Training Of School Teachers Research Articles

Understanding Teachers’ Awareness of Mental Health and Student Well-being: A Theoretical Perspective

This paper investigates the pivotal role of teacher awareness of mental health issues and its effects on student well-being within educational settings. Utilizing a theoretical framework, it analyses how educators' comprehension and responsiveness to mental health concerns can profoundly shape the establishment of supportive, inclusive, and emotionally secure learning environments. Also, it emphasizes the significance of incorporating mental health education into teacher training programs, curricula, and school policies to adopt a comprehensive approach to student well-being. The research suggests that enhancing teacher awareness of mental health not only supports students by providing them with essential support and resources but also fosters a more compassionate and inclusive educational atmosphere. Implementing such an approach necessitates collaborative efforts from educators, policymakers, and other stakeholders to deploy strategies that augment teacher awareness and promote student well-being.

Dynamics of teaching practice in South Africa: A nexus between theory and practice

Teaching practice is organized to prepare student-teachers by providing skilled supervision, practical experience, mentoring and support, collaborative learning, and insightful practice. However, it has been found that when student teachers embark on teaching practice, they find it hard to put into practice the theoretical knowledge they have acquired in teacher training institutions. The study aimed to explore how this program is organized to equip student-teachers with skills for handling learners' academic needs in schools, the challenges encountered by student-teachers during teaching practice and possible solutions. For this interpretive, qualitative case study research, two universities were purposively sampled and in each of the universities, three university supervisors and four student teachers were selected. Semi-structured interviews and observations were used as data collection tools. The findings indicated that even though teaching practice is a well-organized programme, challenges were noted. The findings indicated that to a certain degree, teaching practice appears to be fragmented, thus ineffective in assisting student-teachers, and this was evident from the student-teacher’s inability to cope with teaching tasks. Conflicts between teachers and school managers, overcrowded classrooms, misbehaving learners, and unavailability of resources emerged as challenges. The study also reported a gap between theory and practice as student teachers failed to integrate theoretical knowledge with practice. The study recommended a close relationship between teacher training institutions and schools so that when students embark on teaching practice, they can relate to the real complexities of teaching in schools, thus this will bring about the implementation of theory to practical teaching experience.

Individual educational strategies for advanced training of higher school teachers

The Russian education system is constantly undergoing updates, natural in the process of continuous development of science, technology and society. In this regard, there is an obvious need for continuous professional education of university teachers, who then, in turn, develop innovative content and make changes in the learning process for students of all fields of study. An important goal of each educational organization is to maintain the proper level and continuous improvement of the quality of education. Therefore, the result of the teacher’s mastering a program of advanced training courses should be the improvement of professional competencies, which are just necessary to improve the quality of teaching. On the way to achieve this goal, a number of problems arise, the solution of which requires special attention from both the university management and each teacher. At the same time, the main aspect is the expedient competent construction of general educational strategies and individual trajectories of professional development for each teacher, depending on the nature of professional activity. The article presents an analysis and comparative characteristics of individual educational trajectories of advanced training of teachers of technical and pedagogical universities on the example of the Povolzhskiy State University of Telecommunications and Informatics and the Samara State University of Social Sciences and Education.

Training for high school teachers to develop learning modules based on mathematical modeling in Magetan, East Java

Preparing teaching modules that lead to AKM requires skills in framing abstract mathematical material into a situation or problem context known to students. This is a new challenge for teachers. The process of arranging mathematical material into a context familiar to students is called mathematical modeling. However, in practice, teachers often overlook the importance of modeling skills in teaching. This activity aims to equip mathematics teachers with mathematical modeling skills to enhance their teaching, particularly in preparing students for AKM. The activity, attended by 25 MGMP Mathematics High School teachers in Magetan Regency, was conducted in a hybrid manner (offline and online). Based on the analysis of questionnaire data, it can be concluded that there is an improvement in teachers' understanding of the Independent Curriculum, mathematical modeling, and the application of mathematical modeling in preparing teaching modules for mathematics topics. Similarly, there is an increase in awareness of self-development as professional teachers.

The Impact of Service Quality on Teachers’ Satisfaction: The Case of Battambang Teacher Education College

The objective of this study was to investigate the impact of the English Literacy Training Project (ELTP) on the satisfaction of primary school teacher trainees at Battambang Teacher Education College (BTEC), with a specific emphasis on the quality of service provided. Adopting a quantitative research approach, the study distributed 141 questionnaires using random sampling techniques and analyzed the data through descriptive and inferential statistics. The analysis, incorporating Pearson's correlation and regression analyses, aimed to clarify the relationships and effects posited by the research hypotheses. The findings highlighted that the quality of service, across five dimensions—reliability, assurance, tangibility, empathy, and responsiveness—played a significant role in influencing the satisfaction levels of the primary school teacher trainees. Based on these insights, the study suggests improvements that could yield substantial and lasting benefits for both the project's implementers and the educators at BTEC. The importance of this study stems from its demonstration of the crucial role that efficient operational services play in elevating the satisfaction of primary school teacher trainees. It offers valuable guidance for organizations to examine service quality more critically and identify areas where beneficiary satisfaction may be lacking, thereby facilitating ongoing enhancements to service delivery.

Rural primary school principals’ leadership strategies for ICT integration

This paper explored the factors influencing the leadership strategies of school principals in rural primary schools regarding the integration of information and communication technologies (ICTs) in the process of teaching and learning in their schools. School principals are responsible for ensuring that there is ICTs integration in their schools’ teaching and learning processes. Embedded within the theory of learning-centred leadership (LCL), school principals have a responsibility to lead, foster, manage, and support the learning process for teachers and learners in their schools. Thus, school principals need to be well acquainted with innovative technologies for teaching and learning amidst the Fourth Industrial Revolution (4IR), which is global, complex, and fast-paced, to lead learning through ICT integration. Underpinned by the interpretive qualitative approach and using a multiple case study as a research design, this study generated data from three selected South African rural primary schools through face-to-face interviews with the three school principals. Data were analysed thematically. Findings revealed that school principals’ leadership strategies are influenced by their attitudes towards ICT integration into teaching and learning, their exposure to ICT workshops, and their own judgements of their abilities in using ICT. The paper recommends customised in-service training for school principals and teachers to alter and improve their exposure to, attitudes, perceptions toward ICT integration in teaching and learning.

The Role of Pedagogy in Secondary Teacher Training in Early Twentieth-Century Japan: Theory of Pedagogical Research in College by Kumaji Yoshida of Tokyo Imperial University

ABSTRACT The secondary teacher training curriculum at the College of Literature of Tokyo Imperial University in early twentieth-century Japan made pedagogy-related subjects compulsory. Kumaji Yoshida, the leader of the institutionalisation of pedagogy at Tokyo Imperial University at the time, considered scientific research in pedagogy essential for the training of secondary school teachers as well as for college education. Through Yoshida’s theories, this article demonstrates how Japan attempted to link secondary teacher training and pedagogy at Tokyo Imperial University during the early twentieth century.

FROM FIXED TO FLEXIBLE: NEEDED CONDITIONS TO PROMOTE ELEMENTARY TEACHERS’ EQUITABLE USE OF WITHIN-CLASS ABILITY GROUPING

Within-class elementary grouping is a staple of modern elementary instruction, as it ideally provides a structure in which classroom teachers can better manage academic diversity. However, it is often implemented ineffectively and/or inequitably due to various structural, cultural, and political features of school systems and teacher training programs. In this essay, I seek to delineate solutions via flexible grouping that combat historical inequities associated with student ability grouping, ultimately to equip teachers to both manage academic diversity and ensure that all students receive appropriately challenging instruction each day. The arguments put forth are informed by my ten years of work as an educator, instructional coach, and researcher, in which I have witnessed a strong, practical need for elementary small group instruction but have also grappled with how ability grouping often inequitably sorts and fixes students into groups that fuel de facto tracking. This work will benefit school and district leaders and teacher preparation programs, as they seek to address systemic issues related to teachers’ ability grouping practices. Most importantly, it will provide tangible strategies and descriptions that equip elementary educators to leverage more flexible, equitable grouping practices in their classrooms. Keywords: Ability grouping; elementary teaching; differentiation; flexible grouping; small group instruction

The Largest Student Movement in the Early Turkish Republican Era: 1924 Teacher Training Schools Boycott

ABSTRACT This study investigates the largest student movement in the early Turkish Republican era, the 1924 boycott at the teacher training schools, through the publications of the Turkish press, Turkish presidency archives and the literature. Due to the one year extension of the study period for teacher training schools in the 1924–1925 academic years in Turkey, the current students expected to be moved to an upper grade in the transition process to the new system, which was not the case. As a result, there were 13 teacher training schools for boys in 1924, and the students at these schools boycotted classes starting on 24 November 1924 because they were subject to injustice. Although the boycott did not end in favour of the students, they proved the ability to use their rights as the active citizens the Republican administration desired.

Educational evaluation practices in teacher training schools in mexico

The Normal Schools, teachers' trainers par excellence and tradition in Mexico, over the years, have been transforming not only their physical structure, but also the ways in which they develop learning, through curricula more adapted to the social, academic and cultural reality of our country. From the founding of the first school for teachers at the beginning of the last century, to the teacher training institutions that we have today, the changes have been numerous with regard to the paradigms and educational theories that have been driven for the development of content. However, despite these changes, many teachers teaching in the Teaching Schools continue to use conceptualizations, forms of work and evaluation more oriented to traditional teaching approaches. In 10 years the educational programs of the Normals have been developed and updated, more than in the last 30 years. The results presented in this article are product of quantitative research with descriptive scope. With a population sample of 35 teachers from the Normal Schools of southern Sonora.

Does language teachers’ intercultural competence influence oral participation in EFL classrooms?: unveiling learner perspectives through a mixed methods inquiry

ABSTRACT The present two-phased sequential explanatory mixed methods study investigates the potential association between foreign language teachers’ (FLTs) intercultural competence and Japanese students’ oral participation through the perspectives of students. In Study 1, a survey questionnaire was administered to second-year advanced-level students at two Japanese universities (N = 115). The participants were asked about their learning styles and FLTs’ teaching practices that promoted and hindered their oral participation based on their prior language learning experiences. The results confirmed the associations between FLTs’ host language proficiency, host cultural understanding, and students’ oral participation. In Study 2, qualitative data were obtained from 21 students to explain and build upon the quantitative results. The findings showed that demonstrating intercultural competence by emphasizing group work, showing tolerance for silence, and using Japanese gestures, personal anecdotes, and stories from Japanese culture could create avenues to students’ own worlds and give them psychological safety to express themselves. The study concludes that FLTs’ intercultural competence needs to be further emphasized in teacher training manuals and school curricula in Japanese EFL settings.

СТРУЧНО УСАВРШАВАЊЕ И НАПРЕДОВАЊЕ У ЗВАЊИМА НАСТАВНИКА У ОБРАЗОВАЊУ ОДРАСЛИХ – ИЗМЕЂУ ПОТРЕБЕ И ОБАВЕЗЕ

This paper is aimed at looking at the legal obligation of professional training of teachers in schools for basic education of adults, and by reviewing the literature of perceived needs in daily practice, as well as pointing out the possibilities and limitations of advancement to higher titles in the teacher’s professional career. Teachers in elementary education have a predominantly passive role in choosing the form of professional development, that is, they only participate in certain mandatory forms and are rarely active participants in making decisions on this issue. The involvement of teaching staff dealing with adult education in professional training programs is a neglected topic. The law provides for promotion in the ranks of teachers, as well as prescribed benefits that accompany professional development, but they are absent in practice. The specific work of schools for basic adult education requires great commitment and expertise, and initial education does not always meet the requirements regarding teacher expertise. Content analysis revealed that teachers have limited opportunities for professional development through accredited training in the domain of adult education. Current trends in the field of adult education offer significant opportunities for connecting with other actors and encouraging practitioners through numerous European organizations and projects of learning, professional training and teacher mobility. Greater support from the competent ministry, adequate valuing of professional staff and promotion of the teaching profession can be a significant part of solving the perceived problems in this area

The development of inclusive competencies of the future specialist in physical culture and sports in the pedagogical process of the university

The relevance of the research is conditioned by the need for a detailed study of the theory and practice of the development of inclusive competencies in the professional training of school teachers. In this sense, this work aims to identify the main stages of the development of inclusive competencies among teachers, develop methodological recommendations aimed at facilitating the process of developing inclusive competencies among teachers, determine the stages of implementation of the technology for the development of inclusive competencies for the training of school teachers, describe theoretical and practical aspects in the development and implementation of competencies, as well as describe the priorities of using inclusive approaches in working with children. The main research methodology of this work is a comprehensive analysis, the purpose of which is to study the theoretical and practical characteristics of the development of inclusive competencies among teachers in the context of a complex structure of higher pedagogical education and the school educational system. Furthermore, the following research methods were involved in writing this article: logical reasoning, comparative, synthesis and deduction, classification. The article details the findings of the analysis, points out the key phases in the evolution of inclusive competencies in teachers, offers methodological advice to improve this development, establishes the phases of application of technologies in the formation of inclusive competencies for educators, addresses theoretical and practical aspects of these competencies, and highlights the importance of inclusive approaches when working with children. The materials of the document are of practical value for teachers and students of pedagogical universities, teachers and other employees of secondary schools and schools for children with special needs. Keywords: inclusive competencies; specialist; physical Culture; sports; pedagogical process; university.

TEACHERS’ CHARACTERISTICS AND ITS IMPACT ON STUDENTS' PROFESSIONAL TRAINING IN THE TEACHERS' TRAINING COLLEGES IN FAKO DIVISION, CAMEROON

The purpose of this study was to examine teachers’ characteristics and their impact on students’ professional training in some teacher training schools in Fako Division, the south west region of Cameroon. This study employed a descriptive survey research design with a target population of 100 teachers in two teachers’ training colleges as respondents. Three research objectives were formulated for that purpose which was later transformed into research questions. Data was gathered through the use of questionnaires and was analyzed using Statistical Package for the Social Sciences. The findings reveal there was a positive relationship between teachers’ content mastery, communication, motivation, and personality on student’s professional training. Thus, based on the findings the following recommendations were made; teachers should communicate instructions in simple and clear language so that students will be able to understand also government should constantly organize seminars that will enable teachers to upgrade their knowledge, learn new skills, and become productive.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0214/a.php" alt="Hit counter" /></p>

Navigating Educational Challenges in Cambodia: Insights from China's Vocational Education Assistance Programs

This paper provides a comprehensive exploration of China's pivotal role in supporting Cambodia's vocational education under the ambit of the Belt and Road Initiative, shedding light on the crucial contribution of educational exchanges in fostering economic development. The examination encompasses a detailed analysis of the challenges faced by Cambodia in its pursuit of industrial transformation and workforce skill enhancement. China's substantial aid, manifested through initiatives such as school construction and teacher training, has played a transformative role in fortifying Cambodia's educational infrastructure and facilitating a seamless economic transition. While these initiatives have borne significant fruit, persistent challenges in cultural adaptation, technology transfer, and sustainable development loom large, demanding sustained attention.

Methods and ways of preparing educational research activities for future elementary school teachers based on renewed education

Relevance. The article addresses the importance of research on modern education in the professional preparation of future elementary school teachers. The research relevance is determined by the fact that modern teachers have difficulties in stimulating attention and approaches to learning of elementary school children. In this regard, students in higher educational institutions of the Republic of Kazakhstan are in continuous search of new methods, techniques, and forms of organizing educational research activities based on updated education.Purpose. The research aims to study the methods and forms of research activity training for future elementary school teachers based on renewed education in Kazakhstan.Methodology. The methodological basis of the research consisted of general theoretical methods of scientific knowledge: analysis and synthesis, abstraction and idealization, and modeling.Results. The research results concluded that all modern elementary school teachers participate in pedagogical experiments in the modern education system, in all innovative processes, develop new educational programs and implement new educational technologies that require research skills based on renewed education. The issues discussed relate to the importance of curricula and experiments as well as the approach that students (future elementary school teachers) use in research activities.Conclusions. All of the studies reviewed included issues of professional development for future teachers over a long period, throughout their higher education. It should be noted that the entire education of elementary school teachers, as found in the study, includes the impact of a broader context, while all studies consider the impact of the same educational standard. All the activities described in the research contributed to the development of approaches to teaching science that were consistent with the current research literature. The practical significance of the research lies in the results that can be used as an instructional and practical material for students and researchers involved in school education and early childhood education.

INNOVATIVE TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS: ANALYSIS OF TRAINING LEVEL AND DEVELOPMENT PROSPECTS

The article is devoted to an innovative approach to the organization of high-quality education in the training of future primary school teachers from the point of view of modern education and methodology. As an urgent research problem of the modern education system in the formation and development of innovative opportunities for future teachers in their professional activities, their own judgments and conclusions are presented. The article conducts research and presents the results related to determining the meaningful level of preparation of future primary school teachers for innovative professional activities. The authors analyzed the works of foreign and domestic scientists, guided by regulatory documents. As a result of the analysis, the directions of training future specialists were discussed, which will serve as an impetus for the trajectory of professional development based on the innovative activities of students. The authors of the article also developed an author’s survey “What do you know about innovative professional activity” in order to determine the meaningful level of research work. The survey was organized on the basis of empirical methods. 123 students of the educational program 6B130100 - “pedagogy and methods of primary education” took part in the author’s survey, an analysis of the results of the content level and ideas about the need for innovation in future professions was carried out. Analyzing the results of the author’s survey, it was found that students have difficulty understanding the meaning of the concepts of “professional activity”, “innovative activity”, have a desire to use innovative technologies in the educational process, but have low knowledge of new technologies, as well as conclusions that innovative activity is necessary and should be developed for the professional growth of a teacher.. During the analysis of the research results, innovative training of future primary school teachers is being formed. Keywords: future teacher of primary school; innovative activity; professional specialty; experiment; author questionnaire.

Comparative Analysis between Virtual Visits and Pedagogical Outings to Heritage Sites: An Application in the Teaching of History

In recent years, the teaching and learning of history have been transformed by the incorporation of active methodologies and digital tools. Virtual reality (VR) is one such tool that is being increasingly used in classrooms. It allows students to visit and experience spaces from other historical periods, even those that have been lost. However, due to its relatively slow adoption in formal educational settings, there is still a paucity of scientific references where this type of experience has been empirically tested to prove its potential benefits. Further research on this issue is therefore needed. This study presents a comparative analysis of the didactic use of historical heritage from the Roman period using two different methodological strategies: an educational visit to a museum and a virtual tour via electronic devices. The main objective is to compare the effectiveness of these two methods in terms of usability, learning outcomes, and emotional responses. The study was conducted with 51 primary school teachers in training. Data were collected using two ad hoc questionnaires, which were based on a previous one. A hybrid analysis methodology was adopted, with SPSS used for interpreting the quantitative data and Atlas Ti for the qualitative information. The results indicate that the two methodologies were perceived by future teachers as valuable resources for learning and teaching history. The emotions they evoked were primarily curiosity, joy, and motivation, with only minor occurrences of frustration, nervousness, or fear. The experience gained from this first application will make it possible to extend the study to other educational levels, to enrich the conclusions obtained and to evaluate the potential scope of using this combination of methods to develop historical competences and improve heritage education.

ANALYSIS OF TRAINING AND SYSTEMS FOR FRENCH TEACHERS IN SENEGAL

The training of future secondary school teachers of french has always played a very important role in education policy in Senegal. Indeed, among other objectives, it is essentially based on the acquisition of knowledge related to the subject of french, pedagogical and didactic skills, and a perfect knowledge of the content of secondary school curricula. This raises the issue of content and practical approaches in teacher training. Thus, the question is what curriculum content, what pedagogical and didactic tools and approaches are used to the training practices of future french teachers in Senegal. To better answer these questions, we first checked the content and arrangements for training future teachers of french. The initial results show that the content, tools and teaching approaches used in training practices are not always in line with those officially recommended and are not fully stabilised and applied in didactic situations.

Transformation of the vocational training of primary school teachers in the context of bioengineering development

The article is devoted to the problem of transformation of the future primary school teachers vocational training, taking into account the socio-cultural challenges existing in the country and the world. The authors note the relevance of this problem both from a theoretical point of view and at the practical level. Based on the theoretical and methodological analysis of normative documents, the authors reveal the features of innovations in the general education system and present variants for training a “new” primary school teacher depending on technological development, in particular bioengineering. The article presents a model of criteria-based assessment of the educational outcomes in primary school, which was developed taking into account the requirements of the updated Federal State Educational Standard and the Federal Educational Program. In this regard, the authors pay attention to the formation of new meta-professional competencies of the teacher, contributing to the organization of the educational process in accordance with the technological progress. Summarizing and interpreting the opinions of scholars, the authors come to the conclusion that in the course of training future primary school teachers, it is necessary to develop a set of pedagogical and methodological measures that will become the basis for improving the quality of education in the Russian Federation. Comparative analysis of various aspects of vocational training allowed the authors to develop a model of transformation of vocational training of primary school teachers that meets modern socio-cultural challenges. The authors are convinced that the involvement of students – future primary school teachers - in scientific and methodological activities contributes to the formation of their conscious teaching position, corresponding to new socio-cultural requirements and the methodology of engineering. The article is addressed to specialists of general, secondary vocational and higher education, as well as those who are interested in the problems of modern education.