Training Of School Teachers Research Articles

Qualitative Study to Identify the Training and Resource Needs of Secondary School Teachers in Responding to Students with SEN and SENS

Qualitative Study to Identify the Training and Resource Needs of Secondary School Teachers in Responding to Students with SEN and SENS

Enhancing STEAM Education with AR: A Primary Education Teacher Training Study

This research delves into the influence of Augmented Reality (AR) on Science, Technology, Engineering, Arts, and Mathematics (STEAM) education within the domain of primary school teacher training at the university level. The core aim is to augment digital literacy within the primary education framework through inquiry-based teaching methods. This investigation was organized among students enrolled in the Faculty of Education, Comenius University in Bratislava. The empirical research is devoted to the contribution of AR technologies to the enhancement of STEAM education and its implications for future primary education teachers. Utilizing a qualitative research methodology, the study facilitated small-group project work among students, complemented by focus groups and interviews to garner comprehensive insights into their experiences and perceptions. The findings of this study illuminate the significant role of AR applications for enriching STEAM education, manifesting in motivation of future teachers and the advancement of specific STEAM competencies. The results indicate the advantage of the integration of AR technologies in educational settings as a tool for supporting digital, technical, and artistic skills among students. The research results are possible to use in the innovation of teacher training primary education study program. An interdisciplinary approach towards STEAM education can help future teachers to navigate and to understand a technologically driven world effectively. Furthermore, the study offers actionable recommendations for practicing primary school educators on the implementation of AR-based pedagogical strategies to enrich the learning experience. By doing so, it aims to bridge the gap between traditional educational methodologies and the demands of contemporary digital literacy, ultimately fostering a more engaging and effective learning environment for future generations. The research results will be implemented into the STEAM oriented subjects into the primary school teacher training at the university level and in the lifelong learning of the in-service primary school teachers from educational practise.

Integration of computational thinking in initial teacher training for primary schools: a systematic review

Integration of computational thinking in initial teacher training for primary schools: a systematic review

Deep in the Virgin Forest: Macunaíma as a metaphor to decolonial mathematics education

Macunaíma, Mário de Andrade's characterless hero, is reinterpreted in this text as the starting point for a discussion on Mathematics Education from a decolonial perspective. We aim to examine hegemonic mathematics and its connection to coloniality through two key concepts: sacred and earthly. These terms, used metaphorically, serve to delve into the fundamental nature of how mathematics is taught in schools and universities. Building upon this initial problematization, we suggest alternative approaches rooted not only in decolonial references but also in literature and music. Subsequently, we explore additional metaphors that can be instrumental in reshaping school mathematics and teacher training within a new paradigm that transcends dichotomies, avoids assimilation with Western hegemonic thinking, and rejects assessment practices that lead to segregation.

북유럽 초·중 통합운영학교(Comprehensive School)의 특성 연구

Purpose: Due to the decline in school-age populations and urbanization, the discussion on integrated elementary and middle schools has begun in earnest. To effectively operate integrated schools, it is necessary to refer to the experiences of countries that have long implemented similar systems. Thus, this study aimed to explore the comprehensive school system in Northern Europe, where primary and lower-secondary schools are integrated, and analyze its characteristics to draw implications for the operation of integrated elementary and middle schools in the South Korean context. Methods: To achieve the research objectives, this study examined and analyzed the background and current status of the comprehensive school systems in Northern European countries—Finland, Norway, Sweden, and Estonia—that operate under a single structure integrating the primary and lower-secondary school education periods. The study also explored the teacher training systems, school evaluations, and student assessments in these countries. Results: The four countries aimed to achieve both social welfare for all citizens and educational effectiveness. The comprehensive school systems in each country share a common feature of striving to realize the values of social democracy. To link the two school levels, each country has developed its own teacher training and evaluation systems. Conclusion: These findings suggest that, in order to effectively operate integrated elementary and middle schools in the Korean context, it is essential to develop methods that link and integrate the two school levels while considering the specific characteristics of each level, promote collaboration among teachers, and clearly establish educational objectives in addition to administrative and economic goals.

Formation of professional identity and motivation among future primary school teachers in the process of educational practice

Introduction. The article examines the problem of forming professional identity and motivation among students in the process of mastering the discipline “Educational practice (research work (obtaining primary skills in research work))”. The current stage of professional training of future teachers is focused on mastering the methods of integrating educational subjects for organizing developmental research activities, which is reflected in the “Core of Higher Pedagogical Education.” The purpose of the article is to substantiate the way of formation of professional identity and motivation of future teachers in the process of educational practice (research work (obtaining primary research skills)”. Materials and Methods. Theoretical and methodological analysis, a method of diagnostic analysis, including a questionnaire of professional identity of students (U. S. Rodygina), diagnosing the internal position of students in relation to their future profession, the components of which are the characteristics of the professional identity of students “Emotional attitude” and “ Conscious activity"; a methodology for determining motivation for vocational training (V.G. Katashev), which allows one to study and analyze the level of motivation of students in the context of their vocational education; methods of mathematical statistics. Results. Testing students – future primary school teachers in the process of educational practice to obtain primary skills in research work allowed us to conclude that the motivation of future primary school teachers is normal. As a result of the study, it was revealed that according to the questionnaire “Professional Identity of Students” (U. S. Rodygina), the highest average score was noted on the scale “positive emotions associated with meeting a person’s needs in the profession”, the lowest average score corresponds to the scale “position of a student’s passive attitude” to the acquired profession”. The results obtained from the diagnostic “Methodology for determining motivation for vocational training” showed that the highest average score corresponds to the normal level of motivation, the lowest – to the average level of motivation. Discussion and Conclusions. The obtained results of the study substantiate the relevance of the problem of forming professional identity and motivation among students of the faculty of primary school teacher training in the process of educational practice. The educational practice carried out at the faculty plays a key role in the formation of students’ primary research skills. The peculiarities of the implementation of this type of practice is that the process of training future teachers consists of three modules: methodological foundations of scientific knowledge; methods of psychological and pedagogical research; registration of the results of scientific work. Each module is aimed at achieving the goal of practice: obtaining primary research skills in organizing and conducting psychological and pedagogical research in education, processing and presenting its results. The module tasks are aimed at students performing a number of practical actions: studying the fundamentals of the scientific method; choosing a topic and research question; literature review; data collection and analysis; interpretation of results; writing a scientific article or report; preparing a presentation; public speaking practice; cooperation with the scientific supervisor; publication and feedback. The authors emphasize the effectiveness of the tasks used in the process of developing students’ research skills.

Management of professional communication skill training for primary school teachers in Duong Kinh District, Hai Phong City

This study investigates the management of professional communication skill training for primary school teachers in Duong Kinh District, Hai Phong City, with the aim of fostering a happier school environment. Utilizing a mixed-methods approach, the research combines quantitative data from structured questionnaires and qualitative insights from interviews and focus groups. The results show that 78% of participants attend communication skill training at least annually, but only 45% of teachers engage in these sessions more frequently, indicating a gap in training regularity. The effectiveness of the training programs varies, with principals and subject heads generally reporting higher effectiveness compared to teachers. Although 72% of respondents recognize a positive impact on the school environment, including improved classroom management and staff relations, 20% find the training to be of limited relevance or impact. Qualitative findings reveal challenges such as limited resources, insufficient time for training, and inconsistent staff commitment. The study identifies the need for more interactive and context-specific training to address these issues. Recommendations for improving training effectiveness include increasing awareness of the importance of communication skills, enhancing needs assessments, setting specific and relevant training goals, improving content and delivery methods, and creating supportive working conditions.

Value-Semantic Approach in Training Future Teachers to Implement the Main Directions of the Federal Work Program of Education

Introduction. The article is devoted to the problem of using a value-semantic approach in the process of preparing future teachers for the implementation of the main directions of the Federal Work program of education. The purpose of the study is to analyze the degree of understanding by future primary school teachers of the essence of education as a process of value-semantic interaction with children, to identify their knowledge about the methods and forms of such interaction and to determine the necessary adjustments to the content of pedagogical education. Methodology. To achieve the purpose of the study, the following methods were chosen: ranking, questioning, the method of unfinished sentences, which allowed us to assess the readiness of students of the Faculty of primary school teacher training to implement the main directions of the Federal Work program of education. Results. The personal value orientations of future teachers are family and family traditions, care and help, life and the meaning of life; the value orientations for students are care and help, patriotism, family values. Future teachers see the essence of the education process in creating conditions for personal development, and not in organizing value-semantic interaction with students. Most future teachers are aware of the goals and objectives of the Federal Educational Work Program, but do not know how to organize the educational process at school. Conclusions. The article concludes that it is necessary to prepare future teachers for the implementation of the main directions of the Federal Work program of education based on a value-semantic approach and provides recommendations for its implementation in the educational practice of the university.

La formación de los docentes de básica primaria en los componentes didácticos de la Educación Física

The article characterizes the main features of the training of Primary School teachers in the didactic components of Physical Education in Colombia. To do this, a source analysis methodology was used that includes studies carried out by some researchers on the key terms that are addressed. The results allow us to identify the value of the didactic components in training in the current context based on the Basic Competencies Standards and the Area Plan.

Scientific Writing Training Through Hybrid Experiential Learning Strategies for Pondok Pesantren Teachers

The implementation of this activity aims to improve the skills of writing scientific papers for teachers within the scope of the Zainul Hasan Genggong Islamic Boarding School Probolinggo. The hybrid experiential learning strategy used in the implementation of scientific writing training is a combination of reflective, continuous and project-based learning. Scientific writing training activities for Islamic boarding school teachers are carried out boldly and attractively which are useful for maximizing the expected skill achievement. The above training activities have several stages as follows (1) finding out, ideas and basic scientific studies; (2) preparation of theoretical studies; (3) research design methods; (4) writing scientific articles; and (5) journal selection and article submission. At each stage of the assignment participants' activities and reviews to determine the understanding and skills acquired. The results of the implementation of scientific work training for Islamic boarding school teachers through a hybrid experiential strategy show that Islamic boarding school teachers can identify ideas or problems within the scope of their study and write them into scientific works.

PRINCIPLES OF TEACHER TRAINING IN THE FINNISH EDUCATION SYSTEM

The article presents in detail the principles of the Finnish educational policy, which are the basis of the principles of school management and teacher training. It presents the principles that are widely used in the process of teacher training in developed European countries and the principles that are characteristic mainly of the Finnish education system. We reveal the peculiarities of the principles of Finnish teacher training by presenting the theories of adaptation of education and masterful learning based on them. The paper analyzes the principles of equality, continuity, teaching evaluation, teaching research, and trust at the same time. It presents the current stage of the teacher training process in the education system in Finland, as well as the factors that form the principles of teacher training, in particular the innovative policy of Finland in the field of education. The article analyzes the principles of systematization, consistency of state policy, strategic direction of reforms, taking into account the socio-economic goals of the country, correction and modernization of programs. It analyses as a special feature, adaptive learning theories, examines in the context of which evaluation approaches and standards. It singles out the principle of individual development of Finnish teacher training. It is noted that it acts as an alternative principle. The idea is emphasized that any principles of Finnish teacher training are based on the principles of educational reforms, which are the starting point in educational policy. The novelty of the research is that, as a result of historical comparative analysis, trends and features of the formation and development of Finnish teacher training principles were revealed.

Aligning School Teacher Training and Development with Vision to Improve the Quality of Education in a Rapidly-Changing Environment: A Case Study Az-Zahra Islamic School

Aligning School Teacher Training and Development with Vision to Improve the Quality of Education in a Rapidly-Changing Environment: A Case Study Az-Zahra Islamic School

Implementasi Supervisi Manajerial dalam Meningkatkan Mutu Pendidikan Paud Almanshuriyah Kota Sukabumi

The This research aims to analyze the implementation of managerial supervision in improving the quality of education in Early Childhood Education (PAUD). The research method used is a qualitative approach with data collection techniques through observation, in-depth interviews and documentation. The research subjects included school principals, teachers and administrative staff at Almanshuriyah Paud. The research results show that effective managerial supervision can improve the quality of education in PAUD through several aspects, including: increasing teacher competency, better curriculum implementation, management of facilities and infrastructure optimal, as well as the development of a conducive learning environment. Managerial supervision carried out routinely and in a structured manner is able to identify educational deficiencies and needs accurately, as well as provide concrete and applicable solutions. In addition, this research found that active participation from all stakeholders, including students' parents, is very important in supporting the success of managerial supervision. Thus, managerial supervision not only functions as a monitoring tool, but also as a mechanism for developing and improving the quality of education on an ongoing basis. The implications of this research indicate that improving the quality of education in PAUD requires a strong commitment from management to implement effective and sustainable supervision. Research recommendations include the need for training and professional development for school principals and teachers, as well as strengthening collaboration between schools and communities, managerial supervision not only functions as a monitoring tool, but also as a mechanism for developing and improving the quality of education on an ongoing basis.output.

Future Teachers’ Musicality and Their Competence in Integrating Music into the Classroom

The study aims to determine the interrelationship between future primary school teachers’ confidence in their musicality and the competence to integrate types of musical activity into other subjects. The study included 78 (n=78) part-time students enrolled in the professional bachelor study programme offered by the University of Latvia. The study was based on a quantitative research design in which measurements were made according to three research scales: (1) musicality, (2) self-expression skills using types of musical activity and (3) competence in integrating musical activity types into other subjects. The SPSS 22.0 program was used for data processing, and the results were produced according to the research questions raised in the study. The study revealed that future primary school teachers are confident about their emotional response to music and sense of rhythm. The students are confident in their skills to chant and perform rhythm exercises with and without sound gestures. Confidence in musicality and self-expression skills using different musical activity types are not related to age and teaching experience. Confidence in skills to express oneself using types of musical activity is connected with the competence to integrate them into other subjects. Future primary school teachers are more competent in integrating musical games and listening to music into other subjects than playing musical instruments. The study findings can be used to improve the professional training of future primary school teachers.

Development of a Standardized Suicide Prevention Program for Gatekeeper Intervention in Korea (Suicide CARE Version 2.0) to Prevent Adolescent Suicide: Version for Teachers.

The increasing concern over adolescent suicide necessitates suicide prevention training for school teachers, as students spend a significant portion of their time at school. This study's objective is to develop a suicide prevention program tailored for teachers. The program was developed by a multidisciplinary research team, drawing on a review of both domestic and international suicide prevention programs, related scholarly articles, and Korean psychological autopsy interviews of adolescents. This was complemented by a survey of teachers to assess the program's practicality and usability. The developed program comprises three parts, consistent with other versions: Careful Observation, Active Listening, and Risk Evaluation and Expert Referral. Careful Observation focuses on training teachers to recognize verbal, behavioral, and situational warning signs of suicidal ideation in students; Active Listening involves strategies for encouraging students to express their suicidal thoughts and techniques for being an empathetic and attentive listener; Risk Evaluation and Expert Referral provides instruction on how to assess suicide risk and assist students safely. It is anticipated that this program will equip teachers with valuable knowledge and skills, contributing to a reduction in adolescents suicide rates.

Трансформация образования: ключевые стратегии для успешной подготовки учителей начальных классов

Currently, the modern challenges and requirements facing the educational system, especially in the context of primary education, are of significant importance in the preparation of a modern primary school teacher. The task of primary school teachers training is of primary concern in the context of these changes. The transformation of education requires a new approach to the professional training of teachers that will meet modern requirements and expectations. One of the key factors influencing the quality of education is primary school teachers training. The study addresses the question of the key strategies needed to successfully prepare primary school teachers in today's educational environment. The research examines such key strategies as using innovative teaching methods, developing competencies in differentiated instruction, and addressing diverse student needs. Emphasis is placed on the importance of teacher professional development, the implementation of the latest educational technologies, and the creation of a supportive learning environment for teachers and students. The role of innovative methods in teacher training is emphasized and attention is focused on the importance of effective learning and development of children at the primary stage of education.

Modelling Activities in Qualifying Training for Future Primary School Teachers: An Attractive Way to Train Competent and Innovative Teachers

Modelling Activities in Qualifying Training for Future Primary School Teachers: An Attractive Way to Train Competent and Innovative Teachers

A longitudinal study during scientific teacher training: the association between affective and cognitive dimensions

Learning processes are undoubtedly linked to affective factors. Motivation, interest, curiosity and emotions have been already detected as the core of learning processes: affective domain modulates learning. In this work, a quantitative longitudinal study (three courses) has been conducted during primary school teacher training. An initial diagnosis of affective variables (emotions and self-efficacy) and scientifical knowledge revealed that prospective teachers claim feeling negative emotions toward physics and chemistry contents whereas these students report low scientific knowledge. Therefore, a metacognitive and emotional program was implemented in order to modify these emotions and to improve learning. After three courses, emotions, self-efficacy and scientific knowledge were assessed again. The results obtained suggest that the implementation of active methodologies for teaching science could promote positive emotions, it could lead prospective teachers to improve their self-efficacy’ perception and promotes their learning. The relationships between the different variables considered in the research were studied, and a significant relationship was found between the affective variables (self-efficacy and emotions) and cognitive variables. Prospective teachers involved in this research reported more positive emotions, an increase in their self-efficacy perception and an improvement in their scientific knowledge. These findings may lead to a deeper understanding of the affective role in science learning and could be extended to other content that also elicits negative emotions.

Tanfīż Manhaj al-Ta’allum al-Mustaqil fī Ta’lim al-Lugah al-‘Arabiyyah Liṭullab al-Madrasah al-Ṡānawiyyah

This qualitative study explores the implementation of an independent learning curriculum for teaching Arabic to eighth-grade students at Muhammadiyah Ahmed Dahlan Metro Middle School in the academic year 2023/2024 AD. The study includes all eighth-grade students as the population, with a purposive sample for detailed analysis. Data from interviews, observations, and document analysis ensure a comprehensive understanding. Data collection methods include structured interviews, classroom observations, and document analysis. Thematic analysis is used to identify key themes and patterns related to curriculum implementation. Findings indicate a five-stage independent curriculum implementation process: diagnostic assessment, planning, learning, assessment, and reflection/evaluation. Challenges include teacher difficulties in selecting teaching methods, lack of a grading system, student motivation issues, and resistance to changing assessment methods. Strategies to enhance the curriculum include school policy adjustments, teacher training, infrastructure improvements, and ongoing monitoring of teaching activities.

OBITUARY: Arnold Clemens Ap: His West Papuan legacy lives on

Arnold Clemens Ap was born on 1 July 1946 on Numfor Island in Biak, at the time, part of the Dutch colony of Netherlands New Guinea. After schooling at church missions in Biak, he studied geography at the Teacher Training School of Cenderawasih University in Abepura, Jayapura, between 1967 and 1973. That year, he was appointed as the curator of the university’s museum, known as Loka Budaya, which became a centre for West Papuan cultural revival. His work to collect and perform songs in Papuan languages played a vital role in the development of a West Papuan national identity, transcending colonial boundaries and inter-tribal conflicts. He was murdered by Indonesian special forces in 1984. This year, 26 April 2024, marked the 40th anniversary of the death of this charismatic cultural leader. For West Papuans, in exile and at home, it has been an important time for commemoration.