Teacher Education Institutions Research Articles

Development of mathematical competence as a key competence in English language teaching

The relevance of the study is conditioned to the need to explore new effective methods of implementing competence-oriented education while teaching English and forming key competences as a basis for learners’ comprehensive development and successful integration into a fast-moving cross-cultural society. The purpose of the study was to substantiate the category “mathematical competence in English language teaching learning” and analyse the survey of English language teachers to determine its understanding among teachers of secondary educational institutions. General scientific and empirical methods, deduction, comprehensive analysis, and comparison facilitated achieving the set goals. Hence, this paper presents the research on implementing the competence-oriented strategy stated by the Law of Ukraine on Education in general and the features of developing mathematical competence in English language teaching/learning as a key one. The modern view on understanding the concept in scientific discourse was analysed, including considering mathematical competence as a subject-specific, key, and super-competence. Assuming that communication is one of the methods and ways of teaching the English language, the authors’ vision of its definition regarding its development in the language learning was suggested. In addition, the survey of English language teachers was conducted and analysed and contradictions and problems in its comprehension and implementation among teachers were revealed: understanding the need to develop mathematical competence as a key one in teaching English; and the lack of methods and didactic materials for practical use at the English language lessons at secondary educational institutions. Furthermore, outlined prospects for future research in developing methods and efficient didactic materials for developing the mentioned competence and conducting an experiment to prove their effectiveness. These didactic materials also should comprise the psychological, linguistic, and lingua-didactic aspects, previously substantiated by the author of this paper, for developing mathematical competence as a key one in the process of teaching the English language

Factors affecting research motivation among lecturers in the Institute of Teacher Education

Motivation to conduct research among lecturers is an important issue that needs to be addressed to ensure that the research culture at the Institute of Teacher Education (ITE) can be nurtured. This study was conducted to identify factors that influence research motivation among lecturers at ITE. This study uses a correlational study design involving a total of 271 lecturers. The selection of the sample is carried out by using a clustered random sampling method. Data was collected using a questionnaire adapted from previous studies. Statistical package for social science and SmartPLS version 3.0 software were used to analyze the data. Findings from the analysis that has been conducted shows that the efficacy belief factor (β=0.312, p<0.001) and institutional support (β=0.230, p<0.001) have influenced the intrinsic motivation to conduct research. Meanwhile, the efficacy belief factor (β=0.353, p<0.001) and institutional support (β=0.187, p<0.001) also influenced the extrinsic motivation to conduct research directly. Overall, the factors studied explained 21.4% and 21.8% of the variance in intrinsic and extrinsic motivation to conduct research among lecturers at ITE. The findings of this study can be used by various parties to improve the aspect of increasing research motivation among lecturers.

ПРОФЕСІЙНА ПІДГОТОВКА ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ ДО ВИХОВНОЇ РОБОТИ В НОВІЙ УКРАЇНСЬКІЙ ШКОЛИ

The article based on a holistic analysis of the theory and practice of professional education, describes the theoretical and methodological principles of training perspective primary school teachers to manage and implement educational work with primary school pupils in the New Ukrainian School. It has been established that in the context of the modernisation of the system of higher pedagogical education in Ukraine, there are significant shifts in the directions, content, and essence of primary school teacher training. The author proves that in the process of studying professional disciplines by future primary school teachers in a higher pedagogical education institution, there is an effective formation and development of their educational competence (professional thinking, emotional intelligence, creative potential, assimilation of educational values and value orientations, experience of social adaptation and socialisation of a growing personality to the challenges and threats of modern Ukrainian society). The elements of such competence are as follows: the knowledge, skills, and practical abilities, experience in designing effective areas of childhood education, communication skills, and abilities to implement, analyse and predict the effectiveness of pedagogical interaction of all participants in the educational process in primary school based on child-centredness, cooperation, co-creation, formed autonomy and responsibility by developing pedagogical thinking, creative activity, and independent improvement of the level of organisation of the educational process in primary school. The article defines and describes the current leading principles of organising and conducting professional training of perspective primary school teachers in the implementation of the strategy of creating an educational process in primary school. There has been highlighted and defined the essence of the basic requirements concerning the content of professional training of perspective primary school teachers for the organisation of educational work in the New Ukrainian School.

The Essential Skills for Becoming a Today’s Automotive Vocational Teacher: Focus Group Interview Study

Vocational education, as a kind of education, has an important role not only for people to get a job but also for nations to grow their national economy. Vocational teachers, especially, are the keys to the success of vocational education, so the competencies required to become such teachers are crucial issues that need attention. This study aims to explore the most needed and recent competencies that an automotive vocational teacher needs to master to survive in career life. A Focus Group Interview (FGI) study with two main questions was used to collect data from 6 participants consisting of 3 automotive vocational teachers and three automotive industrial instructors. The interview was recorded, and the data was analyzed qualitatively. The findings stated that the ability to conduct sustainable learning or lifelong learning becomes the most essential competency that automotive vocational teachers need to have. Additionally, there is a suggestion to automotive vocational teacher education institutions to conduct instructional design of learning activities that could promote the abilities of sustainable learning for the students. This is necessary because automotive technology is developing very quickly, so vocational education should deal with that phenomenon by preparing qualified automotive vocational teacher candidates who can conduct sustainable learning or lifelong learning effectively.

The academic achievement of B.Ed. colleges in Manipur: A comparative study

Teacher Education is the back bone of School Education, which will reform the school education system in the country. In order to check the quality of teacher education being provided in the different Teacher Educational Institutions in Manipur is the need of hour as the academic achievement is the outcomes of educational facility being provided in the colleges. The study will find out the best college, where the quality teacher education being provided, but also, it will suggest the remedial measures in order to improve the quality of teacher education being provided in Manipur.

Pre-Service Teachers’ Professional Competence in Integrating ICT in Business Education in Lesotho: A Systematic Literature Review

Information and communication technology (ICT) is a concern in educational settings in developing and developed countries. Studies have shown that the increasing interest in integrating ICT into teaching practices has pressed teacher education institutions to incorporate 21st-century skills in training pre-service teachers to develop these skills for their classroom instruction in the future. However, studies on the integration of ICT in business education are lacking. The purpose of this study was to examine pre-service teachers’ professional competence in integrating ICT into business education during teaching practice, in Lesotho. A systematic literature review examined pre-service teachers’ professional competence in integrating ICT into business education. Hence, an integrative method of analysis was used to extract the influencing factors on the competence of pre-service teachers in integrating ICT in the teaching of business education. The findings revealed that pre-service teachers’ ICT professional competence is influenced by self-efficacy, which relates to the beliefs they hold about their capabilities to integrate ICT into business education. Furthermore, the findings revealed that professional competence is influenced by attitudes toward using ICT, inadequate training, and institutional infrastructure. Teacher education institutions should improve their training programmes to adequately meet the needs of pre-service teachers and develop policies regarding the integration of ICT in their curriculum. If teacher education does not address these issues, pre-service teachers will continue struggling with the integration of ICT in their teaching. Therefore, teacher education should refine its curriculum and support the integration of ICT into business education.

FORMATION OF FUTURE PRIMARY SCHOOL TEACHERS’ PREPARATION FOR SOCIALLY ORIENTED EXTRACURRICULAR ACTIVITIES IN PEDAGOGICAL COLLEGES

The article emphasises that the professional and pedagogical training of future primary school teachers in pre-higher pedagogical education institutions must consider the requirements of the New Ukrainian School for the organisation of effective socially oriented extracurricular activities. The leading components of the professional and pedagogical training of future primary school teachers have been identified, namely: psychological and pedagogical, organisational and pedagogical, special scientific, activity and procedural, subject and operational. The article considers the formation of the future primary school teacher's preparedness for socially oriented extracurricular work in the context of the acquired general pedagogical and purely professional knowledge, formed skills and abilities, and the ability to assess their level of professional training and readiness for self-improvement; motivated desire and need for the implementation of professional pedagogical activity in the future; effective formation of professional and personal qualities of the future primary school teacher, the formation of which takes place during studying at a pre-higher pedagogical education institution. The author describes the main professional competencies and fundamental principles of constructing socially oriented extracurricular activities: child-centred, naturalness, and cultural relevance; voluntariness and individualisation, scientific and systematic approach, integrity and subject-to-subject interaction (partnership pedagogy), personal orientation and interrelation with life, the unity of development and self-development, social activity and life-creative activity; emotional attractiveness and correspondence to the age capabilities of primary schoolchildren. The leading scientific approaches to the design of such work have been substantiated: personality-oriented, value-motivational, and personally active.

Penerapan Kebijakan Pendidikan Inklusi Di Tingkat Madrasah Ibtidaiyah

Elementary schools with inclusive education programs pose challenges for principals and teachers in educational institutions. Inclusive education in elementary schools needs to receive more attention because elementary school students still need full attention from educators, along with the presence of students with special needs. Of course, achieving learning goals is not easy. The aim of this research is to observe and describe the phenomena that occur during the implementation of inclusive education in elementary schools. This research uses a qualitative descriptive method, analyzing the factors that support and hinder the implementation of inclusive education in elementary schools, thus concluding that teachers need to know more about the factors that support and hinder the implementation of inclusive education in Madrasah Ibtidaiyah. The results of this research show that educational service institutions and the community must work together to provide appropriate services to students in general and children with special needs to improve the quality of educational services in schools.

The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence

ABSTRACT Although research on the relationship between opportunities to learn (OTL) in teacher preparation and preservice teachers’ learning outcomes, including aspects of their knowledge, has significantly increased in recent years, the relationship between OTL and preservice secondary school teachers’ cognitive competence and, particularly, the situated aspect of competence, in Mainland China remain poorly understood. This paper examines this association based on a study involving 583 preservice teachers chosen from four preservice teacher education institutions. The results revealed that the preservice teachers received adequate OTL in various domains, such as tertiary-level mathematics and mathematics education pedagogy. However, mainly due to the influence of academically oriented teacher preparation models in Mainland China, there were quite weak overall connections between OTL and the four examined aspects of teachers’ professional competence (mathematics content knowledge, mathematics pedagogical content knowledge, a mathematics instruction-related perspective on noticing, and a general pedagogy-related classroom perspective on noticing). Comparatively speaking, relatively strong associations existed between OTL in teaching methods, school-based teaching practicums, and the situated aspect of competence (e.g. noticing). These findings show that, to a great degree, initial teacher preparation in Mainland China does not relate closely to preservice teachers’ professional competence.

Campus caring from the lens of preservice teachers

ABSTRACT Caring is an important disposition of effective teachers and studies on care at the primary level have been abundantly researched. However, studies from preservice teachers’ points of view relating to lecturers’ caring behaviour are limited. This mixed-method study aims to determine the level of care exhibited by the lecturers and to inquire how lecturers display care from the lens of the preservice teachers. In this sequential explanatory design, data were collected in two phases. In phase one, a survey instrument which was adopted from Garza and Van Overschelde’s Faculty Caring Survey was administered to 250 preservice teachers of an institution of teacher education. In phase two, a focus group discussion was carried out to discover the lecturers’ caring behaviour. The outcome of the survey displayed that the overall mean of care was high, with a Cronbach Alpha of 0.94. The study also revealed that ‘emotional caring’ and ‘academic caring’ emerged as central themes from the focus group discussion. Findings also suggested that caring should be one of the disposition traits of lecturers as it would make an impact on the professional development of preservice teachers as future educators.

The Correlation between Definitions of General and Social Intelligence in the Empirical Study on Teachers of Preschool Educational Institutions

The purpose of our article is to analyze the Phenomenological Scientific Approach to the characteristics of general intelligence of a personality; to consider Intelligence structure as a basic general category, to describe the problem of its origin and essence as one concept of the “eternal”, “planetary” problems; to show Measuring (or Testological) Scientific Approach to characterize the general intelligence of a person; to propose the characteristics of Associated-systems theory; to study the problem of general and social intelligence, to analyze correlation of these definitions according to the thoughts of teachers of preschool educational establishments. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, methods of the analysis, systematization, modeling, generalization. Also, in our research we used empirical methods, like statement study. The results of the research. We proved that in the paradigm of Cognitive Psychology the study of social cognitions and social intelligence has greatly enriched in the Psychology by the essence and the content of social intelligence, which previously had been developed in the psychometric tradition. Thanks to Cognitive Psychology, the actualization of the concepts of social representation was intensified. However, the analysis of existing models of representations of social knowledge suggests that the greatest attention in the history of Cognitive Psychology was given to abstract representations, and existing mental models (which relate to both verbal and figurative presentation formats of information) were not systematically checked. In addition, the functioning of these models, as a rule, plays a leading role in such a field of social cognition, as actualization of processes of social categorization and stereotyped thinking, in the field of perception of psychological features, the formation of the first impression, understanding of subjects of interpersonal interaction, etc. This situation, we deal with, sets the prospect of further empirical research on the development of social intelligence. Conclusions. So, Intellect (from the Latin Intellectus – feeling, perception, understanding, concept, mind) is a quality of the psyche of a personality, which is based on the ability to adapt to new situations, the ability to learn on the basis of acquired personally significant experience, understanding and application of both specific and abstract concepts to use their knowledge in order to influence and manage the environment. Intelligence is defined as the general ability of an individual to know and solve problems and tasks, which unite all cognitive processes and present human cognition: feelings, perception, memory, representation, imagination and thinking.

Teaching Creative Thinking Skills in Educational Institutions in Nigeria

Creative thinking is a multidisciplinary concept that falls within the brackets of higher order thinking skills and its teaching in educational institutions in the 21st century has become inevitable in Nigeria in particular and the global community at large, because change occurs in split seconds with prospects, challenges and corresponding crises that keep man in a complete state of apprehension and loss without corresponding skills to explore the environment to man’s advantage. Using the philosophical methodology, the paper discusses the teaching of creative thinking skills in educational institutions in Nigeria. The paper acknowledges that the inability of educational institutions in Nigeria to prioritize the teaching of creative thinking skills is responsible for the near to nothing level of productivity that exists in the Nigerian society compared to the number of educated persons in Nigeria. The paper strongly maintains that making the teaching of creative thinking a norm in Nigeria can be a springboard for entrepreneurial revolutions that can checkmate social vices in Nigeria. The paper makes recommendations, part of which are that education should be repositioned to prioritize the teaching of creative thinking to would-be teachers in the training of teachers in teacher education institutions, that instructional delivery across all tiers of education should be based on problem based and project based approaches that prioritize practical instead of theory, a development that demands providers and sponsors of education to be more committed and that the curriculum of educational institutions in Nigeria should incorporate realities of the 21st century among others. Keywords: Education, Teaching, Creative teaching, teaching creative thinking

Education of moral and volitional qualities in student youth during the educational process

The article presents the content of education of moral and volitional qualities of student youth in the course of the educational process. It is noted that the issue of raising moral and volitional qualities in students is actualized by modern challenges and needs of Ukrainian society. Such a priority encourages teachers of higher education institutions and sports coaches to renew classes and educational activities in general. It is emphasized that the educational and training process should be aimed at solving the necessary tasks for the education of such moral-willed qualities of students as self-confidence, purposefulness, courage, discipline, self-assertion, independence, determination, moral-willed stability, including under time of physical education classes in secondary schools. To achieve the goal of this research, we used theoretical, empirical and statistical methods (self-analysis, the method of qualification analysis, questionnaires, testing, conversations and discussions, the method of pedagogical observation, competitions, quantitative and qualitative data analysis, and others). It has been established that during the education of moral and volitional qualities of student youth in the educational process, teachers should take into account the following factors: to improve student youth's knowledge, understanding and awareness of the need to educate the studied qualities; to promote versatile personality development; to educate student youth in a valuable attitude to educational activities in higher education institutions, physical culture and their own health; to form self-confidence, purposefulness, courage, discipline, self-assertion, independence, determination, resilience; to form the necessary knowledge, desire, skills, and practical experience regarding the moral and volitional qualities required for successful educational, training, and professional activities; to educate students in a conscious desire to engage in physical education; use the new content of classes, proven and modern means, forms and methods of educational work; create effective pedagogical conditions and technologies; form key components.

Research of the Problems of Professional Support for Teachers in the Implementation of Inclusive Education

Professional support for teachers plays a crucial role in the implementation of inclusive education. In the study, the concept of “professional support for teachers” refers to the existence of close social ties between the administration (school principal and his deputies), colleagues, parents of children with SEN, and teachers of postgraduate pedagogical education institutions, who are the main resource for professional support. The aim of the study was to identify current problems of professional support for teachers of inclusive education in a general secondary education institution. It is established that the administration of the institution is mainly interested in the formation of additional competencies of teachers. The problems in which teachers need professional support are identified, in particular: increasing incentives to work with children with SEN; involving special educators in the provision of correctional and developmental services; providing funding for institutions to create an inclusive educational environment; conducting educational work with parents to form adequate expectations of their children; providing teachers with practical advice on minimizing unwanted behavior and modifying educational material for children with intellectual difficulties and autism spectrum disorders. It was found that the activity and motivation of parents of children with SEN to cooperate plays an exceptional role in providing support to teachers.

Teaching teachers to teach with technology: teacher educators’ practices

ABSTRACT Despite the efforts of initial teacher education institutes (ITEs) to incorporate technology into their curricula, pre-service teachers (PSTs) feel insufficiently prepared to use technology effectively when teaching. To prepare PSTs to use technology in their future teaching practice, teacher educators (TEs), as second-order teachers, must both teach with technology themselves and teach about the use of technology in education. In this study, we investigate TEs’ use of technology, the extent to which TEs teach about different aspects of teaching with technology, and which groups of TEs can be identified based on these results. An online survey among 172 TEs at a Dutch University of Applied Sciences revealed major differences in how TEs teach with technology and which aspects of teaching with technology they address to prepare their students for their future teaching practice. Most TEs do not use technology regularly to support self-regulated learning or to provide differentiated instruction, nor do they prepare their students to do so. Three groups of TEs were identified: forerunners, a middle group, and laggards. Further research is needed to untangle the contributing factors explaining the differences between these groups, such as TEs’ competences and possibilities for professional development.

Challenges of Lecturers in Elementary Teacher Education Institutes in India: A Survey Study

Challenges of Lecturers in Elementary Teacher Education Institutes in India: A Survey Study

LMS 성찰 글쓰기를 활용한 ‘뉴스포츠 실기 및 지도법’ 전공수업에 참여한 직전 교사의 경험과 시사점 탐색

Objectives The purpose of this study was to explore the experiences of pre-service teachers who took the ‘new sports practical skills and teaching method’ using LMS reflection writing at universities.
 Methods For 15 weeks from March 2 to June 8, 2023, the reflective essays written by elementary school preparatory teachers who participated in the New Sports Practical Skills and Teaching Methods class using reflective writing for 2 hours a week and the data collected through one in-depth interview were inductively categorically analyzed.
 Results The experience of the primary pre-service teacher who participated in the new sports practical skills and teaching method class is as follows. First, elementary pre-service teachers with low motor skills were able to discover the charm of new sports as they participated in new sports with less pressure. Second, primary pre-service teachers have acquired the intrinsic and extrinsic value of new sports. Third, the pre-service teachers were able to expand their practical knowledge of new sports as well as their understanding of teaching methods in the course of class demonstration exercises, thereby increasing their perspective on lesson design and management. Fourth, it broke away from school physical education, which was limited to modern sports, and laid the foundation for the operation of various physical education classes. Fifth, through reflective writing, primary pre-service teachers were able to improve their expertise as a future teacher by repeatedly having active and subjective reflections on the process of class participation.
 Conclusions Because the new sports practice and teaching method using LMS reflective writing provides meaningful experience to prospective elementary school teachers, it is desirable for it to be operated in the physical education department curriculum of immediate teacher education institutions.

A Critical Analysis of the Issues with the Teacher Education Programme in Bihar

The 21st century will require our logical Teacher Education Programme and Institutes to undergo additional changes. These days, more teachers will be needed. witch is an epoch of expanding knowledge. Changes are required to the current Teacher Education Institutes. This article discusses four models that explain these changes and provides some philosophical perspectives.A purpose and a positive attitude towards the profession of teaching are formed through teacher education programmes. The number of issues arose with mushrooming of teacher training institutions. Deviation from norms in terms of Buildings, personnel, students, the type of teacher-to-student ratio, curriculum, practise teaching, admission, evaluation, and other factors are some of the issues that need be redressed in teacher education. An analysis of the various issues and certain corrective measures has been attempted in this paper.

The Validity of Pre-Service Teachers’ WASSCE Results in Predicting Academic Performance at the Presbyterian College of Education

In line with international best practices, countries across the globe are intensifying their teacher education institutions to train world-class teachers to feed their schools. Against this background, this research work tried to determine how robust the admission process at the Presbyterian College of Education, Akropong, is. This is because admitting students into the College of Education is the first step in ensuring a sound teacher training program. The study was quantitative and used secondary data; that is, students' West Africa Senior High School Certificate Examination (WASSCE) entry results against their Final GPA at the College of Education were used for the data analysis. The analysis proved that those who entered the College of Education with good grades from the Senior High School exited with good GPAs, and the inverse was true. The researcher recommends that the college move beyond the regular training and put in measures to ensure that most students can improve their performance to be at par with the current demands of a world-class teacher.

Emotional Intelligence and Self-esteem among B.Ed. Students

The present study is investigated about the emotional intelligence and self-esteem among B.Ed. students. The study was conducted through descriptive survey method. The researcher took self-esteem as dependent variable and emotional intelligence as independent variable. Also, the researcher adopted random sampling technique by taking 100 B.Ed. students from three teacher education institutions which are under Utkal University. Emotional intelligence inventory developed by S.K. Mangal and self-esteem inventory developed by Karunanidhi used as tools for the collection of data. The data collected were analysed using simple statistical devices like mean and standard deviation. The major findings revealed that most of the B.Ed. students have average level of emotional intelligence and have average self-esteem. There is positive relationship between emotional intelligence and self-esteem of B.Ed. students.