Education Teacher Training Research Articles

Assessment of the Use of Emerging Educational Technologies in The Teaching and Learning of Social Studies in Secondary Schools in Ogoja Education Zone of Cross River State, Nigeria

This paper examined the level of usage of emerging technologies in the teaching and learning of Social Studies in secondary schools in Ogoja Education Zone of Cross River State, Nigeria. The paper maintained that teaching and learning are crucial in any educational endeavour, and Social Studies is an indispensable component of the school curriculum that requires the best, modern technological approach in its pedagogical process. The study was anchored on Bruner’s theory of instruction and survey research design. The population comprised all Social Studies teachers in public secondary schools in Ogoja Education Zone of Cross River State. This amounted to 234 teachers and 1855 students in five local government education authorities (LGEA). Using stratified and simple random sampling technique, three LGEAs were selected from which 72 teachers and 282 students were chosen for the study. A structured and validated questionnaire was the major instrument for data collection. Data was analysed using simple percentages, mean and standard deviation. Result showed that only very few teachers and students were aware emerging technologies and the utilisation in the study area. The major challenge in the use of emerging technologies is unavailability and inaccessibility of resources to procure and operate the technologies. It was recommended that faculties and colleges of education should provide adequate teacher-education training to enhance teachers’ capacity to use emerging technologies in schools.

REFLECTIONS ON TEACHING PRACTICE IN BASIC EDUCATION IN THE LIGHT OF THE BNCC

This article proposes a reflection on teaching practice in Basic Education in light of the National Common Curricular Base (BNCC) and its impacts on the curriculum and teacher training. The BNCC, as the guiding document for education in Brazil, establishes the essential knowledge, skills and abilities that all students must develop throughout basic education. In this context, the role of the teacher is fundamental, as he is the mediator between the content proposed by BNCC and his pedagogical practice. The objective of this work is to analyze how the BNCC influences teaching practice, considering the challenges and possibilities that arise from this relationship. To this end, a bibliographical review was carried out on the BNCC, teacher training and pedagogical practice in basic education. The results indicate that the BNCC has significant impacts on the school curriculum and teacher training, requiring a reorganization of educational practices and greater attention to the skills and abilities that must be developed by students. In view of this, it is concluded that it is essential to rethink teacher training and pedagogical practice, seeking greater articulation between BNCC content and teaching methodologies, in order to guarantee quality education aligned with the demands of contemporary society.

The Impact of School Environment on Student Health Behaviors: Insights from Qualitative Interviews

The relationship between the school environment and student health behaviors is increasingly pertinent amidst rising health concerns among youths. This qualitative study, conducted across diverse socioeconomic backgrounds in Vietnam, explores the multifaceted influences of school settings on the health behaviors of students. Data were collected through semi-structured interviews and focus group discussions involving students, teachers, parents, and administrators from three schools, each representing urban, suburban, and rural settings. The study identified key factors within schools' physical and social environments that significantly impact health behaviors. These include the availability and condition of physical facilities, the nutritional quality of food offered, peer influences, teacher engagement in health education, and the availability of mental health resources. Socioeconomic factors and cultural attitudes towards health and education also emerged as significant determinants. The findings suggest that improvements in physical resources, enhanced teacher training in health education, standardized healthy food offerings, and greater availability of mental health services are critical for fostering healthier behaviors among students. This study underscores the need for holistic policy interventions tailored to diverse educational settings to promote overall student health.

TPACK competence of mathematics education students in designing constructivist learning

The problem and the aim of the study. This study examines mathematics education students' TPACK (Technological Pedagogical Content Knowledge) and constructivist learning skills. The major issue is mathematical education students' ability to integrate technology, pedagogical expertise, and mathematical content knowledge in a constructivist learning setting. The study topics include how well students employ constructivist ideas in learning design, how technology supports mathematics learning, and what variables impact their TPACK abilities. By studying it more, this research may help enhance the mathematics education curriculum and teacher training to meet 21st-century education needs. Research methods. Qualitative case study research is used in this work. 23 students of the mathematics education program at Universitas Negeri Surabaya were selected. After observing students in constructivist mathematics learning design activities, in-depth interviews were conducted to understand better their views on TPACK and the constructivist approach, and their learning plans were analyzed. Students' TPACK abilities in constructivist learning will be assessed using thematic and triangulated data analysis. The research findings may help explain the problems and opportunities of constructing a mathematics education curriculum, particularly when merging TPACK and constructivist techniques. Results. The average TPACK competency of math education students is 78.4%, according to studies. According to the TPACK component analysis, students scored 85.2% on the Technology Knowledge Test (TK), 79.6% on the Pedagogical Knowledge Test (PK), and 75.8% on the Content Knowledge Test (CK). However, CK component proficiency varied, suggesting mathematical content knowledge should be improved. In-depth interviews showed that students with formal educational technology training or courses had higher TPACK ratings (M = 82.1%) than those without (M = 76.3%). These data show that formal education and training improve TPACK abilities. To optimize the constructivist method, the CK component must be improved. This research shows that technology integration and mathematics subject mastery are crucial to constructivist learning curricula and training programs for mathematics education students. Conclusion. The constructivist learning TPACK skills of mathematics education students are examined in this study. Students demonstrated technology integration, instructional competency, and mathematical topic knowledge with an average TPACK score of 78.4%. According to TPACK component analysis, pupils have good technical skills (TK) but varied mathematics topic knowledge. TPACK scores are higher for technology education students, demonstrating the role of formal learning in competency. These findings show that CK needs to include constructivism better. In conclusion, comprehensive training and mathematical content additions can improve students' TPACK skills, enabling constructivist technology usage. These insights may assist in improving mathematics curriculum and training.

A Visual Analysis of the Hotspots, Processes and Prospects of Digitalization Research on Rural Teachers in China over the Past 10 Years

Over the past decade, research on rural teachers' digitization in China has gradually become a hot social issue of great concern. Using CiteSpace to visualize and analyze the high-quality literature on rural teacher digitization-related research in the CNKI database in the past 10 years, the timeline shows a clear research trend during the decade, including three stages of sustained growth (2014-2019), a brief decline (2020), and a rapid rebound (2021-2024), which is in line with the changes in the national education tactic , the rural revitalization strategy, and the rise of online education in the wake of the COVID-19 epidemic and the global trend of digital transformation. The research power of rural teachers' digitalization is mainly concentrated in teacher training colleges and education academies, and the authors and research institutes are characterized by small concentration and large dispersion, and the cooperation network has not yet been widely formed. The three core themes of "rural teachers", "rural education" and "rural revitalization" are highlighted in the cited keywords, reflecting the close connection between the research content and national tactic and social needs. In light of the regional and special characteristics of rural education, research that is detached from the reality of the countryside and based on a single methodology will gradually change to a diversified research model based on the localized characteristics of the countryside.

Teacher training in secondary education: trends and contradictions

This article examines the main trends teacher training in the Russian secondary education. Based on the analysis of theoretical and methodological approaches and several empirical works, the authors draw a conclusion about the importance of stable replenishment of the professional structure, including at the level of general education, as well as the presence of a number of factors influencing its success. Such factors include territorial conditions, (as well as socio-economic and demographic ones), changes in the population’s education level and the education system’s specifics (e. g., the presence of pre-vocational education as a mechanism for recruiting potential employees), among other groups of factors. This article analyzes the statistical data from the RF Ministry of Education on the number, structure, and dynamics of personnel movement in organizations implementing general education programs. The authors show several negative trends associated with an increase in the number of teachers who have left their jobs and an increase in the number of rates per full-time education worker, as well as an increase in the number of positions vacant at the beginning of the school year. The described trends have specific manifestations in urban and rural educational organizations, and manifest themselves with varying degrees of intensity in various subject areas, increasing problems with training, primarily in natural science subjects.

“LEARNING TO LEARN” IN PROFESSIONAL TEACHER EDUCATION

In recent years, the modality of Professional Education has grown considerably in Brazil, driven primarily by economic development and the consequent need for qualified workers to meet the demands of the labor market. This work aims to discuss and argue about the importance of teacher training in Professional Education, as well as the relationship between the labor market and the way in which such teacher training occurs. A predominant characteristic in the profile of teachers in this educational modality is the realization of the lack of pedagogical foundations in their initial training, which, by nature, is technical and pragmatic. It is understood that the lack of pedagogical knowledge is a crucial factor in the quality of education, particularly in Professional Education. Thus, this text seeks to relate the need for qualified teacher training in contrast to the emphasis on a rushed and superficial training evident in this educational modality, which primarily serves the interests of employers.

Promowanie różnorodności językowej i kulturowej w kształceniu nauczycieli języków obcych – dobre praktyki i skuteczne rozwiązania

The aim of the article is to present good practices and effective solutions adopted in the plurilingual and multicultural education, integrated language didactics and virtual exchange courses at the Centre for Foreign Language Teacher Training and European Education of the University of Warsaw. During classes students become familiar with pluralistic approaches to languages and cultures, language didactics for tertiary education, and different aspects of intercultural communication. The classes help the students to develop plurilingual and intercultural competence, including the skill of linguistic and intercultural mediation. The students also learn how to plan and organize project work and how to promote linguistic and cultural diversity during a foreign language lesson at school. The article discusses methods and tools used during these classes and gives examples of tasks carried out by the students. These are, among others, an intercultural project, which consists in carrying out and recording interviews with foreigners living in Poland and integrated didactic tasks, during which students learn to notice and analyse relations between languages. The integrated didactic tasks concentrate on relations between the students’ mother tongue, the first foreign language (English) and additional languages which, in the case of the students of the Centre and their future learners, are German and French. The article also shows the way in which a tool for comparing national cultures (available at hofstede-insights.com), related to Hofstede’s cultural dimensions, can be used. The examples of tools and tasks presented in the article are intended to show how to effectively promote cultural and linguistic diversity and how to help the students, who are future teachers of foreign languages develop plurilingual and intercultural competences.

Instrument to Evaluate Intercultural Competence in Pedagogy Students

Confronting the current educational reality involves developing intercultural competence during and after training to produce an impact on educational practices that promote positive classroom interactions with culturally and linguistically diverse students. In this context, this article presents the results of the construction and validation of the Intercultural Competence for Pedagogy Students (ICPE) instrument in a Chilean university. Taking into account the focus of interest, intercultural education in initial teacher training, the validation sample of the survey included 521 students in initial teacher training. This research aimed to establish the goodness of fit of the scale by analyzing the reliability and validity of the construct through confirmatory factor analysis. The scale presented adequate psychometric properties, contributing to the measurement of intercultural competence in initial teacher training to support attention to students in their cultural diversity.

Dyslexia awareness among English language teachers in Türkiye

AbstractIt is estimated that 10% of the world's population are dyslexic, and the ratio of dyslexia may be up to 20% in some countries. Considering this rate and the challenges that many dyslexic learners face when learning a foreign language in the classroom, it is crucial for language teachers to be aware of such challenges. Through an online questionnaire, this study seeks to understand whether English language teachers in Türkiye are well prepared to meet the particular educational needs of dyslexic language learners by implementing effective inclusive teaching methods. Descriptive statistics were used to analyse the data. Findings indicate that many English language teachers are not prepared enough to teach students with dyslexia. To overcome the difficulties experienced, teacher education programmes may be enhanced with additional activities and strategies to prepare novice teachers, while the teachers in the field are supported with more in‐service teacher training education such as seminars, webinars and workshops given by experts to increase their awareness of the needs of dyslexic language learners.

Gamification and motivation in learning

This study explored the impact of gamification on student motivation, examining how the application of game elements and mechanics in educational contexts can enhance engagement, knowledge retention, and academic performance. The primary aim was to analyze the effectiveness of gamification as a pedagogical strategy to increase student motivation. The methodology involved a literature review, focusing on studies assessing the implementation and outcomes of gamification in education. Findings indicated a positive relationship between gamification and increased student motivation, supported by alignment with motivation theories and effective integration of technologies like virtual reality. Challenges such as balancing ludic and educational elements and teacher training were identified. Final considerations highlighted gamification’s potential to revitalize pedagogical practices despite implementation hurdles. Future prospects point towards an expansion of gamification, driven by technological advancements and greater acceptance of innovative teaching methods.

Developing a Cross-Cultural Competence Scale for Pre-Service Teachers: A Filipino Case Study

As classrooms grow increasingly diverse, cross-cultural competence (CCC) becomes imperative for pre-service teachers to create inclusive, equitable learning environments. Hence, this study focuses on developing a cross-cultural competence scale specifically for pre-service teachers that highlights the dynamic nature of education and the need to foster inclusivity amid increasing classroom diversity, aiming to address gaps concerning assessment tools dedicated explicitly for pre-service teachers. Exploratory factor analysis of an initial 29-item scale assessing knowledge, teaching flexibility, willingness to engage students, and cultural empathy administered to 109 Filipino pre-service teachers' responses ultimately yielded a 22-item, two-factor structure with sound psychometric properties: "Attitudes Toward Culturally Diverse Students" and "Cultural Knowledge and Teaching Flexibility." The factors align well with the conceptual domains of cognitive, affective, and psychomotor learning. This research significantly contributes a contextualized CCC instrument that enhances multicultural education and evaluates pre-service teachers' readiness for diverse classrooms, aligning with the educational dynamic imperative. In summary, this research makes an invaluable contribution to teacher training and multicultural education by developing a targeted and rigorously validated assessment tool.

Research on the Teachers' Dilemma in Inclusive Education under the Background of Learning in Regular Classrooms

Inclusive education has been a crucial education revolution since 1994 the Salamanca Statement, proclaiming that children with diversified abilities should have access to regular schools with appropriate scaffolds and support. Chinese inclusive education is presented as Learning in Regular Classrooms where children with special needs are placed in a regular classroom of a regular school. This article explored and identified challenges LRC faces through teachers roles, standards, and relationships with the childrens families that lead to unsuccessful LRC. The lack of special education knowledge in teachers, mono-teaching-evaluation standards on academics, and disagreements between teachers and families on support for children are some causes of unsuccessful LRC. This article proposed multiple solutions according to the challenges which include cooperating with special education schools to provide systemized special education training and support for teachers, schools providing clear, written, and diversified teaching standards, increase in communication between teachers and childrens families, and schools providing extra support for children.

Iranian and Turkish EFL instructors’ Critical Openness, Reflective Skepticism, Innovative Thinking and Accountability: A comparative study

The increasing interest in Turkish educational programs has led to the increasing interest in educational migration among the younger Iranian generations. Instructors, as the executive part of educational programs, can also play a key role in satisfying students’ expectations and educational goals. The aim of this study was to identify and compare the Critical Openness (CO), Reflective Skepticism (RS), innovative thinking (IT), external accountability (EA), and internal accountability (IA) for the Iranian and Turkish English as Foreign Language (EFL) instructors through an online survey with Critical Thinking Theory and the 21st century skill consideration lens. To this end, a convenient sample of Iranian (N = 286) and Turkish (N = 281) EFL instructors were invited to take part in the online survey voluntarily. The scales consisted of the Likert scales of Rosenblatt (2017) [1], Semerci (2007) [2], and Sosu (2013) [3], because the conceptual frameworks were also taken from these studies. In the analysis stage, MANOVA was conducted to compare the results of the online survey between Iranian and Turkish EFL instructors in terms of their level of CO, RS, IT, EA, and IA. The analysis of the collected data uncovered that Turkish EFL instructors got higher scores in CO, RS, EA, and IA than Iranian EFL instructors while Iranian EFL instructors received higher scores in the employment of IT. The implications of the results would suggest collaborations between educational policymakers and teacher training course designers.

Examination of Physical Education and Sports Teacher Training Curriculums in German Universities

Examination of Physical Education and Sports Teacher Training Curriculums in German Universities

The role of pre-service physical education teachers in physical education – A bibliometric and systematic review

Pre-service physical education teachers (PSPTs) have long been an important area of specific development in physical education and have become a significant force in the field of physical education and research over the past two decades. However, exploratory research on pre-service teachers remains relatively scarce, and lack a comprehensive scientific exploration of the scope of their role. Therefore, this study provides a comprehensive overview of pre-service physical education teacher education (PETE) from both a broad and specific perspective. Specifically, it includes the current state of PETE, the most influential authors, countries, journals, and literature, as well as specific research topics and future directions within PETE. Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, a total of 340 articles were included, with 84 of them being empirical studies. The findings reveal that teacher training, diversity, equity, and inclusion in education, educational attitudes and beliefs, educational quality, educational methods and technology, career motivation, teaching models and strategies, and teacher assessment and reflection are major research themes. Visual analysis of the application of pre-service physical education teacher research highlights teacher training, diversity, equity, and inclusion in education, as well as instructional technology, as key areas of future focus. These insights contribute to the reasonable application of bibliometrics in the field of pre-service physical education teacher research.

The Impact of History on Literacy Culture in Indonesian Education During Society 5.0

This study investigates the significant influence of history on the development of a strong literacy culture within the Indonesian education system, particularly in the setting of Society 5.0. The relationship between historical knowledge and literacy development is investigated through literature research, demonstrating how history plays an important role in cultivating critical thinking abilities, generating empathy, and nurturing cultural understanding. The integration of history into literacy education is studied by merging multiple research found in journal articles, books, scientific papers, and so on, emphasizing the importance of educational components, teacher training, and collaborative efforts among educators, historians, and literacy experts. This particular study also discusses the challenges and opportunities that arise in this endeavor, while underscoring the long-term benefits of integrating history and literacy education within the era of Society 5.0. Finally, this study emphasizes the importance of embracing history in developing a strong literacy culture that empowers Indonesian students in an ever-changing educational setting.
 Keywords: history, literacy culture, society 5.0

Increasing accessibility in language education – the SCALED project

This paper aims to familiarise the readers with the motivations and pedagogical principles behind the outcomes of the ‘SCALED – Supporting Content and Language Learning Across Diversity’ project and with the outcomes themselves. These include an open online course for initial teacher training and continuing professional development of language teachers, accompanied by a methodological guide and a report on good practices in inclusive language education and inclusive foreign language teacher training. The SCALED project addresses the needs of both the academic and school communities, aiding educa- tors in proactively eliminating existing and potential barriers to language learning. It incorporates empirically validated models and approaches, such as Universal Design for Learning (UDL) and the integration of indi- vidual accommodations and adjustments in learning and assessment conditions. The project seeks to advance fairness and counter discrimination and marginalization by fostering inclusive practices in teacher training and language education via enhanced accessibility. Accessible language learning environments can empower individuals with diverse needs, including special educational needs, and enable them to unleash their abilities and potential. Accessibility constitutes a leading theme that transpires in all SCALED course modules and materials, from accessible instruction and assessment, through accessible and usable digital language materials (docu- ments and multimedia) and online learning platforms to accessible and supportive language learning environ- ments (e.g. assistive technology) for learners with special educational needs resulting from dyslexia, ADHD, autism, blindness and visual impairments, and diverse cultural and language backgrounds.

EVALUATION OF THE KNOWLEDGE OF TEACHERS ABOUT DENTAL TRAUMA IN A REGION OF SOUTHEASTERN ESPÍRITO SANTO IN BRAZIL

Introduction: Dental injuries are a public health problem and are described as the second largest demand for dental emergencies, with the school being one of the most frequent places. Objective: To measure the knowledge of teachers about the immediate conduct needed in the face of traumatic events. Materials and Methods: An observational, quantitative, cross-sectional study was carried out. Descriptive analysis was performed using frequency tables with number and percentage for sociodemographic variables, functional variables, and knowledge about dental trauma. The statistical package IBM SPSS 20 were used for analysis. Results: The teachers showed an deficient degree of information and ability to conduct first aid in such situations, which predisposes to a worrying scenario that favors the sequelae and unfavorable prognoses, resulting in damage to the quality of life and early tooth loss. We found no statistically significant difference regarding location and time of work (rural or urban), level of education, age, and sex, since knowledge is absent in all scenarios. Conclusion: The worrying scenario of teacher unpreparedness to deal with traumatic dental situations justifies urgent need for health education actions and teacher training, as well as the inclusion of this theme in the curriculum of future professionals.

Balancing special education knowledge and expertise in teacher training programs

ABSTRACT Inclusive education is a leading priority of education policymakers and the subject of a recently amended law in Israel. As seen in many countries globally, the shift towards inclusive education in Israel requires a thorough evaluation of the current and suggested proportion of special education expertise and knowledge in teacher training programs. This qualitative study, which included 34 semi-structured interviews, examined the existing and recommended balance of special education expertise and knowledge within general education Bachelor of Education teacher training programs in Israel. The interviewees were four heads of elementary school education programs from four different teacher training colleges, seven pedagogical counselors, six teacher candidates, six elementary school principals, and eleven elementary school teachers. Three major themes related to the existing and recommended balances between special education expertise and general education emerged: a) successful teaching in general education, b) developing special education knowledge in teacher training programs and c) teamwork and cooperation. The findings led to the conclusion that general education educators in schools and academia lack the expertise and knowledge needed to teach children with diverse needs and to instruct the teacher candidates accordingly. Adjusting the special education knowledge and expertise within the general education teacher training programs is required.