribution to Higher Education Institutions, oriented to the pedagogical-curricular transformation from innovation processes.

Influence of Organizational Structure on Performance of Teacher Training Project in Good Neighbors International Rwanda

Active organizational structure improves the performance of various project and institutional activities effectively. The purpose of this paper therefore, was to examine how influence organizational structure affects the performance of the Good Neighbors International teacher training project in Rwanda. This paper employed explanatory research design. The target population was 129 people including 99 training participants and 30 project management. The sample size was 109respondents. Questionnaire was used as data collection instrument. The analysis of data was done using Microsoft Excel. The methods of analysis used were descriptive and inferential analysis. Findings show that job design has no significant influence on the performance of the teacher training project (β1=0.001; p>.05) in the period covered by the study. However, organizational hierarchy has a statistically significant influence on project performance (β2=0.180; p<.05) as it contributes up to 18% of the project performance variation. Similar observation is noted that departmental design has a statistically significant influence on project performance (β3=0.100; p<.05) since it contributed up to 10% of the variation in project performance. The study concludes that organizational hierarchy contributes more than job design and departmental design in enhancing performance of the teacher training project in Good Neighbors International Rwanda in 2019-2022. The research recommends that top management should improve staff autonomy, eliminate bureaucracy, improve human resource communication and coordination across departments, institute participatory decision-making, and ensure that all job tasks are aligned with the project’s objectives. Keywords: Project Performance, Organization Structure, Teacher Training and Organizational Hierarchy.

How Might We Raise Interest in Robotics, Coding, Artificial Intelligence, STEAM and Sustainable Development in University and On-the-Job Teacher Training?

Schools are searching for strategies to foster 4C competencies (Creativity, Cooperation, Communication and Critical Thinking) in children. Scientific Reasoning, Critical Thinking, and the ability to debunk myths are already important competencies that can be fostered with science education. How can we approach the majority of seventh grade students in a given school to create innovative approaches for the future, and leverage their skills in science, art and (digital) technology along the path? And are the teachers ready to guide them on this path? This article focuses on the questions: how did the teachers adopt both the STEAM approach, and the use of digital tools while being supervised by researchers and student teachers and how did this change their beliefs about technology in education. As a pathway, we aimed to connect Robotics, Coding, Artificial Intelligence (AI) with the Sustainable Development Goals (SDGs) of the United Nations. To end poverty, protect the environment, and ensure that all people enjoy peace and prosperity by 2030, the SDGs are incorporated into national policies and school curricula. With this, citizens, teachers, and governments alike struggle with strategies on how these goals can be reached by 2030, facing the growing challenges in an ever increasingly complex and insecure world. It is clear that technology will take a dominant role in this development. Based on the STEAM paradigm and the 5E approach of the Biological Sciences Curriculum Study (BSCS), we have developed a pedagogical concept that encompasses both the technological aspects, AI and the SDGs. We tested this concept as part of an on-the-job teacher training project with 60 education science student teachers and 8 teachers in their classrooms, together with their 116 7th grade students and found out that STEAM-based projects with a sixth phase in addition to the 5E approach can be carried out promisingly with the help of digital creativity tools. We found that the 5E model with an additional sixth phase is well suited for bringing STEAM into the classroom.

A Teacher Training Project to Promote Mathematics Laboratory During the COVID-19 Health Crisis in Italy

The M@t.abel2020 project supported Italian teachers during the COVID-19 pandemic period, proposing activities based on the mathematics laboratory teaching method which are suitable for distance learning situations. The project resulted in the establishment of an online community of 1,500 teachers. In this paper we present an exploratory study based on an open-ended questionnaire assigned to teachers involved in the project, with the aim of analyzing the results of this training project in terms of mathematics teacher’s specialized knowledge. Results show that the project enriched teachers’ knowledge not only in terms of pedagogical content knowledge but also in mathematical knowledge.

Disaster risk reduction education that enhances the proactive attitudes of learners: A bridge between knowledge and behavior

Research on disaster risk reduction education (hereafter, DRR education) focuses on educational acts that take place between instructors and learners. Current research principally analyzes the knowledge and skills transmitted from instructors to learners, with the expectation that instructors teach learners knowledge and skills so that learners can engage proactively in DRR-related activities and respond appropriately to an actual disaster. However, previous studies have pointed out that increased knowledge and skills do not necessarily lead to behavioral changes in learners. Based on a literature review, the current study discusses why proactive attitudes are not fostered by current DRR education, which is underpinned by three approaches: (1) active instructor/passive learner approach, (2) knowledge-transmission approach, and (3) short-term knowledge evaluation approach. These three approaches, collectively termed the “transmission paradigm,” inhibits the fostering of a proactive attitude. Hence, this study proposes a new “proactive attitude paradigm” which consists of the (1) instructor/learner fusion approach, (2) participation in a community of practice approach, and (3) long-term commitment evaluation approach. The proactive attitude paradigm suggested in this study has been applied to a teacher training project in Nepal in which teachers developed a proactive attitude toward continuous DRR education. Further practical study of DRR education aimed at closing the gap between knowledge and behavior through adoption of the proactive attitude paradigm will be the focus of future research.

Proeminence of Theorization of Professional Development of the Mathematics Teacher in the Early Years

Abstract: This text arises from the discussions established in the teacher training project for the pedagogical use of technologies in the practice of Mathematics in the early years, developed within the scope of the Pedagogy course at the Centro Universitário de Mineiros - UNIFIMES, the research group NEPEM and the Graduate Program in Teaching - (Doctorate) at the University of Vale do Taquari - UNIVATES. This is a qualitative review of the literature, based on the discussions of the authors used as references in the training course. 
 Keywords: Professional development. Mathematics teaching. Early Years.

Two Primary Teachers Developing their Teaching Problem-solving during Three-year In-service Training

The use of open problem-solving tasks in mathematics education challenges teachers’ beliefs, knowledge and practices. This article examines the practices of two primary teachers and their 3rd to 5th grade classes during a three-year in-service teacher training project aiming to increase mathematical problem-solving in class. Three lesson videos and two interviews with each teacher were used to provide the data for this study. The results show how different teachers in terms of their beliefs, knowledge and practices during the problem-solving activities can produce mathematically different learning opportunities. Teacher Ann saw mathematics as too rigorous, and to combat this, gave her pupils a great deal of autonomy. Her pupils were encouraged to come up with creative solutions. Teacher Beate emphasized mathematical understanding. Her pupils were guided cognitively and they came up with mathematically elegant solutions. In teaching open problem-solving both autonomy and cognitive guidance are needed.

Effectiveness of Multimodal Microlearning for In-service Teacher Training

To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.

ANÁLISIS DE LAS ESTRATEGIAS DE INTERNACIONALIZACIÓN DE EDUCACIÓN SUPERIOR EN LAS UNIVERSIDADES COLOMBIANAS

<p>La propuesta de esta Investigación es analizar cuáles son las estrategias de internacionalización de la educación superior que están aplicando las universidades en Colombia, para acceder al mercado académico global cada día más exigente y competitivo.</p><p>La internacionalización de la educación no debe concebirse como una serie de procesos aislados donde algunos estudiantes tienen la oportunidad de experiencias académicas fuera de su país; sino se debe ver como un proceso de planificación y de expansión para que toda la comunidad académica participe constantemente de las estrategias didácticas a nivel de educación superior.</p><p>En el desarrollo de la presente investigación, se abordan diferentes estrategias que sirven como punto de partida en los procesos de internacionalización de las instituciones de educación superior (IES) colombianas.</p><p>Teniendo en cuenta que las relaciones internacionales son herramientas para promover alianzas de cooperación, apoyo a los proyectos de formación docente, extensión e investigación. Se analiza la internacionalización de la educación desde la perspectiva de las políticas institucionales propuestas para la transformación del currículo educativo.</p>

Reflecting on Personal Routines to New Ways of Teaching by German Geography Teachers: Effects of a Teacher Training Project in North Rhine-Westphalia

The gap between educational knowledge that is taught in universities and actions by teachers can be sizeable. A sustainable change in teachers' efforts requires particular sensitivity and awareness of this gap between subject-specific educational thinking and acting and between theory and practice. This study explored the extent to which a reflection on personal routine in class undertaken by geography teachers, and the associated awareness of their deficits ("the gap"), can contribute to a change in action. In this study, ten teachers from German Gymnasiums in North Rhine-Westphalia participated in a four-month-long intervention. The teachers had to document their lessons, work through possible deficits in peer discussions, and discuss solutions. The results showed that although intervention helped raise awareness of deficits, it was not enough to bring about a lasting change in teachers' actions. Possible causes for this lack of lasting change are reflected upon, and teacher training consequences are considered.

Desarrollo de un enfoque pedagógico crítico en la formación inicial del profesorado para romper con la evaluación tradicional en Educación Infantil

El objetivo del estudio es analizar la transformación de los procesos de evaluación de un grupo de maestras de Educación Infantil y la relación con los modelos formativos vividos. El estudio se enmarca bajo una metodología de investigación-acción participativa, mediante la cual las maestras participaron en un proyecto de formación permanente sobre educación inclusiva. Los resultados muestran cómo el modelo formativo técnico vivido por las maestras durante su formación inicial incidió en una consideración y un uso tradicional de la evaluación; mientras que la formación del proyecto, basada en procesos de autorreflexión, les ayudó a transformar sus concepciones y usos de la evaluación hacia posturas democráticas. La investigación concluye en la necesidad de que la formación inicial del profesorado aúne la vivencia de la evaluación democrática con el desarrollo de un enfoque pedagógico en los estudiantes.