Teacher Training Courses Research Articles

Teachers’ Knowledge about the use of ICT in the ELT Classroom

Information and Communication Technology (ICT) as a potential tool for enhancing the quality of education in Nepal and other countries. However, there is a lack of research examining secondary level English teachers’ knowledge in the integration of ICT. In this study, we aimed to investigate teachers’ knowledge in the use of ICT in secondary English classrooms. The study employed a quantitative method with a cross -sectional survey approach. It was conducted in Sudurpaschim province where the data were collected from 150 secondary English teachers through a questionnaire survey. The findings suggest that, to a large extent, secondary level English teachers have a largely inadequate knowledge of ICT and knowledge of ICT use in teaching. Based on the findings, we argue that it is crucial to improve English teachers’ knowledge of both aspects, and more training courses for teachers’ knowledge development are needed.

A GEOGRAFIA NOS MESTRADOS EM ENSINO DE PORTUGUÊS E DE HISTÓRIA E GEOGRAFIA DE PORTUGAL

In this article, it is our aim to analyse and discuss the presence of Geography (in a scientific and didactical way) in the study plans of the master course that produce teachers for 1st cycle of primary education and Portuguese and History and Geography of Portugal in the 2nd cycle of primary education. It was checked all the websites of Portuguese higher education institutions that held this course, identifying and analyzing the curricular unities directly connected to “Geography” and to “Geography Didactics”. Because this is a course to prepare new teachers to teach History and Geography of Portugal, it is relevant to know the presence of Geography in these courses and discuss the importance of its reinforcement. We also aim to deepen the knowledge in Portugal about the way that Geography is present in the courses of teacher training to starting education levels, study area that is little developed in Portugal.

Issues and Perspectives on The Electronic Translation of Shipping Incoterms: FOB as a case study

The international commercial terms are officially known as Incoterms. These trade rules, established by ICC (the International Chamber of Commerce) are written and pronounced in English. Mastering their use is necessary to circumvent any confusion in the meaning, and to avoid any misunderstanding between the contracting parties. These incoterms are universally agreed upon, except for the United States where a difference in their meaning is noticed, mainly the incoterm FOB (Free on Board). Although they are mandated as multinational business terms, they do not regulate the transfer of ownership of the merchandise nor the sale price. Despite the difference in their meanings, it should be noted that they constitute broad lines for commercial exchanges between countries. Some of their advantages are: The distribution of costs related to export and import, the distribution of documents between the seller and the buyer, and the conditions for the delivery of goods. They are stated to enable trading partners to reach markets throughout the world. To apply incoterms for overseas shipment, maritime transport companies need to make sure that their staff understand them clearly to avoid any costly mistakes in the process of transactions. Collaboration with educational institutions and training courses are required. Both current and future Algerian professionals in the field need to be assisted on how to use incoterms. This research paper deals with the use of shipping incoterms when training the students, who are specialized in maritime trade, for a future profession as a maritime leader or dealer. As the incoterms are basically written and pronounced in English, the use of a translating method, that allows them to identify and understand the meaning of linguistic terms, is required. Bearing in mind the fact that artificial intelligence covers a wide range of outputs nowadays, it has been necessary to ask the following question: Could the T M (translation machine) provide the students a faithful translation of incoterms? In an attempt to answer this question, the following hypotheses were formulated: Teaching EOP (English for occupational purposes) in the Algerian maritime sector focuses on translating the international commercial terms. Machine translation provides a faithful meaning of words and sentences. As the software performs translation for a specific language or domain, it produces a high-quality output. To check these hypotheses, it is essential to go through the MT translation method for it is mostly used by the learners as it is free from any charges. The MT (Machine Translation) method is what a computer program produces. To fulfil a translation, the text is simply entered or pasted in and the languages are selected. Google Translation is a well-known example of this type of translation. The use of this software enables the students to substitute mechanically and quickly words from one language to another. It exempts them from any human linguistic intervention. Though it provides free and instant translations, it produces incoherent wording. The present study reveals that different electronic sites do not give the same translation for the incoterm FOB. One way of evaluating the quality of machine translation is when the human translator reviews the output to ensure that it is linguistically correct. This review is referred to as the post-editing machine translation. When adopting this method, a good quality of translation is achieved; grammatical errors are fixed, unclear and confusing wording and mistranslations are cleared up.

DISTANCE EDUCATION METHODS: VIDEO ANALYSIS IN TEACHING PHYSICS

Formation of the skills of conducting an experiment and analyzing its results during laboratory work in natural science has always been an important didactic problem, which has significantly increased in the conditions of distance and mixed learning. The study of approaches to the effective use of software for the analysis of video recordings of observations of real physical processes and phenomena is one of the tasks of instrumental digital didactics. The affordable and regularly updated software Tracker: Video Analysis and Modeling Tool is a popular didactic tool for the analysis of physical quantities based on the processing of static and dynamic images followed by comparison with the corresponding mathematical model. The rules for creating educational videos suitable for analysis in a digital environment are summarized. On the examples of laboratory classes on many topics of physics (mechanics, hydrodynamics, molecular and atomic physics, and optics) and astronomy, the general features of creating video recordings, laboratory works, and problem tasks based on video analysis are shown. The STEM laboratory of the Junior Academy of Sciences of Ukraine has created numerous reference videos about physical experiments and the rules for their use; a collection of video tasks was also created; innovative methods of educational physical experiments were developed. The methods of video analysis were tested during distance and mixed education in the conditions of threats, also in formal and informal education formats, such as the summer science school for students and the All-Ukrainian natural science online tournament "Open Natural Science Demonstration". Instrumental digital didactics is a component of training courses for teachers and is regularly discussed at seminars and conferences on science education. The stemua.science source of the "MANU" NC is popular among Internet users.

SKILLS OF WORKING WITH PHOTO AND VIDEO MATERIALS AS A COMPONENT OF TEACHER'S ICT COMPETENCE IN DISTANCE LEARNING

The article deals with the urgent problem of increasing the level of teacher's information, communication and technological competence in the conditions of the use of all levels of distance learning technologies in educational institutions. The article considers the essence of the concept of teacher's ICT competence and establishes that its necessary component is the ability to present educational material, using the necessary ICT tools for this.
 The results of a survey of teachers of the Ukrainian language and literature, as well as physics, astronomy and computer science, conducted during the postgraduate training courses for teachers organized at Zhytomyr Ivan Franko State University during September-December 2021, are presented. As a result of the survey, it was found out which teaching materials have been used by the teachers in the process of distance learning, and what with difficulties they meet during the lessons in a distance format. It was found that the majority of teachers have used ready-made presentations, illustrative and video materials taken from the Internet, and the greatest difficulties for them were the creation of their own photo or video materials and multimedia presentations.
 It is proposed to hold thematic classes with teachers during their postgraduate training courses. The content of the classes is given, namely: the peculiarities of working with Internet catalogs of photo and video files; the review of the most popular online services for creating infographics, editing raster and vector images; the technology of preparation and installation of video materials; the artistic approach to building the composition of the frame and the psychology of its perception by the viewer.
 Thus, the implementation of the proposed approaches in the practice of the institutions that carry out postgraduate education of teachers will contribute to the development of ICT competence in the teachers, which will positively affect the quality of conducting educational and extracurricular activities in the conditions of distance learning. The perspective of further research is to study the possibilities of increasing the level of ICT competence in the teachers by using online learning management systems.

A pedagógusok önbevalláson alapuló digitális kompetenciaszintjének vizsgálata egy székelyföldi megyében a Covid-19 idején

"In our study, we are interested in the role of digital technologies in education and its inequality-forming/reducing effect, with a special focus on the social gap dimension of the phenomenon. In our study, we present the partial results of an empirical research among teachers in one of the counties of Szeklerland (Covasna), in which we compared the level of digital competence of teachers based on self-reflected data with social background variables such as gender, age, number of years in the profession, professional background, etc. The sample included teachers who had attended teacher training courses (N=312). The survey was conducted during COVID-19. Our results show that there are significant differences between users (teachers). Demographic indicators of teachers such as gender, age, type of workplace, location, etc. can be used to differentiate digital inequalities at the societal level. Keywords: teacher, COVID-19, social divide, digital divide, DigComp 2.1, DigCompEdu"

TRANSFERS, DIFFICULTIES, AND CARE STRESS AMONG FAMILY CAREGIVERS OF OLDER ADULTS LIVING WITH DISABILITIES IN CHINA

Abstract Family caregivers are critical sources of support to older adults living with disabilities, but they also need to cope with caregiving stress and difficulties brought by the caregiving process. This study aimed to explore the associations between family transfers (i.e., time transfer and financial transfer), perceived difficulties of caregiving, and caregiving stress among family caregivers of older adults living with disabilities. Respondents were randomly selected from 6 urban districts and 6 rural towns in Shandong province, China. Data from 220 older adults living with disabilities and their family caregivers were analyzed. Caregiving stress were divided into three categories (mild stress, moderate stress and high stress). Difficulties were divided into four categories (insufficient care abilities, economic hardship, time conflicts, and inadequate nursing equipment). Family caregivers reported moderate to high levels of caregiving stress. Results from multivariate ordinal logistic regression shows that family caregivers providing nine or more hours of care per day reported higher levels of caregiving stress than those who provided 8 or less hours of care per day (9 to 12 hours: OR=2.92, p<.05; 13 to 16 hours: OR=2.66, p<.05). Caregivers who perceived insufficient care abilities, economic hardship, and time conflicts were more likely to report caregiving stress. Respites in the forms of caregiver support group and day care attendance for older adults living with disabilities may reduce caregiver stress. Educational program and professional knowledge training courses may be helpful in reducing caregiving stress. The long-term care insurance system should be promoted to provide social support for family caregivers.

Virtual learning environment and its relationship with worker characteristics and occupational accident rates.

Information and Communication Technologies (ICT) have been employed widely in Occupational Health and Safety Management Systems training programs. However, it is necessary to investigate the influence and workers characteristics to ensure effectiveness. The study presents the relationship between demographic characterization and learning styles with the satisfaction and approval of a training course for teachers through virtual modality and the incidence in accident indicators of an educational institution. Analytical and longitudinal study. In 2019, 385 teachers participated in a virtual course on falls prevention. Learning styles were surveyed and records of teachers' entrance and approval of the course were consolidated. The evaluation of the course by teachers was reviewed and the behavior of accident frequency and severity indicators were analyzed comparing 2018 and 2019. To determine significant relationships, Cramer's V was applied for learning styles and demographic characteristics with access and course approval. ANOVA was applied for the demographic variables and the evaluation given by teachers to the course. T-test was used to compare the average values of the indicators for the period 2018-2019. Statistical relationships were found between the predominant learning style and access (P < 0.01) and approval (P < 0.01). Educational level of the population with access (P < 0.05) and course approval (P < 0.01). In addition to the age range and the rating given to the methodology applied in the course (P < 0.05). No differences were found between the values of the indicators. By identifying significant relationships between learning styles and demographic characteristics of the working population and the use of virtual learning environments, it is important to continue researching the influence of workers' characteristics and didactic methodologies for the design of virtual learning environments that encourage workers to follow safe procedures during their work.

A Study on the Difference in Playfulness and Play Teaching Efficacy of Preservice Early Childhood Teachers according to their Childhood Play Experience

Objectives The aim of this study is to investigate whether there is a difference in the playfulness and play teaching efficacy of preservice early childhood teachers according to their childhood play experience. Methods For this, a survey was conducted with 207 preservice early childhood teachers and frequency analysis and difference verification were conducted. Results The results are as follows. First, there was a difference in the formation of playfulness and play teaching efficacy according to the difference in the experience of ‘playground’ among childhood play experience of preservice early childhood teachers. Second, while ‘playtime’ among childhood play experience did not show any difference in the formation of playfulness and play teaching efficacy of early childhood teachers, ‘player’ was shown to be a factor causing the difference in both. Conclusions Based on these results, this study has an implication that early childhood teachers should be supported through the teacher training course to help them reflect on their own childhood play and form an educational belief on play.

Evaluation of the performance of the class teacher: the experience of Minin University

Introduction. The article summarizes the results of the first year of work on the implementation of the scientific project "Evaluation of the effectiveness of the class teacher (including the development of performance criteria)" (730000F.99.1.BV10AA00006). The research is aimed at developing theoretical and methodological foundations for evaluating the effectiveness of the activities of class teachers in a modern school. The relevance of the task is determined by the significantly increased public attention in recent years to the organization of the educational activities of the school and the lack of unified, generally recognized criteria for evaluating the effectiveness of the key figure in the educational process of the school: the class teacher. Materials and Methods. The theoretical and methodological basis of the study is a set of methodological approaches: system-activity approach (V. V. Davydov, A. N. Leontiev, S. L. Rubinshtein, D. B. Edkonin); acmeological (G. M. Derkach, V. N. Maksimova); personality-oriented (E. V. Bondarevskaya, V. V. Serikov, I. S. Yakimanskaya); competence (A. V. Khutorskoy, I. A. Zimnyaya); criterion-level (I. A. Zimnyaya, N. B. Avalueva); task (V. I. Slobodchikov, G. A. Ignatieva); integrative, complex (A. P. Belyaeva). The following research methods were used: system analysis and synthesis, comparative and comparative, theoretical modeling, survey, method of expert assessments, study and generalization of pedagogical experience, methods of statistical processing of results. Results. The research team substantiated a structural-functional model for evaluating the effectiveness of the class teacher. On its basis, an integrative criterion matrix for evaluating the effectiveness of the class teacher was developed, including procedural, personal and productive blocks, each of which contains certain criteria and indicators. They are built taking into account the invariant areas of activity of the class teacher (activities for the education and socialization of the personality of the student, work with parents, with the class, with subject teachers, with social partners) and the corresponding analysis and evaluation technology. A method for evaluating the effectiveness of a class teacher's activity has been constructed as a way of a comprehensive diagnosis of his professional activity, the quality of interaction with all participants in educational relations and determining the degree of development of his professional and personal competencies. It includes an integrative criteria matrix, a class teacher's professiogram, procedural "packages", modern practice-oriented diagnostic tools. Practice-oriented tools of the assessment tool have been developed, which are part of the methodology, which provide objectivity, clarify the content of the assessment and significantly expand the possibilities for determining the effectiveness of the class teacher. These diagnostic tools are represented by checklists, graphic cases, questionnaires. The results of the study were tested, reviewed and discussed in seven constituent entities of the Russian Federation (St. Petersburg, Kaliningrad, Nizhny Novgorod, Moscow, Kirov, Ulyanovsk, Samara regions) online and offline in the context of determining their practical applicability. A positive response was received in the professional pedagogical community. Discussion and Conclusions. Theoretical and methodological foundations for assessing the effectiveness of class teachers have been developed on the basis of the above methodological approaches and a set of sound principles (openness, optimality and objectivity, consistency, criteria-based clarity, collegiality, a combination of expert assessment and self-assessment, etc.). The results of the study can be used in the mass practice of analyzing and evaluating the effectiveness of class teachers. In addition, they can be used in the professional training of future teachers at the undergraduate and graduate levels in the development of special courses on the organization of educational activities at school, as well as in the research work of graduate students studying the organization of educational activities of class teachers. The results of the study can be used in advanced training courses for teachers who perform the functions of class teachers, educational advisers, deputy directors of schools for educational work when designing additional professional educational programs on educational issues.

Mobile media education as a tool to reduce problematic smartphone use: Results of a randomised impact evaluation

In recent years a public debate has been growing around mobile media and young people, as research has found adverse relationships between the intensive use of smartphones and well-being in this age group. However, there is still a lack of structured interventions targeting teachers and schools on the issue. This paper shows the results of a pre-registered cluster randomised controlled trial evaluating the impact of a media education intervention focusing on screen time management and the conscious use of mobile devices. The impact of a teacher training course is assessed on their 10th grade students (789 treated, 2572 controls), looking at their smartphone use, digital skills, and subjective well-being. Post-intervention differences, controlling for baseline measures at wave 1, show a moderate but significant decrease in smartphone pervasiveness and problematic use among treated students, with girls displaying greater beneficial effects than boys on withdrawal symptoms. Girls also show an increase in subjective well-being. No effect is found on the level of digital skills measured with an ad-hoc test. These results highlight that media education interventions focused on screen time management and content-related digital skills can be effectively incorporated into daily teaching and are relevant for students’ well-being. The paper also offers practical indications to develop effective media education interventions in a constant connectivity environment.

Quality in the Implementation of School-Based Assessment in Ghana: Evidence from Business Studies Teachers

The vitality and quality of implementing curriculum reforms and innovations depend on the teacher’s acceptance and concerns about the reforms and innovations. This research examines the concerns of Business Studies teachers about the quality of the implementation of School-Based Assessment (SBA) in the Senior High Schools in Central Region of Ghana. A descriptive, cross-sectional survey design was employed, and the census method involved all the Business Studies teachers. Data was gathered using the adapted Stages of Concern Questionnaire (SoCQ), processed via SPSS version 25.0 and analysed using Mean, Standard Deviations, Relative Intensity Percentile (RIP) and Factorial Multivariate Analysis of Variance (MANOVA). The study discovered that Business Studies teachers have the most intense concerns self-concerns (Awareness, Informational and Personal) least intense concerns at Impact concerns (e.g., Consequence) about SBA implementation in the curriculum. Further, the study established that Personal, Consequence, Collaboration and Refocusing Concerns significantly depend on teachers’ workload and SBA training. At the same time, gender, age, and years of teaching experience do not significantly influence teachers’ concerns about SBA implementation. The Business Studies teachers were not very much interested and involved in the SBA implementation. They are non-users and resistant to SBA implementation in the curriculum. The study recommended that the MoE/GES and NaCCA, in partnership with school administrators and GABET, should frequently organise ongoing training, workshops, seminars, conferences, and professional development courses for teachers to use and implement SBA in the curriculum. The MoE/GES should provide SBA logistics (tools, equipment) and materials needed for SBA implementation.

The initial education of Biology teachers in the state of Santa Catarina: controversies for implementing the Base Nacional

The objective of this article is to investigate the curricular changes imposed by the promulgation of the National Common Curricular Base (BNCC) in the final years of the Elementary School of Sciences in public schools education network, as well as to investigate adequacy of the curricular matrices of some Science teachers training courses to work in Science Elementary Education offered in the state of Santa Catarina. With the qualitative and interpretative study of the documents, it was found that the reform imposed by the BNCC considerably diversified the curricular matrix of Science teaching in Elementary School. This diversification arises with the insertion of Astronomy, Physics, Chemistry, and Geosciences contents. However, curricula of the seven teacher training courses analyzed have a large workload devoted to the contents of Biology. It is considered that this disparity in the approaches of the analyzed courses represents gap for the formation of the future teacher of the final years of Basic Science Education.

Educational path of teachers of Natural Sciences: a bibliographic review, based on Brazilian theses and dissertations

The training path and professional practice of Natural Science teachers require multiple knowledge and practices. Paradoxically, the training curriculum (initial or continuing) and working conditions do not help to fulfill these demands. In this sense, the objective is to understand the contributions of dissertations and theses produced in the country, present in the Brazilian Digital Library of Theses and Dissertations (BDTD), on training processes and professional practice of undergraduates and teachers in the area of Natural Sciences. The studies found, based on specific descriptors, underwent inclusion and exclusion criteria. Nineteen documents resulted for the reading and analysis of the full text. It can be seen that the training course of Natural Science teachers presents barriers and challenges that impact their professional practice. However, there are many strategies to minimize them. Therefore, there is a need to look at the educational documentary parameters and relate them to the training path of teachers of Natural Sciences.

THE IMPROVEMENT OF TEACHERS’ INFORMATION-DIGITAL COMPETENCE IN THE FIELD OF NATURAL SCIENCES EDUCATION AS THE BASIS OF QUALITY DISTANCE LEARNING

The scientific article discusses the problem of teachers' readiness to work in a digital educational environment. The purpose of this work is to study the experience of using digital resources in the implementation of distance learning by teachers of the disciplines of the educational fieldof natural sciences. The analysis and interpretation of the results of the study will help to improve the content of teachers' training courses at the Municipal Institution of Higher Education "Dnipro Academy of Continuing Education" of Dnipropetrovsk Regional Council. This study will allow to model the educational process during the training courses of teacher training in order to form and improve information and digital competence in postgraduate education as the basis of qualitative remote learning of students and effective professional activity of teachers. The mastering level of digital tools by the teachers of natural sciences education branch of Dnipropetrovsk region and the experience of using digital resources during the distance learning implementation were analyzed. The results of science education survey teachers about readiness to work in a digital educational environment are given. The relevance of this issue is obvious in connection with the results of the conducted research, which demonstrate the insufficient level of information knowledge and communication technologies by teachers. The study showed that most respondents need to improve information and digital competence. In our opinion, it is the constant updating and implementation of new means and methods of teaching -oriented ICTs in the educational process that should be a mandatory component of the training courses of teachers of the natural educational sector. Of course, the study does not exhaust the solution of the whole range of problems related to the formation of information and digital competence of teachers in postgraduate education. It is possible to continue the scientific search in the following areas: detailed analysis of the structure and content of information and digital competence of teachers of the natural educational field, research of the correlation between levels of information and digital competence and other components of professional competences for natural sciences educational field in the system of postgraduate pedagogical education.

Let’s All Go to the Movies, Together: A Social Cognitive Perspective on Diversity, Equity, and Inclusion in Management Education Video Clips

While video clips have undoubtedly advanced the practice of management education, social cognitive theory suggests that new sources of video clips may augment ongoing diversity, equity, and inclusion (DE&amp;I) efforts in management classrooms and organizations. In this article, we begin by reviewing social cognitive theory research that points to links between video clips and DE&amp;I outcomes that are part of many management classes and training curricula. Based on this social cognitive theory perspective, we discuss how management educators might foster learning and inclusion in management classrooms and organizations by incorporating video clips with a greater variety of demographic populations in managerial and organizationally impactful roles. To this end, we also provide a list of video resources that can be used to refresh or supplement the resources currently being used in undergraduate, graduate, online (synchronous and asynchronous), executive education, and corporate training courses that may present more homogeneous casts.

Methods of improving the quality of training of trainers within the framework of the work of the enterprise in the field of fitness services

In the context of a dynamically developing fitness sphere and changing economic conditions, new tasks appear within the framework of training personnel in the fitness industry. The study shows possible methods for assessing the degree of need for staff training, as well as mechanisms for solving this problem within the framework of the work of a fitness club. Results and their discussion. As part of the study, the level of literacy of fitness club trainers was assessed on the example of organizations in the city of Yekaterinburg, and ways of further development of this study were determined. Conclusions. As a result of the conducted research, it was found that the combination of basic education and additional training courses makes it possible to achieve the greatest effectiveness in the development of the level of literacy of trainers.

An Analysis of the Current Situation of the "Chinese Phonology and Speech" Course in Elementary School Teacher Training

&lt;p&gt;對教師而言，口語是傳達教學內容的重要媒介。在臺灣的國小師資培育課程中，與教師口語表達緊密相關的重要課程為「國音及說話」，其亦為師資生「教學基本學科課程」與各科教材教法的先修課程，足見此課程之重要性。本文研究目的在瞭解「國音及說話」課程內容與實施，故以課程大綱與授課教師為研究對象，探討此課程的課程目標、課程內容、授課方法與評量方式。首先由教育部大學校院課程資源網查詢106到110年，共計五個學年度、294門「國音及說話」課程，刪去重覆教師與課程大綱不完整者，共計44門。研究採取內容分析法分析課綱，並根據文獻探討與課程大綱分析結果做為擬定訪談題綱的基礎，而後訪談8位授課教師，最後比對與分析所得資料並提出結論。研究結果有四，一是課程目標兼顧國音理論與說話實務；二是課程內容重國音理論、輕說話實務；三是授課方法多採取教師講授國音理論、師資生練習說話實務的方式進行，但因修課人數過多、授課時數不足之故，導致實務練習不足；四是在評量方式上，多以紙筆測驗來評量國音理論知識，以口語練習或測試來評量說話能力，但口試未有相關標準與方式。研究者將針對此研究結果提出相關建議，並希望此研究能提供國小師資培育大學開設「國音及說話」課程的參考。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;For teachers, oral language is an important medium for conveying teaching content. In Taiwan’s elementary school teacher training courses, the compulsory course closely related to teachers’ oral expression is &amp;quot;Chinese Phonology and Speech&amp;quot;. This study aimed to understand the content and implementation of the &amp;quot;Chinese Phonology and Speech&amp;quot; course in such training and took. the curriculum syllabus and teachers as the research objects to discusses the curriculum objectives, content, teaching methods and evaluation methods. First, the Ministry of Education’s &amp;quot;University and College Course Information website&amp;quot; investigated the &amp;quot;Chinese Phonology and Speech&amp;quot; courses for five academic years from 2017 to2021. In total, forty-four courses, with repeated teachers and incomplete syllabus, were deleted. This research adopted the content analysis method to analyze the syllabus. Based on the literature discussion and syllabus analysis results for setting up the interview questions, it then conducted interviews with eight teachers. There were four research results. First, the curriculum objectives took into account both the theory of the national accent and the practice of speaking. Second, the course content emphasizes the theory of the national accent and neglects the practice of speaking. Third, students practice speaking in a practical way, but because the number of students in a class i too large and the number of teaching hours was insufficient, they still feel that the practical practice i insufficient. Fourth, in terms of assessment methods, paper and pencil tests were often used to evaluate teachers and students&amp;rsquo; national pronunciation theoretical knowledge, while the speaking abilities of teachers and students were assessed by oral practice or tests. There were no relevant standards and methods for the oral tests. This study puts forward relevant suggestions based on the results herein so as to provide a reference for the &amp;quot;Chinese Phonology and Speech&amp;quot; courses offered by elementary school teacher training universities.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

Influence of Computer Aided Learning for Teacher and Students in Promoting Assimilation of Knowledge. A Critical Literature Review

Purpose: No matter how superior the techniques employed are, it’s only through positive attitudes of teachers that the benefits of computer integration into the curriculum instruction could be realized. The overall objective of this study was to examine influence of computer aided learning for teacher and students in promoting assimilation of knowledge.&#x0D; Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.&#x0D; Findings: The study concluded that all the teachers and majority of the students (93.2%) disagreed to the statement that they had never used a computer and that they were not interested. Based on teachers’ perceptions towards the use of computer aided learning all the teachers’ strongly disagreed to the statement that computers scare them. Analysis of results showed that the teachers had a positive attitude towards computer aided learning. They therefore agreed that they believed computers were important teaching tool. The study also concluded that he school boards of management were partly involved in the training of teachers on computer aided learning and that the ministry of education also organized training courses for teachers on computer aided learning.&#x0D; Unique Contribution to Theory, Policy and Practice: The study suggests that parents associations (PA) in schools should develop a PA fund and organize equipping schools with more computers and other computer aided learning resources in order to make teaching and learning using computer aided learning easier. The current study suggests that there is need to organize in-service training for teachers in order to equip them with expertise skills and knowledge and build their confidence with ICT tools.

Association of Psychotropic Education with Quality of Life: A Before-After Study in Residential Aged Care Facilities.

Improving or maintaining quality of life (QoL) is an important aim for caring for people with dementia living in residential aged care facilities (RACFs). This study aimed to investigate the effect of a specific intervention, the Medication Management Consultancy (MMC), on the QoL of residents of RACFs in Western Australia, and to examine the association between psychotropic medications and QoL. A before-after study was conducted. Staff from four RACFs participated in the MMC, and 56 residents with dementia from these RACFs were included. The MMC consisted of an online interactive staff education training course comprising educational videos, and a case study encompassing non-pharmacological strategies, person-centred care for behavioural and psychological symptoms of dementia (BPSD), and strategies to reduce the use of antipsychotics. Following the training, posters, reference cards, reminder stickers, administration of the Older Age Psychotropic Quiz (OAPQ), and 30-min video conferences with action groups in RACFs were utilised. At baseline (T0), QoL, neuropsychiatric symptoms (NPS) and staff distress, cognition, and activities of daily living were assessed by QoL in Alzheimer's Disease (QoL-AD), Neuropsychiatric Inventory-Questionnaire (NPI-Q), Standardised Mini-Mental State Examination (SMMSE) and Bristol Activity of Daily Living Scale (BADLS), respectively, and repeated at 6 (T1) and 12 months (T2). Medication data were obtained from residents' medication charts. At baseline, of the 56 participants, 33 completed the study. Compared with baseline (31.2, 95% confidence interval [CI] 28.9-33.6), QoL significantly improved at 6 months (33.5, 95% CI 30.9-36.0; p<0.001) but not from baseline to 12 months (31.09, 95% CI 28.5-33.7; p=0.58). The NPI-Q severity (residents) significantly improved from 9 (interquartile range [IQR] 11) at T0 to 6 (IQR 9.5) at T1 (p=0.014) and to 7 (IQR 11) at T2 (p=0.026). The medians of NPI-Q distress (staff) significantly improved from 12 (IQR 13.5) at T0 to 8 (IQR 9) at T1 (p=0.013) and to 6 (IQR 11.5) at T2 (p=0.018). Monthly doses of antipsychotics declined significantly by 51.8% at 6 months (p=0.003) and by 43.5% at 12 months (p=0.003); antidepressant doses declined significantly by 25.4% at 6 months (p=0.013) and by 39.4% at 12 months (p=0.016); benzodiazepines doses remained stable. QoL and use of psychotropics, age, sex, NPI-severity, and BADLS were not correlated. The MMC was associated with improvement in QoL, NPS, staff distress, and reduction in monthly use of antipsychotics and antidepressants among RACF residents. There was no correlation between improved QoL and reduction in use of psychotropic medications, but due to the limitations of our study, this should be confirmed in additional studies.