Teacher Education Institutions Research Articles

Levels of Stress, Anxiety, Depression and Social Relationships among Undergraduate Students at the Teacher Education Institute of Malaysia

Levels of Stress, Anxiety, Depression and Social Relationships among Undergraduate Students at the Teacher Education Institute of Malaysia

PRACTICAL ASPECTS OF DEVELOPING SKILLS AND ABILITIES OF INDEPENDENT WORK OF FUTURE HISTORY TEACHERS

An important task of the educational process in a higher institution of pedagogical education is the purposeful formation of the readiness of students ‒ future teachers for professional self-education as a comprehensive characteristic of their personality, which includes the needs and motives of self-education, professionally significant qualities, as well as necessary knowledge, skills and abilities. A student’s ability to self-education is developed in the process of learning. Self-education skills require purposefulness, systematicity, consistency, and self-motivation of the subject of education. One of the factors contributing to the development of this ability can be research and creative tasks for independent performance in the content of methodological disciplines.The article reveals various types of independent work aimed at the formation of self-educational competence of higher education students, the ability to learn throughout life. Examples of practical tasks from the course “Theory and teaching methods of civic education” are given, which form cognitive and operational- procedural components of the independent activity of higher education students. In the course of the study, the technical conditions for the performance of the tasks, their procedural characteristics, and examples of the implementation of metacognitive strategies in the formation of the subject-methodical competence of future history teachers are given. It was found that independent work allows students to build their educational and professional trajectory and is an area of mutual responsibility of subjects of the educational process.

Analyzing The Influences of Cyber-Loafing, Quiet Quitting, and Job Satisfaction On Teacher Performance in Non-Formal Educational Institutions

Non-formal educational institutions play a crucial role in enhancing human resource quality. Teacher performance is a key factor determining the effectiveness of the teaching and learning process within these institutions. In the digital age, the emergence of cyber-loafing and quiet quitting phenomena can negatively impact teacher performance. This study aims to analyze the influences of cyber-loafing, quiet quitting, and job satisfaction on teacher performance in non-formal educational institutions, utilizing 42 data samples. This research employs a quantitative method with a survey design. Data was collected from 42 teachers in non-formal educational institutions within the Bekasi area, West Java, Indonesia. Multiple linear regression was used as the data analysis technique.The research findings indicate that cyber-loafing and job satisfaction have positive significant influences on teacher performance, while quiet quitting has a negative significant influence.These findings differ from previous studies suggesting a significant impact of cyber-loafing, quiet quitting, and job satisfaction on teacher performance. This discrepancy might be attributed to factors such as differing sample characteristics, measurement methods, or research contexts.More extensive studies with larger and more diverse samples, alongside more accurate measurement methods, are necessary to confirm these findings.

БОЛАШАҚ ПЕДАГОГТАРДЫ КӘСІБИ ДАЯРЛАУДА САПАЛЫҚ ДАҒДЫЛАРЫН ДАМЫТУДЫҢ ПСИХОЛОГИЯЛЫҚ ТИІМДІЛІГІ

The article is based on the system of professional training of future teachers in higher educational institutions of the country. Today, an independent country is a country that determines the possibilities of future development, taking into account modern processes, technologies that provide its own system, model and quality of national education. Kazakhstan as a sovereign state, the signing of the Lisbon Declaration and participation in the Bologna process, etc. reflect its place in the global educational space. This circumstance contributes to the intensive development of the higher education system, taking into account the socio-cultural interests of our state and global educational processes that determine the quality and technological achievements in higher education. It is obvious that one of the urgent problems of pedagogical science and best practices is to identify priority areas for improving the upbringing and education of the free generation that has crossed the threshold of the XXI century. In the system of professional training of future teachers, their qualitative skills should correspond to social processes. Due to the transition of an independent country to a market economy in accordance with the changing requirements of the time, the main criteria of competitiveness oblige future teachers to have modern qualities along with knowledge, knowledge, business skills. In this regard, the article formulates the relevance and positions, features and rationality of the development of qualitative skills in the system of professional training of future teachers based on scientific analysis.

Profiling teacher educators’ strategies for professional digital competence development

ABSTRACT The present study investigates the variety among teacher educators (TEds) related to the use of digital resources in teaching as well as the strategies they use to develop digital competence. A person-centred approach was applied to identify meaningful patterns among TEds having different levels of self-reported digital expertise, at five teacher education institutions. Survey data from TEds (N = 389) was subjected to structural equation modelling. With latent class analysis, we identified three distinct profiles based on probability of engagement in different digital competence development (DCD) activities: 1) The restrictive user—characterised by sporadic and narrow use of DCD strategies, prefers peer-restricted collaboration, 2) The moderate user—regular user of DCD strategies, prefers peer-restricted collaboration, and 3) The extensive user—frequent and comprehensive user DCD strategies, engages in broad collaboration. The extensive users also use digital resources more frequently in their teaching compared to the moderate and especially the restricted users. This is the case for individual interactions with students, to make teaching more relevant and applicable, as well as to make teaching more student active. Based on the knowledge on TEds profiles emerging from this study, we propose recommendations for better tailoring of DCD initiatives.

Development of the network communication culture in the future teacher

Relevance. The field of education in the 21st century is, as before, one of the key aspects of the development of society, however, modern conditions are changing the context of the training and functioning of future teachers. Due to the development of digital culture and the active use of online platforms and courses in the education system, it is important to investigate the development of a network communication culture among students of teacher�s institutes. Purpose. The purpose of the study is to investigate and highlight the issues of the development of digital education in future teachers of secondary schools in the Republic of Kazakhstan. Methodology. The following methods of scientific research were used: comparison, analysis, generalisation, typological approach. Results. As a result of studying aspects of the development of a network communication culture among young pedagogical specialists, it was possible to develop a vocabulary of the leading terms, such as �network culture�, and also to clarify the significance of the introduction of the digital form of the educational process. In addition, the main areas of modern education were clarified: the use of social networks and the use of ETDSML-type projects. Conclusions. This scientific research examines and analyses the main areas of application of one of the most promising areas in digital education � MOOCs, and robotics, as important educational tools in the learning process with further digital progress. This study can be used by teachers of higher educational institutions for the development of network communication of teachers and applicants, as well as for the further investigation of the network communication culture of students in teacher�s institutes. Keywords: distance learning; Internet; information environment; education; digital literacy

Study of Innovative Teaching Learning Practices and its Impact on Students Level of Learning

The study focuses primarily on the impact of innovative teaching on effectiveness in a pre-service teacher training college in Otur,Tal-junner,Dist-pune.For joyful learning, effective teaching, and to achieve the set objectives there are vivid innovative ideas are adopted. The teacher educators use those practices to teach students in teacher education institutions to produce competent, skilled, efficient, and proficient teachers. Role play, team teaching, individualized learning; mobile learning, flipped learning, blended learning etc. are some of the examples of innovative practices. Today technology has given teachers across the world a number of innovative teaching tools to enhance teaching methods. These innovative teaching-learning aids and strategies are improving the student’s level of learning

Особенности психологических защит и копинг-стратегий у педагогов дошкольных образовательных учреждений с разным уровнем психологического благополучия

<p>The aim of the work was to identify the features of psychological defenses and coping strategies among teachers of preschool educational institutions with different levels of psychological well-being. The study involved 62 educators of preschool educational institutions in the city of Rostov-on-Don, the city of Aksai and the village of Rassvet, Rostov Region. The following methods were used: “Scale of psychological well-being” by K. Riff, technique for measuring psychological defense by E.R. Pilyugina, R.F. Suleimanov, questionnaire “Types of orientations in difficult situations” by E.V. Bityutskaya, A.A. Korneeva. As a result of the study, it was found that teachers with a high level of psychological well-being more often use adaptive psychological defenses, teachers with an average level of psychological well-being more often use psychological defense of the infantile type, teachers with a low level of psychological well-being more often use psychological defense of the psychotic, as well as infantile and neurotic types. Teachers of preschool educational institutions with a high level of psychological well-being are distinguished by their preference for coping strategies related to the type “Orientation towards rapprochement, interaction with difficulty.” Teachers of preschool educational institutions with an average and, especially, a low level of psychological well-being tend to be more inclined to use coping strategies related to the type “Orientation towards leaving and moving away from difficulties.” It is recommended to use the results of the study in psychoprophylactic and psychocorrective work with preschool teachers.</p>

Features of the Organization of Vaccination of the Adult Population Living in Rural Areas of Groups of Family Doctors No. 7 in the Background of the Family Medicine Center of Jalal-Abad City of the Kyrgyz Republic

The results of organizing rapid testing and vaccination against viral hepatitis B among the adult population of group of family doctors No. 7, in the family medicine center of the city of Jalal-Abad, are presented. In 2023, 241 people underwent rapid testing, of which 236 had negative test results. Coverage was 4.3%. The high frequency of vaccination of the first, second and third doses against parenteral viral hepatitis occurs in the age group of 50-59 years, then in 40-49 years and in third place — 60 years and older. More women (61.4%) apply for vaccination than men (38.6%). Among those who applied, most often are the unemployed population, then contact persons, and in third place are teachers of educational institutions.

KNOWLEDGE AND SKILLS FOR SOFTWARE-DEFINED NETWORKS MAINTENANCE ENGINEER

In this article we analyze the Russian developments in the field of software-defined networks and software-defined wide area networks, professional standards and job vacancies in order to determine knowledge and skills required of specialists. We conclude that there is a lack of practical manuals for training network engineers, and suggest possible topics for laboratory exercises for educational textbooks. This article can be useful for teachers of educational institutions of vocational secondary education, higher education, supplementary education in the development of work programs of disciplines, lecture material and laboratory workshops in the field of software-defined networks, as well as for students of the educational institutions and for junior network engineers.

Ocena funkcjonalna w doświadczeniach nauczycieli w projekcie Specjalistycznych Centrów Wspierających Edukację Włączającą. Doniesienie z badań

Introduction: In June 2023, the pilot program for implementing the first Specialist Inclusive Education Support Centers into the Polish educational practice concluded. The authors conducted evaluative research within the Specialist Inclusive Education Support Centers (SIESCs) in Łódź, Poland. Research Aim: The purpose of the research aim was to evaluate the support provided to teachers in mainstream educational institutions, and the purpose of the article was to show the experience of conducting functional assessment in recognizing the diverse needs of students. Method: The research method employed was focused group interviews with teachers and school principals, along with content analysis of the opinions expressed by participants in the self-study network. Results: The research results are their selected statements, evaluating against different areas of support, the experience of using school functional assessment. Conclusions: The conclusions of the research confirm teachers’ concerns about functional assessment, perceived as a new form of educational diagnosis, but also highlight significant needs in this area arising from the inclusive approach in the Polish education system. The staff of special schools serving as SIESCs, can be instrumental in implementing the functional assessment process for inclusion purposes.

Twenty-First Century Teaching Skills of Teachers in Chinese Educational Institutions in Central Philippines

Twenty-first teaching skills are necessary to meet the demands of the 21st-century educational curriculum. Anchored on the framework of 21st century learning and partnership for 21st century skills, this study assessed the teachers’ practice of 21st century teaching skills among Chinese schools in Central Philippines in terms of critical thinking, collaboration, communication, creativity and innovation, self-direction, making global connections, making local connections, and using technology as a tool for learning relative to their age, sex, educational attainment, years of teaching, and designation. Likewise, it compared their teaching skills assessment when grouped to demographics. Using the quantitative design, the 112 stratified randomly sampled teachers responded to the standardized questionnaire. It was responded using very great to very poor extent. The data were analyzed using mean, standard deviation, and independent sample t-test. Meanwhile, the researcher adhered to the Philippine Health Research Ethics Board (PHREB). Generally, their teaching skills extent was great. Also, there was no difference in their age, sex, educational attainment, and years of teaching. However, there was a difference in designation where high school rated higher than elementary teachers. Hence, trainings are essential in continuously improving in 21st century teaching skills. Also, the results partially validated the theory. With these, further studies are recommended to validate the claims.

Functioning Of Teacher Education Institution: Enhancing Teachers’ Competencies

Functioning Of Teacher Education Institution: Enhancing Teachers’ Competencies

ГЕНЕЗА ПОНЯТЬ «КОМПЕТЕНТНІСТЬ» І «КОМПЕТЕНЦІЯ» У ПЕДАГОГІЧНІЙ ДУМЦІ

The development of competencies is an important aspect for every individual, as it ensures the achievement of high results in work and allows you to perform tasks more efficiently and professionally. In the modern world, there are concordant concepts of “competence” and “competency”, which are interpreted by scientists in different ways. The purpose of this article is to study the origin of the concepts of “competence” and “competency”, to clarify the definitions of each concept and the expediency of using these interpretations by teachers of general secondary education institutions. Conclusions. Establishing the relationship between the concepts of “competence” and “competency”, we consider it appropriate to focus on their distinction. In accordance with the studied interpretations of these concepts, we note that competency is interpreted by a certain institution or the state as a predetermined requirement for knowledge, skills, abilities that a person must have in order to be successful in the required field of activity. In turn, competence is an asset of the individual, which determines the qualitative level of knowledge, skills and the ability to implement them based on one’s own experience, which manifests itself at a critical moment through the ability to find a connection between the situation and knowledge, in making adequate decisions on an urgent problem. It is important to note that competence is directly related to competency, as it specifically outlines a given range of issues in the field of activity that a person should be well versed in, i.e. competent. Thus, competence is a predetermined set of knowledge, skills, and abilities, and competency is actually a qualitative characteristic of the acquisition of this knowledge and skills, which is manifested in the process of practical activity. Key words: competence, competency, language competence, competence-based approach, pedagogical competence, professional competence of a teacher.

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.