Teacher Training Research Articles

Pusat Sumber Belajar Matematika Berbasis Website Untuk Meningkatkan Mutu Proses Pembelajaran Matematika

Limited access to printed materials, lack of interaction, and lack of multimedia-based learning media are significant problems, especially in remote areas such as NTB. In addition, the situation is further complicated by the limitations of infrastructure, internet connections, and teachers' technological capabilities. The purpose of this study is to create a web-based Learning Resource Center (PSB) that utilizes technology to support learning and offer interactive teaching materials. Needs analysis, PSB structure development, guideline preparation, and validation and usability test are all methods used to conduct this study. The inability of technology, the limitations of infrastructure, and the effects of print media on the environment are the main problems identified. Interactive teaching materials, teacher training, wider access to learning materials, and web-based multimedia are some of the solutions that come to mind. The results show that the web-based PSB can function as a learning resource center and support the development of technology-based teaching materials, learning systems, and multimedia. This PSB also provides facilities such as multimedia labs, digital libraries, and access to interactive teaching materials, which improve the quality of learning. So, web-based PSBs help support technology learning, overcome limited access to teaching materials, and improve the quality and efficiency of education, especially in areas with limited infrastructure.

An examination of Turkish EFL teacher trainees’ pronunciation knowledge, perception, and production

With the proliferation of research in recent decades, pronunciation has ceased to be the “Cinderella” of language teaching. However, there are still gaps between research findings and classroom implementations (Olson, 2014). To this end, this classroom-based, experimental study explored pronunciation knowledge, perception, and production among first-year Turkish EFL teacher trainees in the context of a sixteen-week-long undergraduate course. Data were collected through three diagnostic tests. In this regard, eighty participants were pretested before and post-tested after the course. The collected data were examined descriptively and inferentially via the IBM SPPS Version 25. Findings indicated dissimilar levels of rise in knowledge (modest), perception (slight), and production (substantial) performances of teacher trainees. Nevertheless, specific gaps in knowledge and problems with segmental and suprasegmental pronunciation features remained. Results were discussed, pedagogical implications were thoroughly assessed, limitations to the study were recognized, and recommendations for future research were made.

Education for sustainability and physical education: a systematic scoping review

ABSTRACT Education for sustainability (EfS) in the school context is recognized scientifically and politically as fundamental for training citizens who are capable of transforming future society. Physical education (PE) represents a singular way to complement cognitive approaches by drawing on the bodily dimension and learning in action as well as affective and sensory aspects. Furthermore, relevant research could lead to the qualitative implementation of EfS in PE. Thus, the aim of this systematic scoping review was to summarize the results of related research into the implementation of EfS in PE and to identify avenues for future studies aimed at establishing EfS sequences within PE. A 5-step methodological framework, incorporating the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, was used to carry out this scoping review, in which 30 studies were considered. The results showed that the research was current, was performed mainly in Europe, and frequently referred to the institutional framework of the Sustainable Development Goals. Additionally, the results highlighted that PE programs make few explicit references to the concept of sustainability or EfS; furthermore, PE teachers, while they may be inclined to implement EfS in PE, lack control of the concepts and training. Finally, the EfS learning sequences in PE have limitations regarding the definition and characteristics of effective EfS, particularly a lack of pluralism and holism. Recommendations for future research and for practical implementation were made, particularly with respect to PE teacher training, PE programs and EfS learning sequences in PE.

FORMAÇÃO DE PROFESSORES DA EDUCAÇÃO INFANTIL EM NÍVEL LATO SENSU: PENSAR O PROCESSO FORMATIVO NA PERSPECTIVA HISTÓRICO-CRÍTICA

The text aims to reflect on the training process experienced by Early Childhood Education teachers in a lato sensu postgraduate course, highlighting its implications for pedagogical activity with children. The specialization course in Early Childhood Education and Child Development is based on formative actions aimed at creating possibilities for teachers from the perspective of human formation. The course is part of the teacher training policy for Early Childhood Education and is supported by the Common National Base for Basic Education Teacher Training (BNCFP), the National Curriculum Guidelines for Early Childhood Education (DCNEF) and the Common National Curriculum Base (BNCC). Our analysis is based on Historical-Cultural Psychology and Historical-Critical Pedagogy, both grounded in the epistemology of Historical-Dialectical Materialism. The reflection developed here highlights the concern to guarantee the humanization of teachers in a training process that continues to be guided by liberal educational policies. The results indicate that the learning developed through the course has relevant implications for teachers' pedagogical activity. However, there is a pressing need to ensure that teacher training for Early Childhood Education is an ongoing public policy and that the public authorities provide the objective conditions necessary for this learning to reverberate in consistent practices, so that teachers and children experience humanization, in other words, develop towards the human race.

Utilization of Local Wisdom as a Learning Source in Designing Learning Tools: Culturally Responsive Teaching Negeri Hila

Community Service (PkM) activities were carried out by providing training to teachers at SMA Negeri 6 Maluku Tengah in Waitomu Hamlet-Negeri Hila. This activity aims to provide insight into the development of teacher professionalism, more specifically how deep the application of CRT in learning activities at school. This activity is expected to encourage teachers to improve their competence and motivation to become professional teachers. The activity was carried out in a structured and systematic manner in the form of providing in-depth material for teachers. The result of the community service is that subject teachers can develop learning tools based on local wisdom, namely CRT, which utilizes the surrounding environment as a learning resource. In addition, 100% of teachers like this activity, this is because there are many training activities both from the center and local governments, but CRT-based training activities are rarely delivered and are even new to teachers. The school hopes that lecturers can continue to provide assistance and training for teachers at SMA Negeri 6 Maluku Tengah by sharing new things so that they can apply them in learning. By embracing CRT in learning, it can create an inclusive, interesting, and empowering learning experience that meets the various needs of all students and helps close the gap in learning

The Role of Technology in Improving the Quality of Islamic Religious Education in Schools and Madrasas in the Digital Era

This study examines the integration of technology in enhancing the quality of Islamic religious education in schools and madrasas during the digital era. Using a qualitative approach, the research highlights how digital tools and platforms facilitate interactive learning, foster student engagement, and improve accessibility to religious education resources. The findings indicate that technology not only supports traditional pedagogical methods but also provides innovative solutions to address the evolving needs of students and educators. Platforms such as learning management systems, virtual classrooms, and digital libraries are identified as effective tools for teaching and learning Islamic studies. Moreover, the study explores the challenges faced in implementing technology, including digital literacy gaps, infrastructure limitations, and the need to align technological advancements with Islamic ethical values. By analyzing best practices from various institutions, the research offers insights into strategies for optimizing technology use while maintaining the spiritual and moral integrity of Islamic education. The study concludes that a balanced integration of technology, supported by teacher training and institutional readiness, can significantly enhance the quality of Islamic religious education, making it more relevant and effective in the digital age.

Navigating inclusion: understanding social perception, educational opportunity, and challenges for neurodiverse students in Bangladeshi formal education

Neurodiversity movement around the world pushes the society to ensure inclusion in all settings in where societal perspectives play the vital roles for effective changes. The aim of this study was to explore the scenario of inclusion of neurodiverse students of Bangladesh. This qualitative study sheds light on social perspectives toward neurodiverse students; as well as their educational opportunity and challenges in formal education. Through purposive sampling, eight parents of neurodiverse students and eight special educators were chosen as the sample of this study. In depth data were collected through interview questionnaire from both groups. Interpretation of data exhibited the misconception, prejudices, and social stigma toward neurodiverse students. Findings of the study also revealed the challenges regarding education of neurodiverse students such as: inadequacy of resources, awareness, teachers training and infrastructure. The study concludes by proposing possible strategies such as: proper policy and curriculum development, capacity building and awareness raising to overcome those challenges.

RESEARCH ON DIGITAL LITERACY ENHANCEMENT OF PHYSICAL EDUCATION TEACHERS

In the context of digital transformation, enhancing physical education teachers' digital literacy has become a crucial task in educational development. This study employs methods including literature analysis and case studies to systematically explore the theoretical foundation, practical challenges, and development strategies for improving physical education teachers' digital literacy. The research finds that physical education teachers' digital literacy is a multi-dimensional conceptual system, encompassing digital technology knowledge and skills, teaching design and assessment capabilities, the ability to integrate educational theory with physical education knowledge, and learning and self-development capabilities. The study reveals that current efforts to enhance physical education teachers' digital literacy face challenges such as uneven resource allocation, incomplete training systems, and lack of assessment mechanisms. To address these issues, this research proposes systematic solutions including constructing digital curriculum training systems, integrating and developing educational resources, optimizing digital teaching environments and assessment systems, and strengthening faculty development. The research findings have significant theoretical and practical value for promoting the informatization of physical education and enhancing physical education teachers' digital literacy levels. KEYWORDS: physical education teachers; digital literacy; teacher training; digital teaching; education modernization

Perfil emprendedor en estudiantes de educación superior chilenos

(analytical)Entrepreneurship currently has a relevant position in vocational training. This study sought to identify entrepreneurial profiles among students in the Faculty of Business and Administration at the Instituto Profesional de Chile. A non-probabilistic sample of 240 students was used. The results of the research showed a high level of entrepreneurial behaviors, subjective norms, self-belief and entrepreneurial intentions, as well as the identification of four different profiles: natural entrepreneur, informal entrepreneur, entrepreneur due to necessity and non-entrepreneur. These results provide new information about entrepreneurship among young people that can be used to inform educational processes, pedagogical practices, teacher training, developing links with local settings and the design of graduate profiles for business and administration degrees. Keywords: Entrepreneurship; competence development; vocational education; youth; quantitative analysis.

MATEMÁTICA ACADÊMICA E MATEMÁTICA ESCOLAR NO ÂMBITO DO CURSO DE GRADUAÇÃO EM LICENCIATURA EM MATEMÁTICA

This article analyzes the relationship between academic mathematics and school mathematics in the context of undergraduate mathematics courses. Definitions of both are provided, based on authors who argue on the subject. The importance of these conceptions in the training of mathematics teachers and mathematicians is also highlighted. The authors researched and their writings form the entire theoretical basis of the work, which consists of a bibliographical survey, so that it is possible to observe that, although there is a fundamental relationship between them, there is also a perceptible difference. In the mathematics degree course, it is possible to verify the existence of subjects that contemplate each of the two perspectives mentioned. In view of this, the aim of this paper is to establish an analysis of the contributions that Academic Mathematics and School Mathematics make to teacher training and performance, which facilitate student learning, with more descriptive definitions and the use of methodologies aimed at communicating mathematical knowledge in an objective and practical way.

Impact of human capital development and economic growth in Nigeria

This study examined the impact of human capital development and economic growth in Nigeria using time series spanning from 1986 to 2021 which were sourced from the Central Bank of Nigeria (CBN) Statistical Bulletin and from the Statistical and Nigeria Education Management Information System, Educational planning, Research and Development office of the Federal Ministry of Education, Abuja. It was set out to explore the relationship between human capital indicators (primary school enrolment, government expenditure on education and government expenditure on health) and economic growth (gross domestic product). The study employed Autoregressive Distributed Lag (ARDL) bounds testing approach to Co-integration analysis to estimate the relationship among the variables used in the study. The study established long-run co-integration among the variables. The findings from the study revealed that there is strong positive long-run relationship among primary school enrolment, government expenditure on education, government expenditure on health and economic growth though not statistically significant while only government expenditure on education and economic growth is statistically significant. In line with the findings, the study recommended that government and all stakeholders should make conscious effort to curb the menace of increasing out of school children which is regarded as “a time bomb” in order to increase primary school enrolment in Nigeria. Government should also improve her expenditure on education in providing educational infrastructure, training and retraining of teachers at all levels in the country so as to sustain long-run economic growth. Furthermore, effort should be made towards increasing budgetary allocation to health sector for continuous growth sustainability.

SER PROFESSORA DE BEBÊS: PERSISTÊNCIAS E PERSPECTIVAS NA FORMAÇÃO INICIAL PARA A DOCÊNCIA

Being a teacher for babies involves appropriate knowledge in the theoretical-pedagogical relationship that shapes the process of professional identity formation. Thus, this article aims to analyze the continuities and perspectives in teaching practice with/for babies through an internship experience documented in a report. The methodology was theoretical-documentary, with the analysis focusing on an internship report as a research instrument, which allows for the examination of the formative movement of teachers in initial training and reveals the learning process for teaching. The compiled data were selected and organized into three categories of analysis: 1) Organization of space in teaching practice with babies; 2) Teaching actions in pedagogical practice with babies; and 3) The formative movement of the students and its implications for and in the constitution of teaching. A careful examination of the scientific writing of the internship report highlighted the persistences that still permeate pedagogical practices with babies and, concurrently, inspired possibilities to reflect on educational actions more conducive to learning and child development. We conclude that it is crucial to invest in initial training, with studies and immersion in professional practice through supervised curricular internships, as a means to equip teachers for the specificity of early childhood education. Moreover, the ongoing training of teachers needs to be an object of investment in a consistent, longitudinal and rigorous formative process, that dialogues with historical-cultural conception of early childhood education, childhood, and teaching aligned with the theoretical-practical framework already established in area.

FORMAÇÃO CONTINUADA DE PROFESSORAS DE EDUCAÇÃO INFANTIL EM CURITIBA: UMA ANÁLISE SOBRE AS SEMANAS DE ESTUDOS PEDAGÓGICOS DA REDE MUNICIPAL NO PERÍODO DE 2012 A 2022

The continuous training of teachers working in Municipal Centers for Early Childhood Education (CMEI) in Curitiba/PR takes place throughout the school year through courses, seminars, and events. In this article, we are interested in reflecting on the continuous training carried out during the Pedagogical Study Weeks (SEP). The SEP takes place annually in early childhood education units, and training demands can be requested by the institutions based on the reality experienced by the unit or follow the theme proposed by the Municipal Department of Education, defined in annual Pedagogical Notebooks. In this study, we analyze the SEP training from 2012 to 2022, aiming to investigate the themes of continuous training and their interaction with pedagogical practices and the quality of this stage. The qualitative approach methodology was chosen for the study, based on the survey and analysis of the themes in the period. The results show that the SEP training demands predominantly focus on disciplinary areas and developmental psychology in the first four-year period. Play/playfulness remains a demand in both four-year periods, but we could not identify the specifics of these themes as the training titles are generic. Even so, we consider the presence of play/playfulness as a formative interest important. We are concerned about the absence of training demands on the DCNEI (2009), childhood sociology, social markers of difference, and children’s cultures, mainly because there is an alignment of SME proposals with the BNCC (Brazil, 2017).

Development of audio-visual media to enhance student comprehension in Islamic education

This study aims to develop audio-visual media to enhance student understanding in Islamic Education at Madrasah Aliyah Tulungagung. A qualitative approach with a case study design was employed to explore in-depth the processes and experiences associated with the use of this media. The research subjects included Islamic Education teachers, students, the headmaster, and curriculum staff. Data were collected through in-depth interviews, focus group discussions (FGD), participant observations, and documentation. Data analysis involved transcription, coding, categorization, and interpretation. The findings indicate that audiovisual media are effective in assisting students in understanding complex and abstract concepts in Islamic education. This media also boosts student motivation and engagement in learning. However, the use of this media faces challenges such as limited technological facilities and preparation time constraints. The study recommends enhancing support for facilities and providing training for teachers to optimize the use of audio-visual media. With appropriate support, this media has the potential to become an effective tool in improving the quality of Islamic education at Madrasah Aliyah Tulungagung and other madrasahs in Indonesia.

Elementary School Teachers’ Competencies: In-Service Teachers Training Model for Content, Culture, Technology Integration

Teachers’ competencies, in terms of content, culture, and technology, are the main capital for managing 21st-century learning. Despite the importance, these competencies have not been well developed, specifically at the elementary level, indicating the pressing need to develop a training model. Therefore, this study aims to develop a quality INSET CULTECH model for in-service teachers that integrates content, culture, and technology. The study procedures were carried out using a Four-D development method. The training model was content-validated by experts and responses were received from teachers before testing with repeated measurement. The sample population comprised teachers from public elementary schools in Denpasar City. In addition, competencies data before and after participating in INSET CULTECH were analyzed using Repeated Measure ANOVA. The results showed that the quality of the training model developed was in a good category. This study is expected to have an impact on developing competencies in integrating Balinese culture into basic science learning, using mobile technology, and implementing innovative learning with the developed media.

Transforming Higher Mathematics Teaching Through Computer Technology

This study investigates the impact of computer technology on higher mathematics teaching and learning, focusing on student attitudes and academic performance. Utilizing a mixed-methods approach, the research involved 210 high school students and 15 mathematics teachers. Data were collected through a combination of semi-structured questionnaires, student test scores, interviews, and classroom observations. The findings indicate that the integration of computer technology leads to significant improvements in students' academic performance and fosters positive attitudes towards mathematics. Students using technological tools showed greater engagement, better understanding of complex concepts, and increased confidence in problem-solving. No significant gender differences were observed in attitudes towards technology use. However, challenges such as resource accessibility and the need for teacher training were identified. The study concludes with recommendations for effectively incorporating computer technology into higher mathematics education to enhance learning outcomes and student engagement.

Evaluating the Impact of Geoeducation Programs on Student Learning and Geoheritage Awareness in Greece

In recent years, multiple efforts to promote geoscience and geoenvironmental awareness have highlighted the need for geoeducation. This article explores the importance of integrating geoeducation into the Greek curriculum for promoting a deeper understanding of geosciences. The method used is primarily based on a mixed-methods approach, covering both qualitative and quantitative data. A preliminary assessment revealed a lack of information on the conceptual framework of geosites and geoparks. Following this, a geoeducation tool was developed to introduce the basic principles of geoeducation. The evaluation showed a significant increase in understanding and a heightened desire for further knowledge on geoeducational topics. To address current deficiencies, effective integration of this geoeducational tool requires comprehensive teacher training and curriculum reform. Promoting geoeducation through school programs is critical for creating a more informed, responsible, and sustainable society. This paper advocates policy changes and educational initiatives to firmly integrate geoeducation into the Greek educational system.

Lessons from an intervention study on the sustainability of after-school comprehensive sexuality education in Zambia: the perspectives of teachers, health workers and guardians

BackgroundComprehensive sexuality education (CSE) has been introduced in many sub-Saharan African countries, but limited political interest and insufficient funding have resulted in many CSE initiatives being dependent on donor funding or non-governmental organisations (NGOs) supporting its implementation. This has created concerns about the sustainability of the programmes. The objective of this study was to explore factors affecting the sustainability of CSE delivered through a youth club organized after school hours in Zambia.MethodsWe interviewed teachers and community health workers (CHWs) who had implemented CSE as part of an after-school youth club set up as part of a cluster randomized controlled trial. The trial evaluated the effectiveness of economic support for adolescent girls, CSE and community dialogue meetings on adolescent childbearing. Teachers and CHWs in 63 schools were trained to facilitate the CSE youth clubs, and they were given economic incentives during the trial´s two-year intervention period to organize meetings every fortnight. Two years after the external support for the youth clubs ended, we conducted qualitative interviews with the facilitators in 15 of the 63 schools, interviews with some head teachers, and focus group discussions with guardians of adolescent girls.ResultsWhereas CHWs were generally supportive of teaching adolescents about contraception, some of the teachers stressed that abstinence was the most effective method to avoid pregnancy and diseases. The respondents’ diverging points of view did not affect their willingness to continue teaching CSE, including contraception. However, the youth club meetings were only continued in a few schools after the external support period ended. This was attributed to transfers of trained teachers and a lack of training among the remaining staff; lapse of moral support, resources and incentives; limited involvement of the school management in the CSE initiative; and attention shifting to other projects.ConclusionTo ensure the sustainability of CSE initiatives for adolescents, emphasis should be placed on training several teachers in each school, and continued moral support and encouragement also appeared essential.Trial registration: ISRCTN (ISRCTN12727868).

REFLEXÃO CORPORAL: PRÁTICAS INOVADORAS NA FORMAÇÃO DE PROFESSORES DE EDUCAÇÃO FÍSICA

The present work entitled "Bodily Reflection: Innovative Practices in the Training of Physical Education Teachers" addresses the importance of articulating bodily practice with critical reflection in the teacher training process in physical education. The central proposal is to discuss how new pedagogical approaches can contribute to the development of innovative practices in teaching this subject, considering the challenges faced by teachers in training. Bodily reflection, understood as a process that unites theory and practice, emerges as an essential tool for improving teaching skills, especially regarding the ability to adapt content and methodologies to the school context. The study also explores how these practices can positively influence the interaction between the teacher and their students, promoting more meaningful learning that is connected to current needs. Thus, the research highlights the need for training that goes beyond technical knowledge, also incorporating a critical and reflective understanding of corporeality and its pedagogical application.

An Integrative Model for Developing The Personal Qualities Of Future Teachers Through Historical And Fictional Books

Developing personal qualities in future teachers is a crucial element in preparing them for their professional roles. Historical and fictional books provide rich, multidimensional resources that can enhance empathy, critical thinking, and ethical reasoning. This article explores an integrative pedagogical model that incorporates these literary genres to nurture personal qualities in teacher trainees. The suggested model combines cognitive, emotional, and experiential learning strategies to foster qualities such as responsibility, creativity, and cultural awareness.