Teacher Training Research Articles

Development of new teaching materials that reduce the burden on elementary school teachers and encourage students to take an active role in chemical experiments

There is a need for STEM (Science, Technology, Engineering and Maths) skills in job markets worldwide and therefore a growing emphasis is being placed on these subjects in schools. This requires the right education in terms of lessons for students and also training for teachers. Associate Professor Masatsugu Taneda, Department of Science Education, Osaka Kyoiku University, is interested in how proper training could equip teachers without STEM backgrounds with the skills they need to enhance the education they are providing to students. He is developing quality education materials to assist teachers and inspire students. Drawing on his background in chemistry, Taneda is focusing on chemistry experiments but the project has scope to be rolled out to other STEM subjects. In one study, he developed labware and digital teaching materials for on-demand chemistry experiments that can be carried out at home. This enhances accessibility and flexibility for students while also improving standardisation of education. The digital teaching materials have been tested by student teachers affiliated with Osaka Kyoiku University who were given a lab kit containing the materials needed for the experiments. Given that teachers in Japan often don’t have sufficient time to source new teaching materials, this enables teachers to focus on their role as education facilitators, while practical content can be prepared by STEM professionals. Taneda developed the toolkit in collaboration with Kenis Corporation. The kits were evaluated for safety and content and then rolled out to university students not majoring in scientific fields so that they could be evaluated in the context of no scientific background.

Practical research on constructing a framework for interdisciplinary lessons through collaboration between teachers

Cross-curricular education is gaining traction in Japan and beyond as it supports the development of a well-rounded education. It involves integrating multiple subjects in a way that encourages students to forge links between different disciplines. Teacher training, however, doesn’t tend to include how to incorporate cross-curricular classes or the communication process needed for the development of these types of classes. Dr Takuya Nihashi, Faculty of Liberal Arts at Osaka Shoin Women’s University, is conducting interconnected research studies with the goal of addressing this. She wants to improve teacher training so that teachers are able to develop cross-curricular classes. Communication between teachers with different specialities is a key part of creating cross-curricular learning. Therefore, Nihashi explored the process of planning interdisciplinary lessons through collaboration between teachers. She interviewed teachers interested in cross-curricular classes and with awareness of the challenges to understand how teachers create their lesson plans, with emphasis on the discussions that occur between teachers. Nihashi analysed these interviews using the Modified Grounded Theory Approach (M-GTA), which identified four key themes in the planning process: ‘this person can do it’, which rates to how teachers decide who to collaborate with; ‘this can work as a lesson’, which concerns how teachers explore the connections between subjects; ‘belief in a good lesson’, which relates to teachers’ motivation to create a good lesson; and ‘lesson planning discussions’, relating to the practical conversations involved in bringing lesson plans to life.

Development research of arithmetic and mathematics curriculum incorporating revolutionary and cumulative knowledge growth

The continuous development of education is important in order to ensure it keeps growing and improving. Professor Toshikazu Ikeda, College of Education, Yokohama National University, Japan, is a Professor of Mathematics who is a proponent of revolutionary knowledge growth through overturning, expanding, and integrating acquired knowledge and skills. This is about progression through bridging the gap between a knowledge goal and the existing knowledge base through developing techniques and pathways to that goal. Ikeda believes that by inserting revolutionary knowledge growth into the mathematics curriculum in Japan, children can be encouraged towards more independent and problem solving based thinking. He has performed an analysis of current teaching materials which involved examining local teaching materials in a specific area, using lessons to analyse and evaluate those materials and looking at long-term global teaching materials that give a deeper examination of specific topics, focusing on how and where it can be used and how students react to the content. In his work, Ikeda uses modelling as a problem solving tool and to develop techniques to deepen learning and lead to revolutionary knowledge growth. Ikeda is collaborating with Professor Max Stephens, Melbourne University, to produce lectures centred on revolutionary growth knowledge for students at teacher training colleges. A key part of Ikedaâ–™s work is teaching mathematical modelling in order to help students understand the importance of mathematics and develop their abilities.

Knowledge of Test Construction as a Correlate of Teacher Job Performance at the Basic Education Level in Sokoto State, Nigeria

Testing provides feedback on which educational decisions are made. These decisions may be the ones that require information about the success of learning programs or about students who have reached particular levels of skill and knowledge. Whenever teaching and assessment in basic education are properly done, the child would be in a good position to acquire the basic survival skills. Against this background, the study examined knowledge of test construction as correlates of teacher job performance at the basic education level in Sokoto State: implications for quality education. With 4 research questions, objectives, and hypotheses, descriptive research of correlational types was used in the study. 280 basic education teachers were sampled from all the teachers in Sokoto state. 2 researchers' designed instrument was used in collecting data for the study. Frequency, percentages, and Pearson product moment correlation coefficient were used in analysing the data generated in the study. The findings revealed that basic education teachers with NCE are more represented in the study because participants who are NCE holders are 135, representing 48.2%. There is a significant relationship between knowledge of test construction and teacher job performance at lower basic education (280) = .243, p = .000), knowledge of test construction and teacher job performance at middle basic education (280) = .214, p = .000), and knowledge of test construction and teacher job performance at upper basic education (280) = .270, p = .002) in Sokoto state. Conclusions and recommendations were made to include the following: Training of teachers at the basic education level should be intensified, especially in the area of the test construction and validation process, and the Ministry of Basic and Secondary Education in Sokoto State should come up with a special training package for basic education teachers on different aspects of test construction.

Competency-based training in anaesthesiology: train the trainers first. A descriptive cross-sectional survey by the committee of the European Society of Anaesthesiology and Intensive Care (ESAIC) Teach the Teachers Masterclass

IntroductionThe level of competence in teaching among trainers expected to deliver training according to the European Training Requirement in anaesthesiology is unknown. The aim of this descriptive cross-sectional survey, performed from 1 September 2021 until 31 October 2021, and promoted by the European Society of Anaesthesiology and Intensive Care (ESAIC) was to establish the current level of knowledge and faculty development among European countries regarding competency-based education and training (CBMET) in anesthesia and intensive care.ResultsA total of 711 responses of anaesthesiologists working in 46 European countries were analyzed. The great majority (530/74.64%) had more than 10 years of experience in anesthesia, were experienced specialists, or held more senior positions (645/90.97%), worked in academic hospitals (451/63.5%), and claimed to be involved in teaching residents (561/79.01%). Most respondents declared either not sure or no knowledge (115/546; 21.06% and 232/546; 42.49%) about European training requirements in anaesthesiology. One-third claim to know about CBMET. Formal training in teaching has 21% of respondents. Lack of time (369/506; 72.92%) and overload with work (351/506; 69.36%) are reported as the most important obstacles in teaching residents. A disparity in the answers is present between, but within the countries too.ConclusionsThe results of the presented survey reveal that even among experienced anesthesia professionals dedicated to medical education there is still a lack of knowledge on CBMET as well as systemic support for faculty development in European countries. The differences within and between European countries regarding the perception of CBMET. Dedication to faculty development is necessary to improve European anesthesia and intensive care education.

Challenges and Opportunities in Malawian Education: Focusing on Teacher Training

The primary education system in Malawi experienced significant changes, especially since the abolition of school fees in 1994, which resulted in an instant surge in enrolments. However, access improvements have not translated into substantial gains in educational quality. The primary education sector in Malawi is still under constant pressure and facing numerous challenges. The most important factors that need attention are the inadequate infrastructure, high pupil-teacher ratios and the lack of trained teachers. Financial constraints, such as allocating budgets to teacher salaries and inefficiencies in using School Improvement Grants (SIGs), further hinder progress. Systematic challenges are related to expenditure allocations, educational outcomes and service deliveries. Despite these challenges, there are opportunities to improve educational outcomes through targeted interventions. In-service training programs, like the Primary School Improvement Program (PSIP) and Technology-Assisted Learning (TAL), have demonstrated some positive impacts, especially in enhancing teacher practices and learning environments. Practical teacher training and ICT integration catalyse change in a resource-constrained environment. This paper also discusses recommendations for policy reforms, including better allocation of SIGs, optimising teacher deployment, and enhancing community involvement in school decision-making processes to evoke and strengthen ownership and responsibility outside of the school walls. Addressing the comprehensive inefficiencies requires a multifaceted approach that includes greater accountability in resource use, enhanced teacher support, and more equitable resource distribution across urban and rural schools. Recognising and addressing the unique challenges of the different schools in different areas is crucial. Focusing on cost-effective strategies and leveraging partnerships with international donors can also significantly reshape Malawi's education system. Ultimately, improving teacher quality and ensuring effective service delivery is essential for enhancing learning outcomes and addressing the persistent issues in the education sector in Malawi.

Engagement in computerized cognitive training instructions by older people. A within-subject design to evaluate comprehension and acceptability of serious games instructions

This article emphasizes the advantages of using a within-subject experimental design to assess the impact of salient visual cues on the comprehension and acceptability of computerized cognitive training (CCT) instructions among older adults. The study would involve participants aged 65 and above, who will engage in an online experiment presenting two sets of instructions for serious games: one with salient visual cues and one without. This within-subject design eliminates the need for random assignment, improves internal consistency, and enhances statistical power. Participants serve as their own controls, providing a more robust comparison of how visual cues affect instruction comprehension and software acceptance. The primary objective is to identify indicators of acceptability for CCT serious games and to evaluate how well participants comprehend the instructions, influencing their intention to use the software. The hypothesis suggests that salient visual cues will improve instruction comprehension and foster greater software acceptability. By focusing on this design method, the study aims to enhance the engagement of older adults in cognitive training programs, reducing dropout rates. This research offers valuable insights into methodological strengths that can be applied in future studies to improve the usability and acceptance of CCT tools for older adults without cognitive impairments.

Australia's progress toward SDG4 targets for school-age students with disability

Australia's progress toward achieving Sustainable Development Goal 4 (SDG4) for students with disability reveals both challenges and opportunities. Despite existing disability discrimination legislation, systemic barriers persist within government and non-government schooling sectors. A lack of a coordinated national strategy, combined with fragmented policies, has constrained efforts to promote inclusive education, leaving students with disability underserved, particularly in regional, rural, and remote areas. Underinvestment in mainstream schools has also created disparities in educational access and quality. Moreover, inadequate training of classroom teachers in these schools has continued to restrict the implementation of inclusive and individualized approaches, limiting educational outcomes for this student group. These students therefore continue to experience lower success and completion rates than their peers. This paper emphasizes the urgent need for systemic reforms, including targeted investments and a national policy framework aligned with SDG4, to address these issues. We argue that to achieve equitable, inclusive, and quality education for all students, collaborative effort across all levels of government and education sectors is required for Australia to realize sustainable progress toward its international commitments.

Status of technology utilization in science-based instruction in selected schools in Sarangani, Davao Occidental, Philippines

This study reported the status of technology utilization in Science-Based Instruction in the schools of Sarangani District, Davao Occidental. It was conducted during the academic school year of 2022-2023. Forty-eight elementary and junior high school teacher respondents from fifteen (15) schools were interviewed using validated survey questionnaires. The results showed that laptops, desktop computers, printers, USB flash drives, and speakers were commonly used technological tools. Moreover, the science teachers were moderately skilled in utilizing technology in science-based instruction. Regarding the level of technological implementation, the science teachers have slightly applied technology integration in science instruction. At the same time, they practiced technology integration in the implementation of science instruction, and the training programs were provided. To improve technology utilization on Sarangani Island, the DepEd has to allocate more educational technology capability-building training for teachers. Moreover, DepEd has to establish active partnerships with local and provincial government units to improve its facilities and resources, namely electricity and internet connectivity.

The Potential Merits and Risks of Deploying Artificial Intelligence as a Pedagogical Tool for Teacher Education in Kenya

Artificial Intelligence (AI) has transformed numerous sectors of the global economy including education. In Kenya for instance, its integration in teacher education has enhanced learning experiences thereby improving pedagogical outcomes and fostering innovation. This study examines the potential risks and benefits of incorporating AI into various facets of teacher education in Kenya. By leveraging AI, teacher education programmes can harness advanced technologies to transform teacher training. Personalised learning powered by AI algorithms allows educators to address their strengths and weaknesses and tailor content and methodologies to their needs. Furthermore, immersive technologies such as virtual and augmented reality enable educators to practice real-world classroom scenarios in a controlled environment. The experience of integrating AI in teacher education in South Korea demonstrates a proven blueprint that Kenya can replicate. Despite the merits of deploying AI in teacher education, there are challenges that its use poses such as ethical concerns and inequitable access to technology among others. This study underscores the importance of strategic planning and stakeholder involvement to ensure AI’s responsible deployment in Kenyan Teacher Education ultimately transforming teaching and learning outcomes across the country.

Membangun Manajemen Pendidikan Islam yang Adaptif: Integrasi Nilai Moral dalam Pembentukan Karakter Siswa

This study analyzes the gap between academic achievement and moral character development in Islamic education, focusing on the integration of life values as the foundation for developing theories and practices in Islamic education management. The research employed a library research method, utilizing data sources such as journal articles, books, and relevant research reports. Data collection techniques involved selecting literature based on topic relevance, source credibility, and validity. Data analysis was conducted using analytical and synthetic methods to identify patterns, concepts, and research gaps. The findings reveal significant challenges in Islamic education, including insufficient teacher training, limited value-based curricula, and the impact of globalization and social media, which have contributed to a decline in students' moral values. Although value-based approaches have proven conceptually effective in building students' character, practical implementation continues to face systemic barriers. This study emphasizes the importance of curriculum reform and the development of value-based educational management models that are adaptive to modern needs while maintaining Islamic identity. It provides a robust conceptual foundation for further comprehensive research to create relevant, holistic, and morally-oriented Islamic education systems

Integrating Technologies Into Citizenship Training -EpC-: A Case Study With A Technological-Political Focus in the Colombian Context

Objective: the objective of this study was to investigate the impact of Information and Communication Technologies (ICT) on the pedagogical practices of Education for Citizenship (EpC) in educational institutions in the Nariño department, Colombia, to identify opportunities, tensions, and transformations in the integration of technology into the curriculum. Theoretical Framework: it was based on conceptual frameworks such as the Didactics of Social Sciences mediated by technology, the technopolitical approach, and network society theory. These models highlight how technologies reshape social and educational dynamics, thus promoting critical citizenship skills and learning that is contextualized in both global and local realities. Method: a multiple case study design was adopted, which included the participation of four educational institutions. Data collection was carried out through semi-structured interviews, questionnaires, and non-participant observations. These methods allowed for the analysis of teaching practices mediated by ICT and their relationship with the curricular objectives of EpC. The analysis was conducted in phases of selection, prediction, and interpretation, identifying emerging patterns and categories. Results and Discussion: the results show that ICT is a key tool for promoting digital literacy and civic participation, but face limitations such as the digital divide and lack of teacher training. In the discussion, these findings are contextualized in theories such as technopolitics, highlighting how ICT transforms teaching towards more critical and participatory approaches. The identified tensions include the limited instrumentalization of ICT and their underutilized potential to generate profound changes in educational practices.

La formación inicial docente en los Estudios Sociales: estudio de caso de una universidad privada de la zona Sur de Costa Rica (USCR)

This article presents the data from a case study on initial teacher training in a Costa Rican university. For the analysis, we started from the study category of Initial Teacher Training, which is understood as a line of research in the didactics of history for decision-making and reflection in practice (Añahual and Jara, 2021). The methodological strategy corresponds to a text analysis matrix for the interpretation of the components of the official curriculum, as well as open coding and triangulation of curricular documents. It is concluded that the initial training model transitions between the categories of the technical and practical curriculum, but is mostly technical, in that a model predominates over the teaching of traditional Social Studies.

Nordic Preschool Teachers’ Views of the Physical and Psychological Literacy Environments Regarding Read-Alouds

This research aims to increase knowledge about how preschool teachers in three Nordic countries view their preschool’s physical and psychological literacy environment regarding read-alouds. A total of 222 Nordic preschool teachers (52 Finnish, 91 Norwegian, and 79 Swedish) responded to a survey about early literacy practices. Likert-scale questions that contained statements about teachers’ views of the physical literacy environment and methods of reading aloud were used. Scales indicating a physical and psychological literacy environment were created based on statements that reflected the respective literacy environment. The results revealed that the teachers, on average, rated their preschool’s physical literacy environment positively. Their attitudes towards the psychological literacy environment were, on average, high regarding reading aloud as an opportunity for meaning-making and even higher for language-stimulating interaction. The attitudes towards reading aloud to organise everyday activities scored very low on average, which was a somewhat unexpected finding. There were some statistically significant differences in the measures between countries and groups, such as educational level. Emphasising high-quality literacy environments as early as for one- to three-year-old children is discussed as being essential in preschool teacher training and in-service training.

Barriers and Challenges To the Implementationof Green Building Development Ingresik

Sustainable development has become a key focus in addressing the challengesof climate change and environmental degradation. One crucial solution in achievingsustainable development is the implementation of green buildings. This study aimstoidentify and analyze the barriers and challenges encountered in the implementationof green buildings in both government and private projects. The findings of this researchare expected to be useful for local governments in formulating effective strategiestoincrease the number of green buildings in the city. In this research, the variablesof barriers and challenges are obtained through a literature review of international anddomestic journals that examine the obstacles and challenges in the implementationof green buildings. The study will employ several methods, including the RelativeImportance Index (RII), to identify the most influential barriers and challenges totheimplementation of green buildings. The respondents in this study are stakeholdersinvolved in the development of Gresik City, including government officials, consultants, and contractors. The results of this study are expected to identify the main barriersandchallenges in the implementation of green buildings in Gresik City. The results of thisresearch show that the 3 largest ranking barriers variables are the practice of illegal levies in obtaining permits, the limited number of BGH consultants, the opportunitytobe invited to government tenders needs to be increased. Meanwhile, the 3 largest ranking challenge variables are limited research on environmentally friendly buildingwork methods, lack of investment in environmentally friendly materials, limitededucational infrastructure for trained teachers.

Latinas’ Reinvention as STEM College Students in Pandemic Times at a Hispanic-Serving Institution

This study explores the challenges Latina students pursuing Science, Technology, Engineering, and Mathematics (STEM) faced during the pandemic and how they overcame such problems with resilience. This qualitative study focused on seven Latina college students at a Hispanic Southern border institution (HSI). The research methods included interviews, observations, and document analysis to explore their experiences. The findings reveal that there were various strategies employed to cope with the new online academic requirements, maintain their mental well-being, and stay connected with their family and colleagues. The study emphasizes the importance of faculty training in online teaching and the need for faculty and administrators to be flexible in understanding post-pandemic on-campus life for students.

Motivation for Participation in Civil Wind Bands: Contributions for Non-Formal Educational Contexts

Portuguese civil wind bands have operated as voluntary, non-profit organisations since the 19th century and serve as presentational and communal platforms for amateur music-making. Their core mission centres on providing music instruction and practical training for amateur musicians. This study examines the motivational factors driving adult musicians’ participation in civil wind bands. The research involved 617 adult wind band musicians nationwide who completed an online questionnaire. The findings indicate that fellowship consistently ranks as the primary motivator for participation, regardless of gender, age, and formal music education level. Musicianship emerged as the second most influential factor, with younger and older musicians placing substantial value on personal musical growth. Conversely, conductor leadership was the least important motivator, particularly among older musicians and those with higher levels of formal music training. These findings highlight the multidimensional nature of motivations for sustained participation in civil wind bands. The implications suggest that music directors and organisational managers can leverage insights from motivational studies to foster inclusive, self-rewarding, and intergenerational participation.

Bridging the Digital Gap: A Quantitative Study on ICT Integration in Antiguan Secondary Schools

In this article, specific quantitative findings from a mixed-methods study that examined the leadership strategies Antiguan school principals employed to integrate technology into the curriculum are examined. The goal was to provide a critical analysis of the impact of ICT integration in Antiguan Secondary Schools from the perspectives of teachers and students. This study was anchored by the International Standards for Technology in Education (ISTE), as well as the TPACK theoretical frameworks. In order to gather data about participants perceptions of the impact of integrating technology into the curriculum, online questionnaires were administered via Google Forms to educators (N=163) from nine secondary schools, as well as to students (N=256) in Forms 4 and 5. The quantitative data were then subjected to descriptive analyses, independent Samples T-Tests, and One-Way ANOVAs using SPSS 26. The quantitative data analyses highlighted findings that included significant T-Tests related to ICT training and perception of the value of technology among teachers, as well as positive correlations related to higher levels of principal’s involvement and support of ICT integration. To make ICT integration smoother, schools should invest in both pre-service and in-service training for teachers and principals. Additionally, having an up-to-date technology use policy can provide clear guidance for everyone.

OPPORTUNITIES AND DIFFICULTIES OF ARTIFICIAL INTELLIGENCE IN HIGHER

The article discusses the opportunities and challenges of implementing artificial intelligence (AI) in higher education. Important applications of AI such as personalization of learning, automation of the educational process, support for inclusion and the growth of digital competencies are taken into account. It was noted that AI improves the effectiveness of learning and equips students with the skills needed in the modern workforce. However, there are some barriers to the use of these technologies such as technological limitations, the need for teacher training, concerns about data security and moral considerations. In addition to discussing the potential of future applications of intelligent technologies in education, the article offers useful suggestions for the successful integration of AI into university curricula. The study highlights the importance of finding a balance between educational humanitarian principles and technological possibilities.

Modifiable Psychological Mechanisms of Resilience Among UK Trainee and Newly Qualified Teachers.

Teaching is identified as a stressful occupation, with elevated levels of burnout among the profession. Research suggests that resilience may buffer against stress and psychological distress and potentially be a useful resource for this occupational group. This research aimed to identify mechanisms associated with trainee teachers' resilience across time. Using the cognitive model of resilience, we examined interpretation bias and emotion regulation as cognitive mechanisms associated with resilience. The study investigated whether these cognitive processes have an association with trainee teachers' resilience during teacher training and in the first year as teachers in two 1-year longitudinal online studies. Study 1 commenced before COVID-19 pandemic (September 2019), but ended during ongoing pandemic-related restrictions. Study 2 was conducted as a replication study, commenced during COVID-19 (May 2020). Resilience, short-term stress, chronic perceived stress, and cognitive mechanisms (interpretation bias, emotion regulation) were assessed at baseline (during teacher training), with resilience and short-term stress monitored at the 8-month and 13-month follow-ups. Across both studies, cross-sectional and longitudinal relationships were found between perceived stress, cognitive mechanisms, and resilience. Positive interpretation bias predicted trainee teachers' resilience across time, suggesting that it is likely to be a good target for interventions to promote resilience.