Primary Teacher Training Research Articles

The Impact of Teachers' Attitudes on the Effectiveness of Teaching with the Student in the Center

Student-Centered Teaching has become a term in everyday use among teachers. Competency-based curriculum implementation and comprehensive school change efforts in the constructivist context promote this paradigm. This climate of discussions and constructive debates has encouraged educational researchers to undertake various studies. Teachers change more slowly as they are closely tied to traditional teaching. Experience, familiarization with formative practice, assessment of work in the results of students' learning made the teachers distrustful of the new. Specifically, this paper studies the impact of teachers' attitudes on the effectiveness of student-centered teaching. Driven by the impressions during the training of primary education teachers, dilemmas were observed from their conception, belief and convictions on the effectiveness of teacher-centered learning. The conducted study sheds light on the influence of the teacher's attitude on the effectiveness of this approach. The study was based on the online survey through the Google Forms platform of 203 teachers from the schools of ZVA Durrës. Data were analyzed through the SPSS program and discussed through meta-analysis with publications in the field mainly in the last ten years. The study concluded that teachers' attitude towards student-centered learning determines the level of implementation of active learning and overcoming difficulties for its effective implementation. The more convinced the teachers are in the effectiveness of student-centered teaching, the greater their and the students' commitment will be. Other factors affecting this process are strongly influenced by this attitude. Factors such as limited time, physical environment, material base, overload, student motivation and the preparatory work itself, which in many studies are defined as barriers, are easily overcome under the influence of the teachers' positive attitude. The paper closes with some recommendations for teachers and other studies in this field. Received: 15 September 2024 / Accepted: 1 November 2024 / Published: 05 November 2024

Enhancing STEAM Education with AR: A Primary Education Teacher Training Study

This research delves into the influence of Augmented Reality (AR) on Science, Technology, Engineering, Arts, and Mathematics (STEAM) education within the domain of primary school teacher training at the university level. The core aim is to augment digital literacy within the primary education framework through inquiry-based teaching methods. This investigation was organized among students enrolled in the Faculty of Education, Comenius University in Bratislava. The empirical research is devoted to the contribution of AR technologies to the enhancement of STEAM education and its implications for future primary education teachers. Utilizing a qualitative research methodology, the study facilitated small-group project work among students, complemented by focus groups and interviews to garner comprehensive insights into their experiences and perceptions. The findings of this study illuminate the significant role of AR applications for enriching STEAM education, manifesting in motivation of future teachers and the advancement of specific STEAM competencies. The results indicate the advantage of the integration of AR technologies in educational settings as a tool for supporting digital, technical, and artistic skills among students. The research results are possible to use in the innovation of teacher training primary education study program. An interdisciplinary approach towards STEAM education can help future teachers to navigate and to understand a technologically driven world effectively. Furthermore, the study offers actionable recommendations for practicing primary school educators on the implementation of AR-based pedagogical strategies to enrich the learning experience. By doing so, it aims to bridge the gap between traditional educational methodologies and the demands of contemporary digital literacy, ultimately fostering a more engaging and effective learning environment for future generations. The research results will be implemented into the STEAM oriented subjects into the primary school teacher training at the university level and in the lifelong learning of the in-service primary school teachers from educational practise.

Influence Of Principals’ Supportive Leadership Style On Tutors’ Support For Implementation Of Performance Appraisal Of Tutors In Public Primary Teachers Training Colleges In Kenya

The study objectives sought; to establish the influence of principals’ supportive leadership style on tutors’ support for implementation of performance appraisal in public primary teachers training colleges in Kenya. The study employed descriptive research design. The target population comprised of 840 tutors and 21 principals drawn from the 21 public teachers training colleges in Kenya as of 2021. Stratified proportionate random sampling was used to select 271 tutors in teachers’ training colleges in Kenya. Census was used to select all the 21 principals of training colleges in Kenya. Primary data were collected using questionnaire for tutors and interview guide for the 21 Principals. The study findings demonstrated that supportive leadership style of principals showed a significant positive effect on tutors' support for performance appraisal (β = 0.386, p < 0.001). The study concluded that principals' leadership styles supportive is critical determinants in enhancing tutors' engagement and commitment to the appraisal process. There is need for the college management to provide the necessary teaching and training materials to support the effective implementation of performance appraisal programmes. There is also need for tutors to present their past output so that it can inform supportive principal what is necessary for a better working environment. The study also recommends that the MoE, alongside college management, prioritize the creation of policies that promote a supportive and safe working environment. This could include mentorship programs for tutors, flexible scheduling, and recognition and reward systems to acknowledge tutors’ professional growth and accomplishments

Diskurser om att lära sig läsa och skriva som vuxen

This article investigates discourses about basic literacy learning for adult second language learners in the program Swedish for Immigrants (SFI), study path one, which is for students with little or no prior schooling. The study has its theoretical basis in nexus analysis, which here means that literacy education is studied as a social act through these three discourses: discourses in place, historical bodies, and interaction order. These are investigated through the analysis and study of current policy documents, teacher interviews, and classroom observations. Current documents emphasize that the design of teaching programs should be functional. This corresponds with teachers’ views about how literacy education forms part of general education in Swedish and how it has clear ties with what students perceive they need on an everyday basis. At the same time, the shortcomings pointed out in audits and reports that look at procedures to adapt teaching to individual needs correspond with the findings of the observation and interview data in the present study. There is a clear need for improvement both in this area and in the teaching of the alphabet, which does not have a prominent place in current policy documents and which appears to be taught separately. Currently, knowledge about the early literacy development of adult second language learners is not a formal requirement in teacher education, and only one of the 24 teachers in this study claims to have such knowledge. Usually, the acquisition of knowledge about early literacy development is included in the training of primary school student teachers and is foremostly in the teaching of first language learners. This study, however, shows the need for increased knowledge about initial literacy development for adults as part of the professional development of SFI teachers.

TECHNOLOGY OF SOCIAL-EMOTIONAL LEARNINGIN THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF FUTURE PRIMARY CLASS TEACHERS AND EDUCATORS EXTENDED DAY GROUPS

In the article, the author reveals the history of the emergence and development of social-emotional learning as a technology and approach to learning and upbringing in the United States of America. Among the research methods, the author used the analysis of scientific sources, the method of systematization and generalization of data in order to identify the state of the investigated problem. The idea of social-emotional learning appeared in the 1960s as a way to solve the American educational and moral crisis. Approbation of the first programs showed an increase in the academic performance of students and an improvement in their connections with the social environment, which was explained by the formation of social and emotional skills. The integration of the social-emotional learning model into the educational process has led to significant positive results, which has led to its support at the state level. The basis of the model is the theory of emotional intelligence. In Ukraine, the technology of socio-emotional learning has been implemented in educational institutions since 2019, gradually gaining more and more popularity. The main requirement is the readiness of teachers to use technology and the formation of their own social and emotional skills.It has been established that social-emotional learning contains significant potential for the development of emotional intelligence in future primary school teachers, therefore it should be used as its effective tool. The experience of integrating socio-emotional elements into the content of professional training of future primary school teachers and educators of the extended day group at Zhytomyr Ivan Franko State University is described. Methodological peculiarities and approaches to the development of th eir emotional intelligence by means of educational and preventive and preventive international and state social-emotional training programs are revealed.

Formation of professional identity and motivation among future primary school teachers in the process of educational practice

Introduction. The article examines the problem of forming professional identity and motivation among students in the process of mastering the discipline “Educational practice (research work (obtaining primary skills in research work))”. The current stage of professional training of future teachers is focused on mastering the methods of integrating educational subjects for organizing developmental research activities, which is reflected in the “Core of Higher Pedagogical Education.” The purpose of the article is to substantiate the way of formation of professional identity and motivation of future teachers in the process of educational practice (research work (obtaining primary research skills)”. Materials and Methods. Theoretical and methodological analysis, a method of diagnostic analysis, including a questionnaire of professional identity of students (U. S. Rodygina), diagnosing the internal position of students in relation to their future profession, the components of which are the characteristics of the professional identity of students “Emotional attitude” and “ Conscious activity"; a methodology for determining motivation for vocational training (V.G. Katashev), which allows one to study and analyze the level of motivation of students in the context of their vocational education; methods of mathematical statistics. Results. Testing students – future primary school teachers in the process of educational practice to obtain primary skills in research work allowed us to conclude that the motivation of future primary school teachers is normal. As a result of the study, it was revealed that according to the questionnaire “Professional Identity of Students” (U. S. Rodygina), the highest average score was noted on the scale “positive emotions associated with meeting a person’s needs in the profession”, the lowest average score corresponds to the scale “position of a student’s passive attitude” to the acquired profession”. The results obtained from the diagnostic “Methodology for determining motivation for vocational training” showed that the highest average score corresponds to the normal level of motivation, the lowest – to the average level of motivation. Discussion and Conclusions. The obtained results of the study substantiate the relevance of the problem of forming professional identity and motivation among students of the faculty of primary school teacher training in the process of educational practice. The educational practice carried out at the faculty plays a key role in the formation of students’ primary research skills. The peculiarities of the implementation of this type of practice is that the process of training future teachers consists of three modules: methodological foundations of scientific knowledge; methods of psychological and pedagogical research; registration of the results of scientific work. Each module is aimed at achieving the goal of practice: obtaining primary research skills in organizing and conducting psychological and pedagogical research in education, processing and presenting its results. The module tasks are aimed at students performing a number of practical actions: studying the fundamentals of the scientific method; choosing a topic and research question; literature review; data collection and analysis; interpretation of results; writing a scientific article or report; preparing a presentation; public speaking practice; cooperation with the scientific supervisor; publication and feedback. The authors emphasize the effectiveness of the tasks used in the process of developing students’ research skills.

Management of professional communication skill training for primary school teachers in Duong Kinh District, Hai Phong City

This study investigates the management of professional communication skill training for primary school teachers in Duong Kinh District, Hai Phong City, with the aim of fostering a happier school environment. Utilizing a mixed-methods approach, the research combines quantitative data from structured questionnaires and qualitative insights from interviews and focus groups. The results show that 78% of participants attend communication skill training at least annually, but only 45% of teachers engage in these sessions more frequently, indicating a gap in training regularity. The effectiveness of the training programs varies, with principals and subject heads generally reporting higher effectiveness compared to teachers. Although 72% of respondents recognize a positive impact on the school environment, including improved classroom management and staff relations, 20% find the training to be of limited relevance or impact. Qualitative findings reveal challenges such as limited resources, insufficient time for training, and inconsistent staff commitment. The study identifies the need for more interactive and context-specific training to address these issues. Recommendations for improving training effectiveness include increasing awareness of the importance of communication skills, enhancing needs assessments, setting specific and relevant training goals, improving content and delivery methods, and creating supportive working conditions.

An Assessment of the Administration of Teaching Practice in a Teacher Training Institution of Zimbabwe

This study sought to assess the administration of teaching practice in a primary education teacher training institution in Zimbabwe. The chosen population consisted of lecturers, school mentors and student teachers. Convenience sampling was used to select primary schools in Gwanda town. These were four in total. From these, purposive sampling was used to select heads of schools, teachers who were student-teacher mentors and student teachers who were in teaching practice. There were twelve teachers in total, and there were twelve student teachers. Purposive sampling was also applied to select lecturers who manned the chosen institution's teaching practice department. Semi-structured interviews were used to collect data from the heads of schools and lecturers, while focus group discussion guides were used to gather data from teachers and student teachers, respectively. As one of the core findings, it unveiled that some students went for teaching practice inadequately prepared to meet associated demands. Furthermore, some mentors seemed burdened by constantly supervising the student teachers while at the same time executing other school duties done by other teachers who were not mentors. Based on these, the study recommends intensification of the assessment of the readiness of student teachers to engage in the teaching practice exercise before the institution releases them to schools. In addition, teachers who are assigned the role of student-teacher mentorship should be relieved of other school duties as this might enhance their commitment to student-teacher development.

Value-Semantic Approach in Training Future Teachers to Implement the Main Directions of the Federal Work Program of Education

Introduction. The article is devoted to the problem of using a value-semantic approach in the process of preparing future teachers for the implementation of the main directions of the Federal Work program of education. The purpose of the study is to analyze the degree of understanding by future primary school teachers of the essence of education as a process of value-semantic interaction with children, to identify their knowledge about the methods and forms of such interaction and to determine the necessary adjustments to the content of pedagogical education. Methodology. To achieve the purpose of the study, the following methods were chosen: ranking, questioning, the method of unfinished sentences, which allowed us to assess the readiness of students of the Faculty of primary school teacher training to implement the main directions of the Federal Work program of education. Results. The personal value orientations of future teachers are family and family traditions, care and help, life and the meaning of life; the value orientations for students are care and help, patriotism, family values. Future teachers see the essence of the education process in creating conditions for personal development, and not in organizing value-semantic interaction with students. Most future teachers are aware of the goals and objectives of the Federal Educational Work Program, but do not know how to organize the educational process at school. Conclusions. The article concludes that it is necessary to prepare future teachers for the implementation of the main directions of the Federal Work program of education based on a value-semantic approach and provides recommendations for its implementation in the educational practice of the university.

DIGITALIZACIA VYUCOVANIA, DIGITALNE UCEBNICE A DIGITALNE UCEBNE MATERIALY V PRAXI

The subject of the contribution is the identification of the possibilities and limits of incorporating work with digital forms of textbooks in the undergraduate training of future primary education teachers. The aim of the research was to determine the impact of incorporating additional digital teaching materials into the teaching of future primary education teachers in the master's degree on the level of digital competencies of the research sample. Through the analysis of the output data, we confirmed that the manipulation and mastering of work with digital textbooks and digital teaching materials for primary education within the undergraduate training of teacher students has the ability to positively influence the level of their information and data literacy.

Student welfare through involvement and networked learning in primary teacher training

What makes students eager to learn? This is a fundamental question for every educator. After all, students who are motivated and involved in their studies are more likely to succeed (Affolter, Gerber, Grund, & Wagner, 2015) and simply 'pleasant to teach'. Student welfare is particularly relevant for primary teacher training colleges in the Netherlands, which struggle with dwindling student numbers, high variety in student population, and the risk of study delay or dropout (Dutch Inspectorate of Education, 2017). In order to enhance student engagement, teacher training colleges in different regions in the Netherlands - Doetinchem, Utrecht, Rotterdam, and Amsterdam - have formed teacher learning groups (TLGs) on various topics relevant for (pre-service) teachers, consisting of students of different years, teacher trainers, and in-service teachers. TLGs are increasingly acknowledged as a powerful means of enhancing learning and development. On the one hand, they offer students room for social learning and agency, stimulating their involvement and motivation (Vrieling-Teunter, Van den Beemt, & De Laat, 2019). On the other, they stimulate and facilitate in-service teachers’ professional development (Lieberman & Wood, 2003). As TLG participants work together to solve authentic problems (Laferrière, Lamon, & Chan, 2006), both pre-service and in-service teachers gain specific and concrete ideas that can be directly related to their own classroom practice (Guskey, 2002). TLGs can thus be seen as social action evolving around relationships, or ties. TLGs, as collections of ties, enable both collaborative and individual learning and knowledge sharing (Schreurs et al., 2014).

Cultural Diversity: Primary Trainee Teachers’ Understandings and Views about Their Preparedness

Cultural Diversity: Primary Trainee Teachers’ Understandings and Views about Their Preparedness

Future Teachers’ Musicality and Their Competence in Integrating Music into the Classroom

The study aims to determine the interrelationship between future primary school teachers’ confidence in their musicality and the competence to integrate types of musical activity into other subjects. The study included 78 (n=78) part-time students enrolled in the professional bachelor study programme offered by the University of Latvia. The study was based on a quantitative research design in which measurements were made according to three research scales: (1) musicality, (2) self-expression skills using types of musical activity and (3) competence in integrating musical activity types into other subjects. The SPSS 22.0 program was used for data processing, and the results were produced according to the research questions raised in the study. The study revealed that future primary school teachers are confident about their emotional response to music and sense of rhythm. The students are confident in their skills to chant and perform rhythm exercises with and without sound gestures. Confidence in musicality and self-expression skills using different musical activity types are not related to age and teaching experience. Confidence in skills to express oneself using types of musical activity is connected with the competence to integrate them into other subjects. Future primary school teachers are more competent in integrating musical games and listening to music into other subjects than playing musical instruments. The study findings can be used to improve the professional training of future primary school teachers.

Трансформация образования: ключевые стратегии для успешной подготовки учителей начальных классов

Currently, the modern challenges and requirements facing the educational system, especially in the context of primary education, are of significant importance in the preparation of a modern primary school teacher. The task of primary school teachers training is of primary concern in the context of these changes. The transformation of education requires a new approach to the professional training of teachers that will meet modern requirements and expectations. One of the key factors influencing the quality of education is primary school teachers training. The study addresses the question of the key strategies needed to successfully prepare primary school teachers in today's educational environment. The research examines such key strategies as using innovative teaching methods, developing competencies in differentiated instruction, and addressing diverse student needs. Emphasis is placed on the importance of teacher professional development, the implementation of the latest educational technologies, and the creation of a supportive learning environment for teachers and students. The role of innovative methods in teacher training is emphasized and attention is focused on the importance of effective learning and development of children at the primary stage of education.

A longitudinal study during scientific teacher training: the association between affective and cognitive dimensions

Learning processes are undoubtedly linked to affective factors. Motivation, interest, curiosity and emotions have been already detected as the core of learning processes: affective domain modulates learning. In this work, a quantitative longitudinal study (three courses) has been conducted during primary school teacher training. An initial diagnosis of affective variables (emotions and self-efficacy) and scientifical knowledge revealed that prospective teachers claim feeling negative emotions toward physics and chemistry contents whereas these students report low scientific knowledge. Therefore, a metacognitive and emotional program was implemented in order to modify these emotions and to improve learning. After three courses, emotions, self-efficacy and scientific knowledge were assessed again. The results obtained suggest that the implementation of active methodologies for teaching science could promote positive emotions, it could lead prospective teachers to improve their self-efficacy’ perception and promotes their learning. The relationships between the different variables considered in the research were studied, and a significant relationship was found between the affective variables (self-efficacy and emotions) and cognitive variables. Prospective teachers involved in this research reported more positive emotions, an increase in their self-efficacy perception and an improvement in their scientific knowledge. These findings may lead to a deeper understanding of the affective role in science learning and could be extended to other content that also elicits negative emotions.

Influence of Principals’ Participative Leadership Style on Tutors’ Support for Implementation of Performance Appraisal in Public Primary Teachers Training Colleges in Kenya

The study aimed at investigating the influence of principals’ participative leadership style on tutors’ implementation of the performance appraisal in teachers training colleges in Kenya. The study sought to test the following null hypothesis H01: There is no significant relationship between Principals’ participative leadership style and tutors’ support for the implementation of the performance appraisal in public primary teachers training colleges in Kenya. The study was guided by the Path-Goal Theory. The study employed a descriptive research design. The study's target population comprised 840 tutors and 21 principals in the 21 public teacher training colleges in Kenya in 2021. The sample size was determined using Yamane's formula. Therefore, the sample size for tutors was 271. Stratified random sampling was used to select tutors in teachers’ training colleges in Kenya. A census was used to select all the 21 principals of training colleges in Kenya. Primary data were collected using a questionnaire for tutors and an interview guide for the 21 Principals. It was established that principals’ participative leadership style had a positive significant (β=.431, p=0.00<0.05) relationship with the implementation of performance appraisal of tutors. The study concluded that principals’ participative leadership style had a significant influence on tutors’ implementation of performance appraisal. Based on the study's findings, it is recommended that the Ministry of Education, Board of Management, Kenya Education Management Institute, teacher training colleges, universities, parents, and Quality Assurance and Standards officers collaborate in designing and implementing performance appraisal systems. This inclusive approach ensures diverse perspectives are considered, leading to a comprehensive and effective appraisal system aligned with the sector's needs

Heritage Education of Memory: Gamification to Raise Awareness of the Cultural Heritage of War

This study focused on the use of gamification, specifically the UrbanGame activity, to enhance heritage education related to the bombings of the Spanish Civil War in Alicante. The research aimed to evaluate the effectiveness of active methodologies in raising cultural heritage awareness among university students, particularly those in primary and secondary teacher training programs. The methods included the design and implementation of the UrbanGame, followed by surveys to collect quantitative and qualitative data on students’ perceptions, satisfaction, and learning outcomes. The results indicated that meaningful learning showed a positive trend towards content comprehension, and that motivation and concentration significantly influenced learning outcomes. Additionally, the UrbanGame activity promoted memory and cultural heritage by emotionally connecting students with local history, providing future teachers with innovative pedagogical tools for their teaching.

ICT integration in FLT: An analysis of TPACK implementation in Spanish Primary Teacher Education

This study explores primary teachers´ initial training programs, focusing on Foreign Language Teaching (FLT) and its integration with technology. The research is grounded in two dimensions of contemporary society: plurilingual competence and digital literacy. The study employs the conceptual framework of "Technological Pedagogical Content Knowledge" (TPACK) (Mishra & Kohler, 2006) and applies content analysis methodology. The scientific interest lies in the scarcity of studies examining this specific area within the Spanish context, because research on TPACK in FLT has primarily focused on Asia and the Middle East. To address this void, a comprehensive national study encompassing 39 public universities was conducted. This study involved an in-depth analysis of 496 course guides within the field of FLT in primary education teacher training programs. The research findings indicate that less than half of the subjects incorporate technology, and when they do, two prominent trends emerge: the integration of TPACK and the presentation of technology as a broad competency, not specifically tailored to FLT. The primary conclusion drawn from this study is that the incorporation of TPACK in this context is moderate, emphasizing the need for a more comprehensive integration of technology within FLT teacher training programs.

THE PECULIARITIES OF THE TRANSFORMATION OF PRIMARY SCHOOL TEACHERS VOCATIONAL TRAINING IN THE CONTEXT OF MODERN SOCIO-CULTURAL CHALLENGES

This article reveals the peculiarities of the transformation of the vocational training of future primary education specialists. Based on the theoretical and methodological analysis of normative documents, the authors note the importance of the transformation of higher education, in particular, the training of future teachers at both theoretical and practical levels, emphasize the features of innovations in the general education system and present options for training a "new" primary school teacher depending on modern socio-cultural challenges. The problem of the study is to establish a connection between updating the content of general education at the federal level and the system of vocational training of primary school teachers. Therefore, it is possible to assume that the existing modern socio-cultural challenges contribute to the transformation of higher education, in particular the training of primary school teachers. The purpose of the study is a theoretical study of the transformation of the vocational training of primary school teachers, taking into account modern socio-cultural challenges. The method and methodology of the research consists in the study and analysis of scientific psychological and pedagogical publications and the regulatory documents in the field of education of the Russian Federation, as well as summarizing the authors’ experience in training future primary school teachers and systematization of the research materials. Results. The article develops and presents the models of criteria-based assessment in primary school in a common educational space and the transformation of the vocational training of primary school teachers in the context of modern socio-cultural challenges. The features of the formation of new meta-professional competencies of primary school teachers are revealed. The opinions of scientists on the need to develop a set of pedagogical and methodological measures aimed at improving the quality of education in the Russian Federation are summarized and interpreted. The results obtained can be applied in the pedagogical activity of specialists in general, secondary vocational and higher education, as well as of those who are interested in the problems of modern education.

A Study of Pre-Service Preparation of Exceptional Teachers in Elementary Schools from the Perspective of TPACK

In the context of educational informatization, what knowledge and ability teachers should have has always been a hot topic in educational research. The proposal of TPACK, which integrates technology, not only conforms to the trend of the times and promotes the integration of curriculum, but also provides a new perspective for teachers’ professional development. The quality of primary school excellent teachers determines the quality of primary education in China, and pre-service training is the most systematic, comprehensive and far-reaching stage in teacher training. Therefore, it is very important to do a good job of pre-service training of primary school excellent teachers. This study mainly analyzes the problems existing in the training concept, curriculum setting and teaching practice of excellent teachers in pre-service primary schools in China, and puts forward the mode construction of cultivating excellent teachers in primary schools from the perspective of TPACK, so as to promote the pre-service training of excellent teachers in primary schools and promote the process of educational informatization in China.