Teacher Training Programs Research Articles

A COMPARATIVE STUDY ON AWARENESS OF INCLUSIVE EDUCATION AMONG PRE-SERVICE EFL TEACHERS IN TWO KAZAKHSTANI UNIVERSITIES

This study aimed to explore and compare the awareness level of Inclusive education among pre-service EFL teachers at two Kazakhstani universities. University 1 is a private multi-profile university, while University 2 is a state university with a pedagogical profile. A quantitative method was utilised in the current study and an adapted questionnaire was distributed to 80 participants. The results showed that pre-service EFL teachers at both universities had similarly high awareness levels of the concept, aims, and importance of Inclusive education, however both universities had moderate level of awareness regarding educational policies and ongoing projects. Moreover, University 1 demonstrated a higher awareness level than University 2 on teaching methods and issues, visible and invisible disability types, and the role of gifted children in promoting inclusion. The findings of this study can be used to improve teacher training programs on Inclusive education at higher educational institutions of Kazakhstan.

Code-Switching in Multilingual Communities: A Sociolinguistic Study in Ireland

Purpose: The aim of the study was to analyze the code-switching in multilingual communities: a sociolinguistic study in Ireland. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: In a sociolinguistic study on code-switching in multilingual communities in Ireland, researchers found that code-switching serves as a vital communicative tool among bilingual speakers, facilitating social interaction and identity expression. The study revealed that individuals often switch languages to navigate different cultural contexts, signal group membership, and convey nuanced meanings that are culturally specific. Unique Contribution to Theory, Practice and Policy: Sociolinguistic theory, speech accommodation theory & translanguaging theory may be used to anchor future studies on the code-switching in multilingual communities: a sociolinguistic study in Ireland. Educators should adopt inclusive pedagogical strategies that recognize code-switching as a legitimate form of communication within the classroom, allowing students to explore their linguistic identities. Educational policies should mandate the incorporation of bilingual education programs that respect and utilize code-switching as a learning tool, promoting teacher training programs that equip educators with the skills to support multilingual students.

The Impact of the Learning Environment on Self-efficacy and Achievement Goals of Israeli Pre-service Teachers

Advancing public education by improving the skills and knowledge of its teachers is a major challenge. The teacher-training phase shapes not only skills and abilities but also perceptions of pre-service teachers regarding their educational and teaching goals. We examined a hypothetical theoretical model that explains how pre-service teachers’ perceptions of their own learning environment affects belief in their self-efficacy in teaching, and how this shape their achievement goals in teaching as future educators. The study included 278 pre-service teachers studying at all five colleges in our country that offer teacher training programs. Existing questionnaires were adapted to the study population and underwent structure validation. The hypothesized structural model was deemed a good fit for the data and was able to explain 35% of variance in the mastery goals of pre-service teachers, 24% of variance in performance-approach goals, and 65% of variance in performance-avoidance goals. The structural model shows that perception of the learning environment has a strong and significant impact on teaching ability and the achievement goals of pre-service teachers. Fostering a constructivist learning environment in teacher training colleges may increase belief in self-efficacy in teaching and enable pre-service teachers to adopt teaching control goals.

Perception of Technological Integrations as a Catalist for Steam Teacher Education

STEAM Education connotes the addition of Arts to STEM education. The fourth industrial revolution as a buildup from the first three revolutions is rapidly changing the education landscape. This study examined students’ perception of technology integration for enhancing STEAM teacher training programmes in VUCA times while investigating influencing factors and impending challenges for a holistic assessment. The descriptive survey research design was adopted for this study. The population for the study was students for tertiary institutions while the target population was university teacher trainees offering STEAM-related subjects. The data was collected using a researcher designed and validated questionnaire with an overall Cronbach alpha reliability index of 0.81. The collected data was analysed descriptively (using frequency, percentages, percentile ranking) and inferentially (using a multi-level Factorial ANOVA) tested at 0.05 level of significance. The findings from this study revealed that students had a positive perception of technology integration for enhancing STEAM teacher training programmes. However, the highest-ranking influencing factor for technology integration was the availability of adequate infrastructure while the inadequate access to technology infrastructure was observed as the highest-ranked impediment. The findings of this study informed the conclusion drawn which shows how important technological integration is in pedagogy. As such, teacher training institutions must have the latest resources and use them to advance student growth, including soft skills while upholding STEAM education’s emphasis on creativity and innovation as hallmarks of discoveries.

THEORETICAL PRINCIPLES OF TRAINING SPECIALISTS FOR THE PRE-SCHOOL EDUCATION SYSTEM ON THE BASIS OF DUAL EDUCATION

General Background: The training of specialists in the preschool education system is crucial for ensuring high-quality early childhood education, which significantly impacts children's development and learning outcomes. Specific Background: The dual education system, which combines theoretical learning with practical experience, has emerged as an effective approach for preparing educators. However, its application in preschool education remains underexplored, particularly in the context of engineering-pedagogy. Knowledge Gap: Despite the recognized benefits of dual education, there is a lack of comprehensive studies examining its theoretical principles and organizational frameworks within preschool education, leaving a gap in understanding how this approach can enhance the training of preschool educators. Aims: This article aims to elucidate the theoretical foundations and principles of training specialists for the preschool education system based on the dual education model, highlighting its relevance and effectiveness. Results: The findings suggest that the dual education system fosters a more integrated learning experience, enabling educators to apply theoretical knowledge in practical settings, thereby enhancing their pedagogical competencies. Novelty: This research introduces a conceptual framework for the dual education model specifically tailored for preschool education, emphasizing its unique contributions to developing skilled educators equipped to meet the diverse needs of young learners. Implications: The implications of this study advocate for the integration of dual education principles in preschool teacher training programs, encouraging educational institutions to adopt this model to improve training outcomes and ultimately enrich the quality of early childhood education.

THE ROLE OF TEACHER TRAINING IN FACILITATING THE ADOPTION OF DIGITAL TECHNOLOGIES IN ART EDUCATION

As technology plays an increasingly prominent role in education, the undeniable need for training programs aimed at equipping teachers with digital technology skills in art education becomes evident. This case study, conducted within the Abai Kazakh National Pedagogical University framework, examines teacher training programs, the challenges teachers face in integrating technology, and art faculty members' learning motivations andpreferences. The research employs a descriptive survey, utilizing a questionnaire to collect data. Participants included 25 art professors from the Art Education, Graphic Design, and Visual Arts departments, who responded to questions about teaching methods across three areas: experientiallearning, self-directed learning, and institutional learning. The results indicate that the teachers' level of self-directed learning, with an average of 3.7, was higher than experiential and institutional learning. Thissuggests that teachers are making considerable personal efforts to improve their skills. Additionally, they rated the necessity of institutional training programs as 4.0 (very high), though the challenges they face when using technology were rated at 2.9.The findings reveal that teachers' academic rank influences their perspectives on digital technologies. These insights can help pave the way for educational institutions in Kazakhstan to develop more technology-driven curricula in the future.

Artificial Intelligence in Education Management: Opportunities, Challenges, and Solutions

Education management, as an integral part of management science, encompasses core functions such as organizing, planning, coordinating, and controlling educational resources, which closely align with the management concepts used in business administration. Whether in the field of education or business, managers need to improve organizational performance through effective strategy development, resource allocation, and decision-making support. The emergence of Artificial Intelligence (AI) has profoundly transformed several industries, and its impact on education is progressively gaining prominence.This paper explores the opportunities, challenges, and solutions associated with the integration of AI in the education sector. AI offers substantial benefits such as personalized learning experiences, automated educational management, and global access to shared educational resources, revolutionizing the traditional educational landscape. However, its application also presents significant challenges, including concerns over data privacy, the widening of the digital divide, and the evolving role of teachers.Through an analysis of both opportunities and challenges, this paper emphasizes the need for strategic measures to ensure the ethical and equitable use of AI in education. These measures include stronger policy frameworks for data protection, comprehensive teacher training programs for AI integration, and the promotion of global cooperation to bridge technological gaps in underdeveloped regions. Furthermore, the paper projects the potential future developments in AI-driven education, highlighting the importance of balancing technology with human interaction in the learning environment.By addressing both the benefits and risks associated with AI, this paper provides actionable insights for educators, policymakers, and technologists, aimed at creating a more inclusive, efficient, and innovative educational system. Future research should continue to examine AI's ethical implications and strive for solutions that ensure education remains accessible and fair in an increasingly AI-driven world.

뉴욕주의 진로교육 담당 교사 양성과정 탐색: 고교학점제 시행 맥락에서 한국의 진로전담교사 양성과정에 주는 시사점을 중심으로

[Purpose] This study aims to explore career education teacher training programs in the US, one of the leading countries in career education, to draw implications for Korea. [Methods] New York State was chosen due to its long history of using school counselors for career education and the ease of accessing data. The analysis includes state-level standards and specific training programs. [Results] The analysis revealed that New York State's career education teacher training programs were not limited to in-service teachers. Additionally, the programs place a significant emphasis on understanding ‘ALL students,’ including minority students, and require substantial internship and practicum hours for pre-service teachers. [Conclusion] Based on the findings, the study suggests that Korea should reconsider the selection criteria for career counselors, increase emphasis on understanding diverse learners, and establish credit and practicum regulations.

초임 유아교사의 페다고지 생성 과정 경험에 관한 내러티브 탐구: 공립 유치원 교사를 중심으로

This study aims to explore the experiences of novice early childhood teachers in the process of generating pedagogy in public kindergartens. Individual interviews and focus group discussions were recorded, transcribed, and analyzed using narrative inquiry. The research results are as follows. First, all teachers experienced anxiety and growing pains in new situations but showed a strong desire for self-growth. Mentoring and experiences led to new perceptions of young children, shifting their educational practices toward play-based and child-centered approaches. Second, teachers naturally developed their pedagogy while implementing the curriculum, focusing on children's learning through play. They formed important relationships with senior teachers, peers, children, and educational materials, which influenced their practices. Based on the research results, we discussed the need to view and support novice early childhood teachers as being in the process of ontological ‘becoming’ through their unique practices. We also discussed the necessity of educational approaches that positively impact teachers' practices, in connection with early childhood teacher training programs and professional learning communities.

Chat GPT and Creative Writing: Experiences of Master's Students in Enhancing

Improving writing skills at all levels of education is a fundamental goal of education. ChatGPT, as an artificial intelligence-based language model, is recognized as a significant tool in the development of this skill. The primary objective of this research is to describe the impact of ChatGPT on the creative writing processes, as perceived by master's students. In line with this goal, the research utilizes the semi-structured interview technique as part of qualitative data collection methods. The study group comprises master's students enrolled in a teacher training program at a state university in the Central Anatolia Region during the 2022-2023 academic year. The study group is formed through purposive sampling. Data related to the research are obtained through a semi-structured interview form developed by the researcher. The collected data are analyzed using content analysis, a method frequently employed in qualitative research. Accordingly, the research findings indicate that ChatGPT is an effective tool in enhancing creative writing skills. It accelerates the writing process for students, provides them with new ideas, and boosts their writing motivation.

Exploring teachers’ corrective feedback in EFL classrooms: Pre-service teachers’ reflections

Despite the growing body of research on corrective feedback in foreign language learning, there remains a gap in understanding the specific strategies utilized by EFL teachers as observed by pre-service teachers firsthand. Based on the observed experiences of EFL pre-service teachers during their observational field teaching practice, this study aims to analyze how English teachers give their corrective feedback. This study employed a qualitative research approach with a case study design. Eleven Indonesian EFL pre-service teachers who had finished their field teaching practice were involved in the study. The qualitative data were gathered using reflective Focus Group Discussions (FGD) and semi-structured interviews. The result of qualitative data analysis revealed three emerging themes of teachers’ corrective feedback: explicit correction, recasting, and metalinguistic. The findings showed that teachers regularly use direct corrective feedback in their instructional context. These insights enable foreign language educators to choose appropriate feedback strategies based on learners’ needs, enhancing teaching practices, learner outcomes, and teacher training programs.

Evaluating the Quality of Training Programs for Pre-Service Music Teachers in Chinese Higher Education Institutions

This research utilized an explanatory sequential design within a mixed-methods framework to assess the effectiveness of three pre-service music teacher programs aimed at Grades 1-12 in China. First, a group of four evaluators was asked to holistically assess the overall quality of these programs on a scale ranging from 1 to 10. Second, the evaluators were invited answer four open-ended questions about the areas for improvement in terms of program goals and objectives, program curricula, instructional methods, and learning assessments, respectively. The generalizability (G-) theory framework was employed to analyze the quantitative data, particularly to examine the variability in ratings and the reliability of the program evaluations. The qualitative data underwent coding, categorization, and organization according to recurring themes. The results indicated that the rating of the quality of these programs by the four program evaluators was extremely consistent and unbelievably reliable. Furthermore, major areas for improvement are identified in program objectives and curricula as well as instructional methods and learning assessments. Implications for pre-service music teacher training program developers in Chinese colleges and universities are discussed.

ECONOMIC ACTIVITY OF THE UKRAINIAN PEOPLE AS A CONTINUOUS PROCESS OF DEVELOPMENT OF ENTREPRENEURIAL COMPETENCE IN THE HISTORICAL AND PEDAGOGICAL CONTEXT

In the scientific research the analysis of the economic activity of Ukrainians and their motivation for entrepreneurial activity in the historical and pedagogical contexts has been conducted. The authors have identified the factors influencing the formation of entrepreneurial initiative of modern Ukrainians, determined the reasons for their demotivation in engaging in entrepreneurship, highlighted the historical factor, which has a significant impact on the economic behavior, motivation, and self-motivation of Ukrainians. The article emphasizes the importance of incorporating an economic component into the training programs of future professional (vocational) education teachers, the necessity of developing their entrepreneurial competence, the need to enhance motivation and self-motivation for entrepreneurship.The study concludes that the entrepreneurial activity of the Ukrainians represents a continuous process of developing entrepreneurial competence. The authors propose considering the historical factor when designing national strategic programs, both during the current wartime period and in the post-war recovery phase for maintaining business activity within small and medium-sized enterprises. They substantiate the need to include an economic component and implement a motivation system in the training programs for future professional education teachers, who initially serve as recipients and later as providers of educational services. The necessity of integrating a motivation system and entrepreneurial practice into these programs has also been demonstrated for fostering the development of entrepreneurial competence, increasing motivation and self-motivation for entrepreneurship, enabling these future teachers to implement entrepreneurial competence in their subsequent work.

Effective Vocabulary Teaching Techniques for EFL Teachers in Primary Classrooms

The aim of this study is to explore vocabulary teaching techniques applied by EFL teachers in primary schools in Depok, Indonesia. Using a qualitative case study approach, the study involved observations, semi-structured interviews, and document analysis as primary data collection methods. Three EFL female teachers from three primary schools in Depok participated in this research. The findings reveal that repetition drills and translation are the most commonly used strategies due to their effectiveness in vocabulary retention and comprehension. Visual aids and interactive activities like games also play a significant role, though their use is often limited by resource constraints, and large class sizes. The research suggests that combining traditional methods with innovative approaches can improve vocabulary teaching, but further support in terms of resources and professional development is necessary for teachers to maximize their effectiveness. The study recommends future research focusing on digital tools and technology-based interventions, assessing the impact of teacher training programs, and comparing urban and rural contexts. Additionally, exploring the long-term effects of these techniques on students’ language proficiency would provide valuable insights for enhancing English education in Indonesia.

Training status in evidence-based practices among in-service special education teachers and its association with teaching in autism educational settings

The present study investigates the adequacy of training, perceived knowledge, and the frequency of use of evidence-based practices (EBPs) among in-service special education teachers and its association with their teaching practices in autism educational settings in Jordan. Additionally, it analyzes the influence of key variables, including gender, age, level of educational qualification, number of years teaching in special education, number of years teaching students with autism, number of students with autism in the classroom, and number of in-service professional development programs attended. Using an analytical descriptive approach utilizing survey-based research, a convenience sample of 121 teachers from seven specialized autism centers reported on their training adequacy, knowledge, and frequency of use of a set of 23 EBPs. The results showed that the adequacy of in-service training was higher than that of pre-service training. Moreover, there was a positive correlation between in-service training, teachers’ knowledge, and the use of EBPs. The number of in-service professional development training programs emerged as the only variable that significantly influenced the teachers’ responses regarding the adequacy of their in-service training. The multiple regression analysis revealed that in-service training programs and years of teaching students with autism were the only predictors of teachers’ knowledge and use of EBPs. The most reported EBPs were reinforcement, task analysis, and modeling, whereas the least reported were video modeling, social narratives, and functional communication. Further enhancements in teacher training in EBPs are needed to improve teacher training programs in Jordan.

Innovative approaches to mentoring: applying abduction to mentorship practices

ABSTRACT The reflective professional mentoring process has implications for pedagogical practices. Thus, the study of mentor teachers’ activities can be incorporated into the theoretical framework generated by reflections and beliefs. This study explores how abduction manifests in mentoring by analyzing Seidman’s in-depth phenomenological interviews within a qualitative mixed-methods framework. In addition to the in-depth interviews, a quantitative questionnaire survey was conducted with 113 participants divided into two groups: teachers who had been enrolled in a mentor teacher training program (N = 75) and teachers who had been mentor teachers for several years (N = 38). Nine Seidman interviews with three teachers were analyzed using Mayring’s qualitative content analysis. The analysis revealed that mentor teachers recognized the underlying patterns through abduction during reflective sessions, leading to modifications in their belief systems. This cyclical enhancement in mentoring underscores abduction as an integral aspect. These findings contribute to a new abduction model applicable to various teacher activities.

Local Belief and the Negotiation of EFL Teachers’ Identity in an Asian Country

Aim. This study investigates the local belief and the negotiation of English as a Foreign Language (EFL) teachers' identity within the Asian context. Methods. Framed within the Martha Pennington (2014) model, this qualitative research examines the complex interplay between local beliefs and the participants’ identity formation through in-depth interviews. The data was collected from three (3) EFL teachers operating at local Asian schools. Results. The findings reveal the significance of local beliefs in shaping teachers' instructional practices, classroom interactions, and professional identities. This research sheds light on the dynamic nature of EFL pedagogy in culturally diverse settings as it underscores the dialectical process through which EFL teachers negotiate their identities within the local cultural and educational milieu. Conclusions. It can be concluded that this research contributes to the field of EFL education by highlighting the need for teacher training programmes that address the diverse cultural and contextual factors that influence the formation of EFL teachers' identities.

Inculcating IKS cultural practices into the pre-service science and mathematics teacher education curriculum at an Institution of Higher Education in Namibia

In this paper we interrogate the teachers training programme offered at an institution of higher learning in Namibia. We used Empiricism to explore the authentic practices used in the transformational processes exposed to 3rd and 4th year mathematics and science student teachers. We emphasized three important constructs that guide the scholarship of teaching, namely standards of excellence, virtues and values to guide IK integration in the curriculum. We conclude that student teachers understood the meaning and importance of IK. However, the teacher preparation curriculum did not include aspects related to IK, it was left at their own discretion to adopt. We recommend appropriate strategies for adoption to implement and guide the required standards and values for curriculum development.

Strengthening Islamic Religious Education Teacher Competencies in the Society 5.0 Era: Challenges and Interventions

The Society 5.0 era brings significant changes to various aspects of life, including education. Islamic Religious Education (PAI) teachers play a vital role in shaping students' character, ensuring they can control technology's negative influences and use it positively. This study aims to identify the challenges faced by PAI teachers in the Society 5.0 era and evaluate the strengthening of their competencies through the PAI Subject Teachers' Deliberation (MGMP) in Kutai Kartanegara, focusing on artificial intelligence (AI) integration. A qualitative case study approach was employed, with goal-setting theory guiding the intervention in a teacher training program. Data were collected through in-depth interviews with PAI teachers, participatory observation, and analysis of teaching materials produced during the training. The intervention involved AI-based applications like Google Docs' AI writing assistant for lesson planning and AI-driven tools for evaluating student performance. Thematic analysis was used to identify key patterns and themes regarding the challenges and opportunities in strengthening teacher competencies. The results showed that AI training improved the effectiveness and efficiency of teaching materials, marked by more interactive content, shorter preparation times, and better alignment with student needs. Additionally, there was a significant increase in student engagement during lessons, highlighting the success of AI technology in enhancing the learning process.

Influence of Teachers’ Professional Training and Development on Students’ Academic Performance in Public Secondary Schools in Ndhiwa Sub-County Homabay County, Kenya

Purpose: The persistent academic underperformance in public secondary schools in Kenyan rural areas has raised concerns among educators, policymakers, and local communities. The purpose of the study is to evaluate how teacher professional training and development influence academic performance. One of the key factors believed to have contributed to this challenge is the lack of sufficient and effective professional training and development programs for teachers. There is a growing need to examine how teachers' professional training and development influence students' academic outcomes. The problem this study seeks to address is the unclear and under-researched relationship between teachers' professional development and students' academic performance in Ndhiwa Sub-County. Methodology: The study used descriptive research design and 15 public secondary schools, 113 teachers and 522 students were involved in the study as study respondents. The study used document analysis and semi structured questionnaires to collect the quantitative data, which was analyzed through descriptive statistics (frequencies and percentages). Findings: The study reveals that teachers' professional training and development have a significant impact on students' academic performance in public secondary schools in Ndhiwa Sub-County. The findings also indicated that teachers who undergo continuous professional development are better equipped with modern teaching strategies, content knowledge, and student engagement techniques, which in turn positively influence students' academic outcomes. Teachers with higher levels of training and access to ongoing professional development demonstrate improved classroom management, increased use of learner-centered methodologies, and more effective assessment technique. Unique Contribution to Theory, Practice and Policy: From the study findings, the study recommends that schools and educational authorities should develop more structured and regular Continuous Professional Development (CPD) programs that focus on subject-specific training, pedagogical skills, and updated teaching methodologies. This is because the study findings likely indicate that teachers who engage in regular training and development show better performance in student outcomes. The education policy makers should come up with the programs that forge partnerships between secondary schools and local universities or teacher training colleges to provide advanced training opportunities and access to educational research.