Teacher Training Courses Research Articles

Everyday actions in science teaching: a case study in public and private schools

Science teaching has been guided by different trends that are still used in the classroom today. More recently, the concern with developing experimental activities began to have a strong presence in teaching projects and teacher training courses. In the municipality of Abaetetuba-PA, located in the Amazon, most education professionals do not pay attention to the fact that everyday situations are directly linked to scientific knowledge. This article was intended to approach methodological actions of everyday life at school, seeking support in the empirical knowledge of students so that they can use the academic knowledge acquired in the classroom to understand and solve problems of daily life. The socioeconomic characteristics of the students were analyzed and ten experiments in the area of science were related to daily life, to the syllabus, and applied to 60 students from the 4th grade of an elementary school in the municipal education network (public) and in a private school. All experiments applied with this methodology had widespread acceptance among students and proved to be effective in students' performance. Through the ANOVA calculation, it was found that there were no significant differences for most of the answers between the students of the two schools.

Emerging imbalance in the development of TPACK - A challenge for teacher training

This research continues the tradition of Technological Pedagogical Content Knowledge (TPACK) studies aimed at better understanding the development of pre-service teachers’ TPACK. The aim of the study is to show what are the areas of TPACK that pre-service teachers perceived as important and relevant for them, from a teacher training course. This course can be seen as a one of the many teacher training courses within teacher training. The course is not specially designed for mere educational technology, instead the course focuses on biology, using inquiry-based learning activities supported with various technologies. This study was conducted using qualitative methods. The research data consists of pre-service teachers’ (n = 165) answers to two short questions focusing on the elements that pre-service teachers gained from a teacher training science course for building their TPACK. The aim of this method was to highlight only the area that pre-service teachers felt important and relevant without providing any guiding structures. Results show the important role of Pedagogical content Knowledge (PCK) as the core area that respondents gained from the course. The results indicate that the role of Technological Pedagogical Knowledge (TPK) remained modest, the number of responses focusing on TPK was low, and the responses remained at a very general level. The results suggest that in order to provide pre-service teachers with better and more balanced support for the development of their TPACK, we need to highlight technology and make its role more explicit, especially from the perspectives of teachers.

Continuing Professional Development Training Related to the Use of Technology in Education in Saudi Universities: Literature Review

The CPD in regarding to E-Learning tools for educators and its role as an important element to develop and improve faculty members skills in adopting technology in education. As a result, the ministry of education in Saudi Arabia has made a huge effort to provide intensive training for educators in public schools and in universities. This paper aims to provide an overview of the CPD in Saudi education environment and presents its importance for improving educators’ skills’ especially, related to the adoption of technology in teaching and learning process. The results indicated that there were insufficient training courses for educators in related tot the integration of E-Learning strategies in education. The paper recommendations are that Saudi universities should provide adequate training which based on teachers’ requirements and needs.

SOCIAL STUDIES TEACHERS' PERCEPTIONS OF THE OBSTACLES TO ENHANCING COEXISTENCE AMONG STUDENTS OF THE SECOND CYCLE OF BASIC EDUCATION IN THE SULTANATE OF OMAN

This study aimed to reveal the perceptions of social studies teachers about the obstacles facing coexistence education. The sample consisted of (13) teachers who were selected as a focus group out of (30) teachers who underwent a training program on coexistence for (20) training hours, and the study data was obtained by means of a semi-codified interview. The results of the qualitative analysis showed that the obstacles associated with the student come on top of the obstacles that hinder education on coexistence by (46.15%), while the percentage of obstacles related to the surrounding environment and obstacles related to the teacher himself was equal by (26.92%) each. The study presented a set of proposals and initiatives to integrate education on coexistence inside and outside the school environment, such as school radio programs, school theater, seminars, lectures, exhibitions for different communities, training courses for teachers, and trips inside and outside the Sultanate. Keywords: Disabilities, Teachers, Social Studies, Coexistence

From EFL teacher to CLIL teacher in Estonia

AbstractContent and language integrated learning (CLIL) has been adopted in many countries as an attractive methodology to enhance both subject and language teaching. Successful implementation of CLIL is preconditioned by the availability of qualified CLIL teachers, which can be ensured through both pre-service and in-service teacher training. The article introduces a case of designing and implementing an in-service training course of CLIL methodology for English as a foreign language (EFL) teachers in Estonia. The results of a one year-long longitudinal study of EFL teachers’ professional development in CLIL methodology (2018–2019) have been used to develop and implement a needs-analysis-based CLIL in-service training course for a wider community of teachers of English in Estonia (2019–2020). The approach to designing such a tailored in-service training course of CLIL methodology can be applied by teacher educators in other educational contexts and countries.

예비유아교사의 부모 및 부모자녀관계 인식에 대한 은유분석

This study conducted a metaphorical analysis of the parent-parent-child relationship targeting3rd graders in the early childhood education department. As a result, pre-primary earlychildhood teachers regard their parents as 'parents as emotional supporters', 'parents as victims','parents as absolute beings with strength', 'parents as guardians', 'parents in the process ofself-growth', 'guides of life' Parents as 'parents' and 'parents as examples of life' were recognized in that order. In addition, parent-child relationships were recognized in the order of'essential relationship', 'symbiotic relationship', 'equality relationship', 'trust relationship','relationship where love and hate coexist', and 'relationship that grows together' was doingThrough this, it will be an opportunity to derive the operational direction of parenteducation-related subjects opened in the early childhood teacher training course. In the future,effective parent education will be achieved by forming a trusting relationship between parentsand teachers.

TURKISH EFL PRE-SERVICE TEACHERS’ ORAL CORRECTIVE FEEDBACK PRACTICES

This study investigated pre-service ELT and Turkish EFL teachers’ actual oral corrective (hereafter, OCF) practices in the classroom during their practicum. The participants of the study were twenty final-year students, who were selected randomly, with ten senior students from the English Language Teaching (hereafter, ELT) department of the Faculty of Education and ten senior students from the English Language and Literature Department (hereafter, ELL), who were taking both their courses at the Department of the Faculty of Letters during weekdays and teacher training courses at the ELT Department at Faculty of Education at the weekends, state university. Classroom observational data have been gathered through video recordings of twenty lessons. The study revealed three important results. First, both ELT and non-ELT pre-service teachers tended to employ excessive use of OCF strategies regardless of the nature of students’ erroneous utterances. In other words, they did not take into consideration whether the errors impeded the communication or not. Second, the participants targeted, for the most part, grammar (98%) and vocabulary (82.8%) errors. Finally, the participants preferred the explicit correction method (92.9%) which is a way of input-providing, not output-providing that

SPEECH DEVELOPMENT OF YOUNGER SCHOOLCHILDREN WITH THE HELP OF V. PROPP’S VISUAL MODELS

The article raises the problem of younger schoolchildren’s speech development with the use of visual models. One of the visual modeling examples is “Propp’s maps”. These are generalized set fairy-taleactivities, with the help of which you can easily teach pupils to divide the text into parts, retell the content, and create fairy tales with a simple plot.The stages of Propp’s cards implementation in working with a fairy tale are the following: pupils’familiarization with a fairy tale as a literary genre; reading a fairy tale accompanied by illustration using Propp’s cards; fairy tales retelling based on Propp’s maps; independent fairy tale compilation using Propp’s cards.Variants of tasks have been offered at each stage of studying a fairy tale based on Propp’s cards, which will help visualize the plot, structure the text, and distinguish plot-compositional units and characters.The impact of Propp’s cards on the development of perception, reproduction, and creation of own fairy tales by primary school pupils has been analyzed. The results of the study, which was conducted as part of advanced training courses for primary school teachers, showed that the pupils remembered the meaning of the card function very quickly and easily, confidently divided fairy tales into functions, and made a meaningful chain of cards, correctly answered questions based on the text of fairy tales, freely retold texts, and their own fairy tales became much more meaningful, the vocabulary used varied considerably. This shows that Propp’s cards are really effective for the speech development of younger schoolchildren; however, like any method, the use of the card requires a step-by-step introduction to the educational process, from overview acquaintance and training to learning to retell and create your own fairy tales. 
 Keywords: speech development; younger schoolchildren; Propp’s maps; visual plot modeling; the fairy tale structure; fairy tales retelling; work stages according to Propp’s maps; the method of composing fairy tales.

Use of social networks, video games and violent behaviour in adolescence among secondary school students in the Basque Country

This article is aimed at exploring the relationship between abusive use of the internet and social media and involvement in violent behavior in adolescence. This analysis used a sample of 2549 participants of students enrolled in secondary education in the Basque Country, including lower secondary education, baccalaureate studies and vocational training courses. The results of this study show that the antisocial behaviour and bullying variables are associated with the different categories of use of information and communication technology. Gender differences appear to be irrelevant in this correlation as it is similar in both boys and girls. These data must be taken into consideration by the educational community, which has been shown to have a protective influence and by school guidance departments in particular, which are designed specifically to tackle these kinds of situations.

The Status Quo of the Utilization of e-Learning Environment in the Ministry of Education in Jordan and Improvement Requirements

This study aims to identify the reality of e-learning utilization in the schools of the ministry of education in Jordan and improvement requirements from teachers' perspective and their relationship with some variables. In order to achieve the objectives of this study, analysis descriptive method was applied through a questionnaire used as the main tool for collecting information, which consists of (72) paragraphs, it was distributed to (321) teachers (males and females) in the public schools of the Middle Badia/Al-Jeeza governorate. The results show that the real use of e-Learning which is represented through the education system in the ministry of education from the teachers' perspective was average, and they also show that there are no statically significant differences for the degree of e-learning utilization which is presented through the education system at the ministry of education in Jordan due to differences (gender, teaching experience, and academic level). Whereas the study shows statically significant differences for the degree of e-learning utilization which is presented through the education system at the ministry of education in Jordan due to the difference of the school type, and it was for the favor of primary schools. The researchers recommended rethinking the way of e-Learning activating and utilizing in a wider and more appropriate way by those who are responsible for this in the schools of the ministry of education, in order to improve the teaching-learning process and to hold training courses for teachers on use and merge technology in the teaching process.

Teaching processability theory in foreign language teacher education

To maximise learners’ second-language (L2) achievements, high-quality training for future L2 teachers is indispensable. This paper reports on an L2 teacher training course that incorporated processability theory (PT) in a German University. PT is a psycholinguistic theory of SLA explaining and predicting L2 development across languages. Because of this focus, PT can be applied in both natural and instructed settings of SLA. Further, the incorporation of the teachability hypothesis increases PT’s relevance for language teachers. After discussing PT and the teachability hypothesis, this paper describes a post-graduate seminar that introduced PT to the students to provide a basic understanding of PT and its relcvance to the foreign-language classroom. Building on that understanding, the students created short explanatory videos on aspects of PT based on the introductory textbook by Pienemann and Keßler (2011). This course design can be used to motivate and stimulate future L2 teachers.

Conditions for Ensuring an Active Cognitive Activities when Using Remote Educational Technologies for Improving Teacher Qualifications

The problem of research and justification of its relevance. The article is devoted to the problems of using distance learning technologies and e-learning in improving the qualifications of teachers. Information technologies are developing intensively, the process of their introduction into education is increasing. It is necessary to comprehend the results of their use for teacher training, the content of which is not the development of information competence. The purpose of the study is to determine the conditions that ensure the active productive activity of students of teacher training courses when using distance learning technologies and e-learning for the formation of professional competencies and labor actions related to the systematic analysis of the effectiveness of training sessions and approaches to teaching and the formation of universal educational actions of students. To identify the conditions, the experience of implementing additional educational programs by the Department of Natural Science Education of the Novosibirsk Institute of Advanced Training and Retraining of Educational Workers is analyzed. Research methodology. The following methods were used in the study: the study and analysis of pedagogical literature, questionnaires, synthesis and generalization of practical results. Results. The analyzed data show that teachers are ready to work productively with the use of distance learning technologies, electronic education, provided that there is the possibility of prompt feedback, the possibility of personal contact with the teacher and the use of webinars, with the provision of a dialogue response. The answer to his question is important to the teacher. Therefore, it is necessary to provide an interactive mode of interaction, which is the main condition for productive work in the implementation of an additional professional qualification improvement program. Another important condition is to ensure the team improvement of the qualification of teachers of one educational organization.

ABOUT MEASURING THE PARAMETERS OF THE SUBJECT-METHODICAL COMPETENCE OF BIOLOGY TEACHERS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

Taking into account the professional standard of the teacher in the general secondary education institution, the concept of measuring indicators of the level of the subject component of the subject-methodical competence of the biology teacher in general secondary education institutions was developed. The corresponding concept applies the idea of a probabilistic sampling approach, which has already been tested by the authors, for evaluating parameters of the educators professional competence. This idea consists in selecting a hypothetical set of tasks corresponding to a teachers potential professional activity with the appropriate probability distribution of classes of tasks and construction of a representative sample of tasks. The indicator of the corresponding level of competence is considered as the probability to successfully solve any task from the general population, therefore it is theoretically calculated according to the formula of full probability, and the indicator estimate is the average weighted relative frequency of the removed classes of tasks. When forming the profile of the general population of tasks to assess subject competence, the authors relied on the classification of tasks types of the Ukrainian Centre for Education Quality Assessment, which reflects the structure of the school course in Biology and the Principles of Ecology. When approbating the results, 231 respondents were involved, the sample of teachers is representative, reflecting the age and qualification of biology teachers in the region. The research was carried out at professional development courses for teaching staff. Measurements showed a sufficiently high level of the indicator of the subject competence of biology teachers. According to the obtained estimates, the average value is 81.1%; the distribution of points is abnormal with a clearly expressed right asymmetry. The hypothesis about the independence of the results from teaching experience was not confirmed, the deviation of this hypothesis is at the 5% significance level. A more detailed analysis shows higher results for teachers with above average experience. The corresponding analysis provides grounds for differentiation in the learning process at teacher training courses depending on the pedagogical experience.

The Effect of Using Comprehension and creativity Skills on the Growth of Students in the Eleventh Grade in History Subject

"The Effect of Using Comprehension and creativity Skills on the Growth of Students in the Eleventh Grade in History Subject" The effect of using the skills of expanding comprehension and creativity is one of the modern ways that develops students skills so as to use their thinking tools. The research includes these goals: 1- Determining the efficiency of the use of expanding compression and creativity skills in developing the direction of eleventh-grade literary students in the subject of history. 2- Determining the difference between the first and the last exam in the development of the direction towards the subject of history in the experimental community. 3- Determining the difference between the first and the last exam in the development of the direction towards the subject of history in the controlled community. The researcher has used experimental design for two research groups in such a way that the experimental group, have been taught based on the skill of expanding their understanding and expansion, while the controlled group has been taught normally. - The criteria used in this study are:   The directional development criterion consisting of (40) sections. After analyzing the data with SPPS-Version21, the researcher reached to the following conclusion: The existence of statistical value differences at the level of (0.05) between the Student Center of the Experimental Society and the Controlled Society in the direction of development in the subject of history in the interest of the Experimental Society. The researcher reached the following conclusion: 1 - Using the comprehension and creativity skills in the direction of the development of directions toward subject of history plays a significant role, and it makes the students more effective and becomes the main focus of the lesson compared to the used method. The researcher outlined a number of recommendations: to use the skills of expanding comprehension and creativity in teaching history, to open teacher training courses for the purpose of training them on the use of this method

First language use among second language teachers: Views vs practice

Although the Grammar Translation Method (GTM) had been shunned in second language teaching, the stigma of using the first language (L1) in teaching the second language (L2) has been continuously debated by scholars and teachers. Commonly, L2 teachers support the monolingual approach as they are exposed to this approach in their teaching training courses. However, previous studies revealed that teachers’ stance towards L2 teachers is contrary to how they utilise L1 practice in the teaching process. This research study aims to explore the use of L1 (Bahasa Melayu) by L2 (English) teachers during the teaching process and to examine whether their beliefs matched their L1 practice. A total of eight English teachers from several schools in Pahang, Malaysia were interviewed and their lessons were recorded. The data from the interviews and lessons were thematically analysed using NVivo 12 software. The results demonstrated that the teachers had utilised Bahasa Melayu (BM) for certain functions and that their beliefs towards L1 actually corresponded to their language use in the L2 classrooms. This study suggests that it is imperative to look further into this matter and assist teachers in systematically using L1 in the L2 classrooms.

A Comparative Study of Using Science Subjects Laboratories Between Public and Private Preparatory Schools in Soran Administration

The research aims to compare the extent of using science subjects laboratories in public and private preparatory schools of Soran administration in the academic year (2021-2022). The study population was all science subjects teachers of preparatory schools in Soran administration. The sample was (115) science teachers in preparatory public and private schools with science laboratories. The samples were selected purposely, (91) science teachers in public preparatory schools and (24) science teachers in private preparatory schools. To achieve the objectives of the research, a questionnaire survey design has been utilized. The researchers have constructed an item-based scale as a research tool consisting of (49) items. The validity and reliability of the research tool have been conducted. After obtaining the data from the questionnaire, inferential statistical analysis was implemented by using a One-sample and Two-sample T-test. The research results have revealed that science teachers of public and private preparatory schools believe that using laboratories in teaching science subjects is crucial. However, private schools' science teachers prefer using laboratories more than public schools' science teachers. Besides, there is a significant difference between public and private schools in using science subjects laboratories, while the extent of using science subjects laboratories in private preparatory schools is more than in public preparatory schools of Soran administration. Based on the research results, the researchers have recommended that the Ministry of Education provide materials and essential facilities for Soran public schools' laboratories and provide training courses for science teachers to learn how to utilize laboratories effectively and properly. Furthermore, the researchers have recommended that science teachers incorporate practical activities in their lessons and benefit from daily and simple materials to conduct scientific experiments. Finally, some further future studies have been suggested.

UNITY OF PEDAGOGICAL THEORY AND PRACTICE AS A SCHOLARLY PROBLEM: HISTORY AND MODERNITY

The article deals with the problem of unity and interconnectedness of theory and practice, analyzed from a historical perspective, namely using the insights obtained from J. Dewey’s pragmatic theory, W. Kilpatrick’s Project Method, H. Parkhurst’s Dalton Plan, the laboratory-brigade learning method, and the connection of general education with polytechnic and labor training. It is emphasized that the unity of theoretical and practical components of pedagogical process excludes the question about one of them dominating over the other, or them existing independently. What is, however, of extreme importance in this context, is a strong connection, balance and optimal ratio of both components. The principle of cohesive, fundamental and continuous learning serves as a basis for ensuring unity of pedagogical theory and practice.It is noted that unity of theory and practice is one of the guiding principles in terms of organizing the educational process within the New Ukrainian School. To this end, the methods, systems and technologies which prioritize student selfrealization (such as the flipped classroom, the project method, the case method, the vignette plan, the Dalton Plan etc) have become increasingly more important. In this context, the article underlines the value of high-quality teacher training courses, namely by offering recommendations for increasing their effectiveness: in terms of increasing teacher professionalism, general culture and pedagogical skills within higher educational establishments; in terms of developing new and revising the existing educational and professional programs of Bachelor and Master studies; in terms of updating and perfecting the mechanisms of providing quality educational services.

Proposed Educational Requirements to Activate the Strategy of Individualizing Education in Jordanian Public schools in Light of Coronavirus Pandemic

Objectives: This study aims to build educational requirements to activate the strategy of individualizing education in Jordanian public schools in light of the Coronavirus pandemic. 
 Methods: A developmental survey was used. The study population consisted of all public school teachers in Jordan. The study sample amounted to (500) male and female teachers for the academic year (2021/2020). 
 Results: The results of the study show that the degree of importance of practicing the strategy of individualizing education at Jordanian public schools in light of the Coronavirus pandemic in general was high. The results also indicated that there were differences in gender in favor of males, and differences in educational qualification in favor of graduate degrees. 
 Conclusions: The study recommends organizing qualifying training courses for teachers, students and others working in the educational field. These courses should be concerned with activating modern methods of teaching, especially the strategy of individualizing education to achieve the desired educational and educational goals in light of the Coronavirus pandemic. The study also recommends using educational platforms to hold qualifying and training courses specialized in activating the strategy of individualizing education. The study also recommends inviting decision-makers in the Jordanian Ministry of Education to adopt the educational requirements proposed here to activate the strategy of individualizing education.

Improving pedagogical design in higher education: untangling the learning activity complexity through students’ declared performance


 
 
 Decision processes to improve pedagogical designs have been commonly based on the superficial comparison between learning design and students’ results. This article focuses on proposing other ways of analysing the learning experience in higher education by exploring the (1) “participant’s declared performance” (PDP) as a collection of complex data, as well as (2) the qualitative visual network analysis (VNA), as a sustainable technique, to be used for untangling the learning activity. For this purpose, a mixed-method naturalistic case study of a pre-service teacher training course in a Spanish university, run by one professor and with the participation of 58 students, is presented. Materials collected included course design documentation regarding tasks and performance roles, students’ blog posts and satisfaction questionnaires. Findings demonstrate that the joint analysis of various elements – including PDP and VNA – shows the correspondence between learning design and student’s experiences. It also highlights prominent design aspects and weaknesses and provides insights for improving the learning design in future course editions. The reflection on PDP and VNA’s use is an opportunity to provide, feasibly and sustainably, qualitative information for educators to research their pedagogical practices.
 
 

A snapshot sample on how COVID-19 impacted and holds up a mirror to European water education

Abstract. COVID-19 caused many disruptions, not only in society, but also in university education, including in hydrology and water-related sciences. Taking part in an academic teaching training course at Uppsala University during COVID-19, we got curious about how COVID-19 might have impacted European water education. Consequently, we chose to investigate this aspect in the mandatory project of the course by conducting an online survey. In this paper, we communicate the results of the survey and reflect (hold up a mirror to water education) on how the teaching of hydrology and water-related sciences changed due to COVID-19. The answers of 28 respondents, working in the field of hydrology at different universities across Europe, showed that in the pre-COVID-19 classroom lectures, laboratory work and fieldwork were commonly used teaching formats in courses with 10 to more than 40 students. These results agreed with those found in the literature. The occurrence of COVID-19 forced hydrological education to suddenly move from classroom to online teaching, which was possible thanks to the available digital tools and technical infrastructure. The practiced online teaching format remained lectures. Most of the respondents (>40 %) reported not using classroom assessment techniques to gauge the students' performances. In addition, a loss of human interaction in the online environment was noticeable. Hence, whether students reached their learning outcomes during distance teaching was largely unknown. The most affected learning activities were the ones that could not be moved to online teaching, such as laboratory work and fieldwork. As a result, comprehensive hydrological knowledge might be missing for at least several cohorts of hydrologists. In this way, COVID-19 caused a secondary effect on society which needs skills in solving future challenges such as water management in a changing climate. Next to negative aspects, we observed positive COVID-19 aspects; for example, the hydrology community explored novel teaching formats and shared teaching material and experiences online. COVID-19 forced hydrology teachers to explore, improvise, and be creative to continue teaching. Hydrology can use this experience to learn from and modernize hydrology education by developing a lesson design suited for the online environment, including best practices and making practical and “exotic” non-traditional teaching formats accessible to all hydrology and water students.