Teacher Training Courses Research Articles

자기주도적 수업 참여 프로그램이 과학교육과 신입생들의 자기주도성에 미치는 영향

This study aimed to investigate the changes in the self-directedness of freshmen in the department of science education through a self-directed learning participation program. It also aimed to investigate the meaning they gained from this program. In this, study 24 freshmen participated in. The results are as follows: First, the results of the self-directedness test showed statistically significant changes at the p < .01 level. The sub-items of attachment to learning, openness to challenges, self-confidence as a learner, curiosity about learning, acceptance of responsibility for learning, and self-understanding all showed statistically significant changes at the p < .05 level. Second, when examining the preparatory process for freshmen, efforts were made to recognize the class objectives and convey them to students to clarify, but no efforts were made to induce motivation to learn when approaching learning problems. And there was a lack of consideration of what should be taken into account for effective learning in the teaching-learning process. In addition, there was a lack of understanding of the reasons and methods for organizing and evaluating classes. Third, freshmen had positive thoughts about the self-directed class participation program, and they thought that it should be actively utilized in teacher training courses, and that allowing secondary school students to prepare and apply classes on their own would have a positive effect on learning. In conclusion, it is necessary to develop and apply such self-directed class participation programs for future science teachers, and should be applied in secondary school as well.

Perceptions of Social Studies Teachers and Supervisors about Teaching Space Education in the Sultanate of Oman

This study aimed to reveal the perceptions of social studies teachers and supervisors about teaching space education in the Sultanate of Oman, and the extent of their interest and satisfaction with the current reality of space education. The questionnaire, which consisted of (28) statements distributed over five axes, was applied to a stratified random sample of (150) teachers and supervisors. The results showed the support of social studies teachers and supervisors for teaching space education in the Sultanate of Oman, and there were no statistically significant differences at the significance level (0.05) according to the variable of years of experience. The researchers recommended the development of social studies curricula; To keep abreast of developments in the field of space education, and to hold training courses for teachers and supervisors of social studies in the field of space education; To develop their knowledge and skills with its developments, and accordingly the researchers suggest some future studies. Keywords: Perceptions, teachers, supervisors, space education, social studies

To what extent can oracy education and student dialogue support historical thinking skills in Year 7?

Abstract During the course of my teacher training, I have encountered two distinct classroom contexts for oracy: a term that refers to the ability to express oneself in speech. At my first placement school, very few students were willing to answer questions or present arguments in front of their peers. Conversely, the majority of students at my second placement school are keen to demonstrate their knowledge, yet often speak over one another during discussion tasks. In both schools, dialogue is mainly directed towards the teacher; students rarely offer extended answers during lessons, and oral reasoning and argumentation generally take place as a precursor to written work. I therefore wanted to implement a sequence of lessons where the learning was intentionally carried out and measured through student talk and cooperation. In particular, I wanted to examine how far teaching specific oracy skills and providing informal scaffolded opportunities for presentational and exploratory talk can support the development of historical thinking skills in Year 7 (age 11): in other words, students' ability to consider multiple historical perspectives; to appreciate the difference between modern and ancient values; to critically engage with historical terminology, and to present and justify an argument. Students' responses were generally positive and engagement raised. I conclude with further thoughts about future practice.

Components of contemporary linguo-methodological competence of students in language training programs at the present stage

Importance. The competence-based approach prevailing in the current higher education puts forward special requirements to the systematization of knowledge and skills of graduates. The composition and description of professional competence, which is the main reference point in course design, has a strong impact on the overall effectiveness of the educational process, so there is an imperative need for a comprehensive and practice-oriented model of linguo-methodological competence. The purpose of the study is to develop a general model of linguo-methodological competence that meets the needs of linguo-methodological areas of training.Materials and Methods. To carry out the research: the corpus of research literature on the topic is analyzed, the general regularities of requirements to the competence of a specialist are synthesized and systematized, the structure of linguo-methodological competence is modeled.Results and Discussion. Interpretation of the general model of professional competence under specific conditions of foreign language teaching reveals a number of functionally different aspects of specialist’s competence. The following aspects are identified: behavioral, sociocultural, motivational, information and communication, and linguodidactic. Each component actualizes a relatively autonomous set of knowledge and skills, which can be purposefully influenced.Conclusion. The presented model is characterized by its structural completeness, which allows integrating private professional competences within the framework of individual components. The selected components reflect the main aspects of professional activity of a modern foreign language teacher, which allows us to use it as a starting point for designing a foreign language teacher training course.

A IMPORTÂNCIA DA PESQUISA ACADÊMICA NA FORMAÇÃO DE PROFESSORES

This article explores an ongoing study that investigates the integration of research as curricular content in teacher training courses for basic education in Brazil, with a particular focus on pedagogy courses. Thus, the study is situated within the context of government policies and educational reforms that began in the 1990s. However, the work examines the socioeconomic and cultural characteristics of students aspiring to become elementary school teachers and analyzes the introduction of research into the curricula of these courses, contrasting the approaches presented in official documents with the concepts defended by the main authors in the field. The text is based on qualitative data collected through focus group discussions with students who are about to complete the pedagogy course. Thus, the article ends with reflections on the need to consider both the subjective aspects and the sociocultural characteristics of students when assessing the relevance of research in initial teacher training courses. To this end, this analysis seeks to understand more comprehensively the impact of research on teacher training, recognizing the complexity of the dimensions involved in educational practice and in the preparation of future teachers.

ENGLISH LANGUAGE IN PUBLIC SCHOOLS

The teaching of English, historically centered on structural paradigms, faces challenges with the rise of digital technologies in social interactions. Augmented Reality (AR), by integrating virtual elements into real environments, offers transformative potential. The present work, "English in Public Schools: Augmented Reality Applications and Social Language Practices," explores the integration of AR in English language classes. Based on teacher plans in Sergipe, data from a teacher training course conducted in 2021 are analyzed through Freeman's Teacher Research (1998). Results highlight the potential of augmented reality in public English teaching, emphasizing the importance of teacher training courses in the effective implementation of educational technologies.

Enhancing collaborative online learning in higher education: using Google Docs to analyze Literature texts by teacher trainees

The purpose of this project was to explore how collaborative learning can be enhanced through Information Communications Technology in the critical reading and analysis of Literature texts in a particular teacher training course at a selected university in Uganda. The study undertook an interventional research approach whereby critical literacy principles provided the basis for formulating online tasks that would provoke higher order thinking skills such synthesizing, analyzing, reasoning, comprehending, application, and evaluation during the discussion of the play The Lion and the Jewel. A conversational framework was adopted to design a collaborative learning environment by which face-to-face sessions were combined with technology in form of Google Docs. Some of the steps of engagement included identifying the eight participants, sharing of initial content on critical literacy with them, face-to-face sessions and uploading of tasks. The findings reveal that with systematic instructions and guidance Google Docs can provide a collaborative learning platform whereby students can continuously comment about Literature texts in a conversational manner; the intervention proved the possibilities of flexibility in the learning environment; and dialogic teaching especially when discussing Literature texts was greatly enhanced during this intervention. This study was carried out in a real time learning context during the teaching of one of the researcher’s courses. The finding thus can offer some useful guiding steps as benchmarks for actual take up of other ICT tools in teaching and learning in higher institutions of education

Teachers as CALL Customizers: exploring teachers’ perceptions of conceptualizing and customizing CALL materials

A common issue in the second/foreign language (L2) classroom is that teachers’ insights are not often included in the development of CALL materials. To understand how teachers can customize CALL materials that meet the needs of their students, our previous conceptual paper proposed a three-level approach to show how teachers can leverage basic computers skills to categorize pre-existing digital materials to stimulate L2 interaction, namely by using them as-is, modifying them, and/or using online tools to create them from scratch. This one-group mixed-methods study implements these ideas by: (1) examining the types of CALL materials teachers can customize to stimulate L2 interaction, and (2) assessing participants’ perceptions of how they used the approach. The study took place in a CALL teacher training course for eight weeks at an English-speaking university in Montréal and featured readings, lectures, lab sessions, and projects directed at customizing CALL materials. To understand the types of CALL materials participants could customize (goal #1), mixed-methods data were collected in the form of online ESL courses built by participants and a design-choice log where they recorded details about the tools they used, providing an overview of each activity. A reflective discussion was held using the Socratic-Wheel technique to understand how participants used the approach (goal #2). The results indicate that participants customized CALL materials at all three levels, targeting L2 interaction with (e.g. online flashcards) and through (e.g. synchronous messages) computers. Responses from the reflective discussion revealed that participants perceived becoming aware of their abilities in CALL, thus endorsing the pedagogical effectiveness of the approach.

The impact of collaborative reflection and dialogic journals on EFL teachers’ ecological agency

ABSTRACT This explanatory sequential mixed method study aimed to investigate the impact of collaborative reflection and dialogic journals on EFL teachers’ ecological agency. For this purpose, 60 EFL teachers selected through purposive sampling were randomly assigned to three groups, one control group, and two experimental groups. The participants of the control group took part in a 10-session teacher training course. The participants of experimental group 1 participated in collaborative reflection sessions for 10 weeks and the participants of experimental group 2 were required to keep dialogic journals for 10 weeks. To investigate the effect of the treatment, the teacher ecological agency questionnaire was administered twice in the pretest and posttest. Finally, a set of semi-structured interviews were conducted with the participants of both experimental groups. The results indicated that collaborative reflection and dialogic journals had a significant effect on the development of the participants’ ecological agency. However, the participants of experimental group 2 outperformed the participants of experimental group 1 in the posttest examining ecological agency. The thematic analyses of the semi-structured interview revealed that both collaborative reflection and dialogic journals have contributed to the development of EFL teachers’ ecological agency. The findings of the current study have significant pedagogical implications for teachers, teacher educators, policymakers, and researchers.

Developing and Evaluating Thai Technical Teacher Training Courses Based on German Technical Vocational Education and Training: A Path towards Global Competitiveness

Developing and Evaluating Thai Technical Teacher Training Courses Based on German Technical Vocational Education and Training: A Path towards Global Competitiveness

현상학적 방법을 활용한 사회과 예비교사의 교육실습 경험 연구

This study is done to find out what kind of experiences current teaching practice actually provides for Social Studies student-teachers and what specific roles teaching practice plays by using phenomenological description analysis. To focus on individual experience of each participant, this study analyzed experiences of seven student-teachers who completed their teaching practice by using Giorgi description analysis. The main results of this study are as follows. Firstly, student-teachers evaluated teaching practice was necessary and useful experience while they evaluated teaching practice wasn’t effective enough for them to enhance their teaching professionalism. In particular, student-teachers evaluated they lacked in experiences with self-leadership in designing the lesson and practicing teaching and communicating with students. Secondly, student-teachers evaluated that a mentor teacher’s feedback was not enough both in quality and quantity, that reflection on teaching with fellow student-teachers was meaningful experience but not high quality. Also, a problem was found that the ability which improved through teaching practice was limited to the aspects of simple teaching skills. Thirdly, it seemed that student-teachers’ checking their views on teaching profession was done only superficially. They hardly experienced checking and improving their teaching philosophy, views on teachers, views on learners and views on subjects. They just stayed on the process of checking whether they really wanted to be a teacher or not. To make teaching practice more professional and pedagogically meaningful teacher training course, opportunities to play diverse roles independently should be provided for studentteachers and more specialized mentor system should be built.

Exploring History Teachers’ Understanding of the Goals of History Teaching and Historical Thinking Skills in Secondary Schools

The purpose of this study was to explore history teachers’ inclination toward the goals of teaching disciplinary history, active teaching methods, and their experiences with historical thinking skills during their college education and their classroom practices. The qualitative thematic analysis explores how secondary school history teachers’ beliefs and background knowledge about their subject matter influence classroom practices. It focuses on their conceptions of history and historical thinking, teaching goals, teaching methods, and instructional materials. The results revealed that teachers’ educational training and history courses significantly influence their disciplinary knowledge and teaching practices. In the quantitative phase, the findings reveal that the status of teacher experiences and efficacy with all the historical thinking skills indicators, namely, sourcing, contextualization, corroboration and explicit instruction, varies as revealed in the result section. To address this issue, the researchers suggested the need for teachers to update their professional development and incorporate historical thinking skills into classroom activities, fostering engagement and agency, and intensive training for in-service history teachers. In this preliminary phase, we use these exploratory findings and research on teachers’ conceptions of their discipline and practices of historical thinking skills to propose an interventional framework for teaching history.

Some Reflections on the Benefits of the Professional Development Training Course "With Education to Plurilingualism" Managed through the Erasmus Plus Program

Aim. The aim of the research was to find out and confirm the benefits of the professional development training course for language teachers managed thanks to the Erasmus Plus scheme. Methods. We used the evaluative form of the questionnaire and mathematical methods. The results represent the number of participants and the scale they agree with the statements. Results. 29 teachers evaluated two training internships in France, in Francophonia and Nice, and two internships in Slovakia. The third internship was provided by the European Center for Modern Languages ​​based in Graz on the topic of the Framework of reference for pluralistic approaches. The fourth training was focused on etwinning and the ESEP platform. The overall quality and satisfaction rating out of 5 points was 4.9. Conclusions. Thanks to Erasmus Plus, we facilitated a high-quality exchange of knowledge by incorporating innovative techniques, methods, and tools, which were promptly integrated into teaching practices. This collaboration significantly enhanced the partnership between schools and educators. As a result, teachers gained access to exceptional methodologies and approaches, which they applied in classrooms throughout Slovakia.

음악교육가들의 교육내용을 반영한 음악 교수내용지식에 따른 유아 음악교육 대학교재 분석: Orff, Dalcroze, Kodály를 중심으로

Objectives The purposes of this study were to analyze university textbooks in early childhood music education utilized within early childhood teacher training courses, according to the music pedagogical content knowledge that reflects the educational content of music educators. Methods For this study, seven early childhood music education university textbooks suitable for research were selected as the research subjects. Next, these textbooks were analyzed and categorized into music pedagogical content knowledge domains: subject content, teaching and learning methods, curriculum, and learner knowledge. The results were presented. Results First, the analysis of the subject content knowledge revealed that there is a noticeable deficiency in content related to traditional Korean music in the textbook. Second, the analysis of the teaching and learning method knowledge in the textbook showed that the included plans for early childhood music activities predominantly focus on music appreciation and activities following the principle of gradual deepening. Activities such as singing with inner hearing, harmony-linked activities, and singing by note or scale are less frequently presented. Third, upon analyzing the curriculum knowledge within the textbooks, the music education content linked to the Nuri curriculum is presented more frequently on average than the content linked to the standard child care curriculum. Fourth, as a result of analyzing the knowledge of leaners in the textbook, the target age for the included plans for early childhood music activities tended to center around young children or toddler-young children integration. Conclusions The significance of this study lies in its proposals for future enhancements and revisions of university textbooks for early childhood music education.

IMPACT OF GOSSIP IN WORKPLACE ON JOB BURNOUT MEDIATED BY THE EMPLOYEE'S SILENCE

The research reviews the nature of the impact of gossip in the workplace, with its dimensions, on the dependent variable, job burnout, mediated by the employee’s silence with its dimensions, through analysing the relationship between the dimensions of the variables. The research aims to help the researched organization address job burnout. The research began with a problem that included questions, including (the extent of the researched organization’s interest in addressing the impact of Gossip) and the results showed this through the importance of the research. Using a questionnaire form, a purposive sample (all teachers) of (282) teachers was adopted in the College of Education for Human Sciences / University of Kerbala. At the same time, the statistical tools were represented by linear regression, correlation coefficient, structural equation modelling, and path analysis. Structuring the equation, a set of conclusions was obtained, the most important of which was (that increasing gossip in the workplace in the presence of employee silence leads to a high increase in employee burnout). The most important recommendation was (the need for the studied institution to work to reduce the level of gossip at work, burnout, and employee silence. Following the following administrative practices (development and training, empowerment, incentives and rewards, organizational justice, credibility, managing relations between employees, and administrative trust), not only setting codes of ethical behaviour and urging employees to adhere to them, as well as conducting educational guidance workshops and training courses on negative and deviant behaviours in a way In general and gossip in particular, about its dangers and causes on society and the institution studied.

Spiral-curricular blended learning for the mathematics education in physics teacher training courses

A good physics education depends on a good, transferable mathematics education. A concept for a cross-modular blended learning math course developed for the first two semesters of our physics teacher trainee study program is introduced. The course covers the important new mathematics required for the development of the conceptual understanding of the classical experimental physics mechanics and electrodynamics. It is based on three pillars: parallelism of the math topics to the physics lectures, spiral-curricularity to prior knowledge and high quality digitally available interactive materials such as interactive videos, formative tests and exercises to foster a self-regulated learning of the students in online as well as face-to-face learning environments. The blended learning math course and its face-to-face math seminars are integrated into the experimental physics modules. Results of surveys among the first two cohorts of course participants indicate that the design of the math course is well accepted and the interactive videos are very well received by the students. Initial tests on the learning effectiveness indicate a sufficient development of long term knowledge by the students.

The impact of cognitive flexibility on prospective EFL teachers' critical thinking disposition: the mediating role of self-efficacy.

Critical thinking as one of the key skills for success in the 21st-century has been considered by many scholars in teacher education. This study tries to examine the interaction of critical thinking disposition with two other key characteristics of successful teachers: cognitive flexibility and self-efficacy. To this end, a sample of pre-service English as a Foreign Language (EFL) teachers was selected for this study. Based on the findings, a positive and strong relationship between cognitive flexibility and critical thinking disposition, and a positive and robust correlation between self-efficacy and critical thinking disposition were observed. Hence, it can be suggested that teacher-educationists can use this link for designing teacher-training courses with tailored tasks for both in and pre-service teachers. The main contribution of the findings might be beneficial for homogenizing teacher-training courses around the globe with the 21st-century trends. In addition, this line of research can be followed by empirical studies for checking the effectiveness of tailored tasks for provoking teachers' critical thinking dispositions, cognitive flexibility, and self-efficacy in teaching activities.

Learning effect of online versus onsite education in health and medical scholarship – protocol for a cluster randomized trial

BackgroundThe disruption of health and medical education by the COVID-19 pandemic made educators question the effect of online setting on students’ learning, motivation, self-efficacy and preference. In light of the health care staff shortage online scalable education seemed relevant. Reviews on the effect of online medical education called for high quality RCTs, which are increasingly relevant with rapid technological development and widespread adaption of online learning in universities. The objective of this trial is to compare standardized and feasible outcomes of an online and an onsite setting of a research course regarding the efficacy for PhD students within health and medical sciences: Primarily on learning of research methodology and secondly on preference, motivation, self-efficacy on short term and academic achievements on long term. Based on the authors experience with conducting courses during the pandemic, the hypothesis is that student preferred onsite setting is different to online setting.MethodsCluster randomized trial with two parallel groups. Two PhD research training courses at the University of Copenhagen are randomized to online (Zoom) or onsite (The Parker Institute, Denmark) setting. Enrolled students are invited to participate in the study. Primary outcome is short term learning. Secondary outcomes are short term preference, motivation, self-efficacy, and long-term academic achievements. Standardized, reproducible and feasible outcomes will be measured by tailor made multiple choice questionnaires, evaluation survey, frequently used Intrinsic Motivation Inventory, Single Item Self-Efficacy Question, and Google Scholar publication data. Sample size is calculated to 20 clusters and courses are randomized by a computer random number generator. Statistical analyses will be performed blinded by an external statistical expert.DiscussionPrimary outcome and secondary significant outcomes will be compared and contrasted with relevant literature. Limitations include geographical setting; bias include lack of blinding and strengths are robust assessment methods in a well-established conceptual framework. Generalizability to PhD education in other disciplines is high. Results of this study will both have implications for students and educators involved in research training courses in health and medical education and for the patients who ultimately benefits from this training.Trial registrationRetrospectively registered at ClinicalTrials.gov: NCT05736627. SPIRIT guidelines are followed.

Exploring the causes, consequences, and solutions of Chinese EFL teachers' psychological ill‐being: A qualitative investigation

AbstractTeachers' psycho‐affective states are considerably reported to play a vital role in English as a foreign language (EFL) education. However, the overall mechanism, realization, and representation of teachers' psychological ill‐being (PIB) have been widely kept under the shadow of well‐being. To fill this gap, this qualitative investigation examined 46 Chinese EFL teachers' perceptions about the causes, outcomes and solutions of PIB. The results of thematic analysis revealed that PIB was caused by different personal, interpersonal, professional, task, student and contextual factors among Chinese EFL teachers. More specifically, ill‐being emerged out of “heavy workload pressure”, “mental and physical exhaustion”, “unrelated tasks to teaching”, “students' classroom behavior and performance”, “unfriendly school climate”, “poor interpersonal relationships with colleagues” and “social and cultural environment”. The findings also indicated that teachers' ill‐being led to different outcomes such as “reducing teaching quality”, “creating negative emotions”, “causing physical and mental health problems”, “leading to burnout” and “hurting students' feeling and learning rate”. To solve this aversive state, the participants suggested different techniques such as “reducing workload”, “learning emotion regulation strategies”, “establishing a positive classroom/school climate”, “offering teacher training courses”, “providing support and facilities for teachers”, “increasing salary” and “reading books”. A discussion of the findings and implications for EFL teachers, teacher educators and policy‐makers is provided to enhance their emotional literacy and competency regarding negative teacher‐related emotions in L2 teaching.

수희는 더 배울 것이 있었을까?

Purpose: This study was conducted to explore the perceptions and characteristics of in-service and prospective teachers regarding the educational ‘field’ and to identify the differences. Methods: Twenty-three current biology teachers from across the country and 21 prospective biology teachers from universities in the southern region participated in the study. The questionnaire-collected data was analyzed qualitatively, and this presented results using simple descriptive statistics. Results: While in-service teachers emphasized ‘reality’ by presenting the concept of ‘field’ acquired through experiences in the educational field, prospective teachers conceptualized an ‘ideal’ of the field that was somewhat abstract and distant from reality. The in-service teacher responded that the perception of the field that he had as a pre-service teacher changed very realistically as he experienced the actual field. Through their field experience, the teachers suggested a curriculum-related curriculum, the acquisition of experimental inquiry class operation skills, the development of administrative skills, and the expansion of school field training as measures to strengthen field experience in the teacher training curriculum. Conclusion: Through these results, this study suggested that the definition of ‘field’ should be specified first before evaluating teacher training courses and teacher training institutions, and that the opinions of current teachers should be sufficiently listened to and reflected when establishing a teacher training curriculum.