Professional Training Of Teachers Research Articles

THE INFLUENCE OF EDUCATIONAL SERVICE QUALITY AND SCHOOL IMAGE ON STUDENT SATISFACTION IN PRIVATE HIGH SCHOOL "X" BANDUNG CITY

This study aims to determine the influence of the quality of educational services, student satisfaction, and school image on student satisfaction at Private High School (SMA) "X" Bandung City, West Java. The population in this study is all students in grades X, XI, and XXII totaling 99 students, and 2023 alumni totaling 28 people (a total of 127 respondents). The results of the analysis and discussion were as follows: (1) The quality of education services has a positive and significant influence on the satisfaction of students at private high school with a total influence of 32.0%. (2) In addition, school image also has an important influence on students' satisfaction, which is 36.5%. (3) The school's image has also a significant positive influence on satisfaction with an overall influence of 68.5%, and it is recommended that schools provide continuous professional training and development for teachers to improve knowledge, skills, pedagogy.

Teaching Staff Mathematics University: Catalyst of the Emotional-Techno-Ontological Logic

The relevance of the study lies in the necessity to investigate the psycho-emotional state of teachers during the transition to remote teaching in universities and its impact on academic performance and emotional state of students. The aim of the research was to develop a theoretical approach to describe the emotional and techno-ontological logic of mathematics teachers during distance learning during the COVID-19 pandemic and the impact of their emotional state on the learning process. The study involved teachers and students from universities in Ecuador, both private and public. The study observed the behavior of teachers and students, analyzed the use of technology in mathematical activities, and analyzed personal opinions about the learning process of the participants of the study. A digital observation guide and open-ended interviews were used to collect data. The qualitative analysis program Atlas.ti was used to analyze the data. The program created three categories: andragogical retrotopia of mathematics, emotional scar in teacher preparation, and perceptions of the educational process. As the results of the research showed, there was a deficit of digital professional training of teachers in the university teaching of mathematics. And it was also found that the teacher played the role of a catalyst for the emotional-techno-ontological state of the educational process. As a result of the research work carried out, a theoretical approach is proposed, through which it is possible to avoid the manifestation of techno-ontological logical emotions in mathematics teachers in Ecuadorian universities.

Teachers' Pedagogic Competence in Strengthening Character Education of Students in Elementary Schools : Exploring Effective Strategies

This study aims to explore effective strategies for improving teachers' pedagogical competence to strengthen learners' character education at the primary school level. The research method used was a literature study with a qualitative approach. Primary and secondary data were obtained from books, documents, and journals that were of the same relevance as this research. After the data was obtained, the data analysis technique for this research used content analysis. The results of the study found that teachers must master educational technology to improve teaching effectiveness and student engagement. It involved using digital tools for assessment, teaching, and communication with students and parents. Teachers needed to develop 21st-century skills such as critical thinking, creativity, collaboration and communication. These skills were important to help students become individuals who are ready to face future challenges. Teachers should apply an adaptive pedagogical approach, tailoring teaching methods to students' individual needs, interests and abilities. It includes differentiated learning, formative assessment and the use of adaptive technology. Character education should be integrated in the curriculum by teaching universal and contextual values. A holistic approach, including project- and problem-based learning, is important to develop a strong student character relevant to modern challenges. Continuous professional training and development for teachers is key to ensuring they are up-to-date with best practices and innovations in education. This involves workshops, online courses, mentoring and collaboration within communities of practice. Modern assessment and reflection are important for monitoring student progress and evaluating teaching effectiveness. The use of formative and summative assessments, technology in assessment, and regular reflection by teachers and students can improve the quality of learning. Collaboration with parents, communities, educational institutions, government and non-profit organizations can strengthen character education and support teachers' pedagogical competencies.

A model for developing the readiness of future teachers to design a psychologically safe environment

During the period of paradigmatic changes in the life of society, there is a growing trend of uncertainty, which determines emotional tension, increased levels of aggression and anxiety. The dynamism and transitivity of social processes determine the choice of strategy for social behavior and human development in situations of unpredictability and complexity. In these conditions, the problem of creating psychologically comfortable conditions for the comprehensive development of an individual, his/her security in the process of interaction between subjects of the educational process, which requires teachers to be prepared to design and create a psychologically safe educational environment, acquires special significance. In this regard, the research problem lies in the scientific substantiation and practical development of a model for developing the readiness of future teachers to design a psychologically safe environment. The goal of the research is to develop a model for developing the readiness of future teachers to design a psychologically safe environment. The methodological basis of the research is represented by a set of methods of analysis, modeling, design, and experiment.The results of the research: various approaches to the content of a future teacher’s readiness to design a psychologically safe educational environment have been analyzed; the structural components of readiness have been identified, the criteria and indicators of its formation have been determined. A model has been designed for developing the readiness of a future teacher to design a psychologically safe educational environment.Key conclusions: the relevance of the problem of developing readiness to design a psychologically safe environment in the process of professional training of future teachers is due to modern social transformations; The model for the formation of readiness is a set of target, content-procedural, technological and evaluative-reflective components, focused on the formation of motivation in teaching activities, improving the design competence of future teachers, and developing personal and professional qualities of future teachers.

Perceptions of Teachers on the Implementation of the Competence-Based Curriculum in Secondary Schools in Bundibugyo and Ntoroko Districts, Uganda

The Competence-Based Curriculum (CBC), introduced to enhance learners' skills and competencies, has undergone nationwide adoption, prompting the need to assess its effectiveness at the grassroots level. This study delves into the perceptions of teachers regarding CBC implementation in secondary schools within the Bundibugyo and Ntoroko Districts. Employing a mixed methods approach through descriptive survey research, data was collected via interviews, group discussions, and questionnaires. The study's sample size comprised 397 participants, including 365 teachers selected via simple random sampling and 32 purposefully selected school administrators from twenty-one secondary schools in the target districts. Study findings indicate diverse perspectives among teachers regarding the CBC's implementation, highlighting positive aspects like enhanced skill development and learner-centred approaches, alongside challenges such as resource constraints, limited training, and varied levels of preparedness among educators. Notably, teachers expressed an overall negative attitude toward the lower secondary school CBC implementation. The study reveals a variety of perspectives among teachers regarding the implementation of the CBC. Positive aspects include the emphasis on skill development, learner-centred approaches, and the potential to provide real-world applications. However, challenges such as inadequate resources, limited training, and varying levels of preparedness and attitude among educators are identified as potential hindrances to the successful implementation of the curriculum. Notably, teachers expressed an overall negative attitude toward the lower secondary school CBC. The findings have implications for educational policymakers, curriculum developers, and school administrators seeking to refine the implementation strategies and address the challenges faced by teachers in delivering the Competence-Based Curriculum. The study recommends initiatives such as professional development and training for teachers, adequate supply of instructional materials, strategic teacher recruitment, and the establishment of peer learning networks. Furthermore, involving various stakeholders like parents, community leaders, and local authorities is crucial for fostering a supportive ecosystem conducive to effective CBC delivery

The methodological model for the formation of future English teachers' pragmatic competence based on Web 2.0 technologies

In the article pragmatic competence as a subcompetence within the framework of foreign language communicative competence was considered, which is the speaker's ability and willingness to reproduce pragmatically literate statements, as well as interpret the pragmatic intention of another speaker. Ignorance of pragmatic structures and principles can lead to misunderstandings in extreme cases. For future teachers and teachers of a foreign language, mastering pragmatic competence is important to transfer knowledge properly about the discipline being taught. The principle of interactivity is one of the most important in the formation of foreign language pragmatic competence, and also acts as the main didactic property of Web 2.0 technologies, which contributed to the choice of these tools in this study. The results of fundamental research conducted in the countries of the far and near abroad on the formation of pragmatic competence for the development of a model for the formation of future English teachers’ foreign language pragmatic competence were analyzed. Thus, the authors propose their own model of learning aimed at the formation of students' pragmatic competence based on Web 2.0 technologies, which includes five interrelated component blocks: prerequisites, a block of target definition, a theoretical block, a functional block of technology, an evaluative and effective block. Only the integration of all these components of the model will contribute to achieving its goal. The use of this model during the research experiment significantly improved the professional training of future English teachers and the formation of a high level of foreign language pragmatic competence

STEAM-Based Learning Implementation Plan: Integrating Science, Technology, Engineering, Art, and Mathematics in Teaching Indonesian Language Education

The purpose of this study was to describe the ability of teachers and various factors that support and hinder the ability of teachers in preparing STEAM-based learning implementation plans. The data sources in this study were 30 learning implementation plans that had been prepared by Indonesian language teachers who had participated in teacher professional education training activities at a private university in Jakarta. The method used in this study was content analysis. In addition, data collection was also carried out through structured interviews to explore the opinions of teachers about the supporting and inhibiting factors experienced by teachers in the training of preparing STEAM-based learning plans. The results of the study showed that the average ability of teachers in preparing STEAM-based learning implementation plans was very good, namely (80). This means that they have been able to describe the learning steps using the STEAM approach well. The success factor for teachers in preparing STEAM-based learning implementation plans (LIPs) is influenced by the readiness of the implementing agency, instructors, and the optimal support of certain personnel.

Professional training of future art teachers to the usage of innovative technologies in the educational process of general secondary education institutions

Professional training of future art teachers to the usage of innovative technologies in the educational process of general secondary education institutions

Pendidikan dan Teknologi: Optimalkan Pembelajaran di Era Digital

The digital era brings significant changes in various aspects of life, including education. This article explores the application of technology in education in the digital era, outlining the positive impacts, challenges faced, and strategic steps to optimize the benefits of technology in learning. The research method used is descriptive qualitative method through literature study from various sources of relevant journals and articles. The results show that technology improves accessibility, interactivity and personalization of learning. However, the access gap and curriculum adaptation are still the main challenges. Proposed solutions include subsidizing technology and internet devices, curriculum adaptation and professional training for teachers. With these measures, technology can be optimally utilized to improve the quality of education and provide a better learning experience for all students

Assessing the Impact of Principal Leadership and Teacher Performance on Educational Quality: The Role of TQM as a Mediator

This research investigates the influence of the principal's leadership and teacher performance on the quality of education and the mediating role of TQM in this relationship. Random sampling techniques were used to sample 50 MA Darul Falah Sukorejo Ponorogo teachers. Data collection was carried out using a questionnaire consisting of a 5-point Likert scale. PLS-SEM analysis was used to analyze data and test the conceptual model. The research results show that teacher performance significantly improves education quality but not principal leadership's influence. Apart from that, TQM mediates in increasing the influence of the principal's leadership on the quality of education (ρ=0.008) but not on the influence of teacher performance (ρ=0.703). The research implications emphasize the development of organizational culture supported by TQM and teacher professional training and development. So, building an organizational culture that supports TQM principles is essential. It involves a commitment from all levels of management, including principals and administrative staff, to prioritize educational quality and continuous improvement. Provide regular training to teachers on TQM concepts, practices, and strategies for implementing them in teaching and learning contexts.

Insights into teachers' training and professional development: introducing online technologies

The article deals with the problem of professional development of teachers and lecturers in Ukraine in today's challenging conditions. The authors of the article are representatives of the development team of the online course "Content and Language Integrated Learning (CLIL) Methodology" for educators. It is a product of the collective creativity of the Foreign Language Teacher Training Capacity Development as a Way to Ukraine’s Multilingual Education and European Integration (MultiEd) project team, сo-working under the umbrella of the Erasmus+KA2 programme. The course is hosted on the Moodle platform of Zaporizhzhia National University; it is aimed at training specialists capable of adapting and implementing advanced teaching methods in the educational process of the New Ukrainian School. This course is designed for subject teachers, foreign language teachers in secondary and higher education, as well as educational institution leaders who understand the contemporary challenges of education in line with the demands of the job market and are interested in modernizing existing educational programs, improving teaching and learning methods, and implementing a culture of quality assurance in education. The course is developed in the Ukrainian and English languages; it is flexible in time and choosing subject themes to fill the gaps in knowledge. The article presents the stages of course development and implementation, description of its content and structural elements. The course was piloted in all UA universities, partnered with the MultiEd team, encompassing 583 participants, 466 of which successfully completed the course. This article focuses on the results of 194 participants’ training on the Moodle platform of Zaporizhzhia National University (March – November 2023), their progress, evaluation and critical remarks, and highlights the prospects of its use in the system of professional teacher training

In-person and Hybrid Learning in the Training of Professionals in Higher Education. An ict-centric Approach

Objective: Creating more adaptive, dynamic, and student-centered learning environments that can meet the diverse needs and learning styles of students in the digital age. Methods: This study employs a qualitative approach through documentary research, enabling us to understand the integration of virtual inquiry into the classroom as a meaningful process for instructing university students. The study population consists of research conducted between 2018 and 2024, with the sample selected based on eligibility criteria. Inclusion criteria involve specific databases such as Scielo, Redalyc, Dialnet, Google Scholar, and Scopus. Conversely, articles lacking categories such as virtual reality, teaching, and university education are excluded. Result: The documentary review matrix analyzes the work of fifteen prominent authors in the field of face-to-face and blended learning in higher education, focusing on information and communication technologies (ICT). Each entry provides the title of the work, the author's name, the year of publication, a brief summary, and the Digital Object Identifier (DOI) to access the full text. These works cover a wide range of topics, from the theoretical foundations of instructional design to the practical application of educational technologies in face-to-face and hybrid environments. The diversity of theoretical and methodological approaches is highlighted, as well as the presence of recognized authors in the field. Additionally, special attention is given to emerging trends and innovative technologies, such as virtual reality, artificial intelligence, and mobile learning. In summary, these resources offer a comprehensive and up-to-date overview of the state of the art in the field, being highly valuable for educators, instructional designers, and researchers interested in advancing their understanding and application of these topics.

БОЛАШАҚ ПЕДАГОГТАРДЫ КӘСІБИ ДАЯРЛАУДА САПАЛЫҚ ДАҒДЫЛАРЫН ДАМЫТУДЫҢ ПСИХОЛОГИЯЛЫҚ ТИІМДІЛІГІ

The article is based on the system of professional training of future teachers in higher educational institutions of the country. Today, an independent country is a country that determines the possibilities of future development, taking into account modern processes, technologies that provide its own system, model and quality of national education. Kazakhstan as a sovereign state, the signing of the Lisbon Declaration and participation in the Bologna process, etc. reflect its place in the global educational space. This circumstance contributes to the intensive development of the higher education system, taking into account the socio-cultural interests of our state and global educational processes that determine the quality and technological achievements in higher education. It is obvious that one of the urgent problems of pedagogical science and best practices is to identify priority areas for improving the upbringing and education of the free generation that has crossed the threshold of the XXI century. In the system of professional training of future teachers, their qualitative skills should correspond to social processes. Due to the transition of an independent country to a market economy in accordance with the changing requirements of the time, the main criteria of competitiveness oblige future teachers to have modern qualities along with knowledge, knowledge, business skills. In this regard, the article formulates the relevance and positions, features and rationality of the development of qualitative skills in the system of professional training of future teachers based on scientific analysis.

Prospects for the implementation of the variable module "floorball" in the physical education curriculum for 14-16-year-old boys

The article deals with issues related to the development of floorball in general secondary education institutions. The presence of so-called variable modules within the current curriculum allows to vary to some extent the content of the educational material on physical culture in the direction of including the means of those types of sports and motor activity, which, on the one hand, are interesting and accessible to modern schoolchildren and, on the other hand, positively affect the level of their health and development. The purpose of the study is to determine the attitude of physical education teachers to the introduction of the "Floorball" module as a variable component of the physical education curriculum for 14-16-year-old boys. The research concept is based on the methodological, theoretical and scientific-methodical levels of the basic provisions of pedagogy and the theory and methodology of physical education. The research was carried out at Zhytomyr Ivan Franko State University and general secondary education institutions of Zhytomyr region in 2023-2024 in which 42 students - future physical education teachers - and 137 physical education teachers participated. Research methods: analysis of literary sources, observations, interviews, questionnaires, methods of mathematical statistics. Floorball is a team game sport and represents hockey in a sports hall. Simple equipment for the player, relatively inexpensive sports equipment made of plastic materials which makes it light and reduces the risk of injury, simple rules of the game and the ability to train on any flat surface. Floorball as a means of physical education attracts the attention of students with its high emotionality, spectacle, variety of manifestations of physical qualities, many different game combinations, quick transition from actions in attack to defense and ensures the preparation of student youth for active life activities and a healthy way of life. It was established that only 19.1% of the students have the skills and abilities to play floorball during a physical education lesson, and 71.4%, 66.1% and 63.0% of teachers with different work experience, respectively. The biggest obstacle to the introduction of floorball in lessons and extracurriculars in general secondary education institutions is the lack of sports grounds, the necessary equipment and the appropriate professional training of physical education teachers.

SWOT-аналіз професійної підготовки майбутніх учителів історії в університетах України

SWOT-аналіз професійної підготовки майбутніх учителів історії в університетах України

Methodology of Organizing and Conducting Distance Olympiads in Korean as a Second Foreign Language in the Process of Professional Training of Future Foreign Language Teachers

In this article, the author presents the methodology of organizing and conducting distance Olympiads in Korean as a second foreign language in the process of professional training of foreign language teachers.The purpose of the study is to examine specifics of second foreign language distance Olympiads organization in the context of professional training, main objectives of the Korean language Olympiad (increasing motivation, interest in learning Korean, exposure to Korean culture, etc.), and to analyze the main requirements for distance Olympiad tasks of the first round (tests), and tasks of the second round, which are aimed to identify the level of communication abilities. Interview, testing and observation are used as the main methods of research.Results. The methodology proposed by the author was tested in groups of 3–4 year students of Sarsen Amanzholov East Kazakhstan University (educational program 6B01703 foreign language: two foreign languages). The article presents analysis of the distance Olympiad’s results, examples of tasks for each round and the main criteria for evaluating the tasks. The requirements to the second foreign language Olympiad tasks implied: possibility of mass coverage of students with Olympiad tasks; compliance of the tasks with the curriculum; time limit; relying on the students’ experience, including their native language skills and abilities; increasing tasks complexity; variety of tasks forms and content, the tasks contents and novelty; problem nature tasks to stimulate students thinking, language guess; using authentic material for the Olympiad tasks; the use of local history and extralinguistic material. The general complexity of the tasks, and difficulties associated with the nature of the linguistic material were also taken into account.Conclusion. According to the results of the experimental work, the author comes to the following conclusion: the leading principle of organizing distance Olympiads assumes that the university faculty will be focused on the timely identification of the future teachers’ interest to the Korean language, their involvement in preparation for the Olympiad, thus forming their interest in Korean culture and language. Olympiad assignments should be creative so that students learn to find their own ways of solving problems and develop self-education skills. Participation in the Olympiad increases students’ learning motivation, broadens their horizons, and develops their ability to express their opinions. The variety of requirements to the work of participants makes the assessment of each member of the jury quite subjective, but the collective nature of the evaluation procedure ensures correctness and objectivity of the final decision, allows participants to familiarize with the results of their work and consider appeals after each round of the Olympiad participants.

THE CONCEPT OF SUSTAINABLE DEVELOPMENT AS THE BASIS OF CONTINUOUS ECOLOGICAL TRAINING OF FUTURE TEACHERS

Increasing attention to the ecological training of young people in the system of modern education is one of the important problems nowadays. Guarantees of environmental protection are presented in ecological knowledge, abilities and skills, as well as in the socio-cultural behavior and worldview of the population. Therefore, one of the priority tasks of the educational system is the formation of the ecological culture of the younger generation through the implementation of a system of continuous environmental education based on the principles of sustainable development. The purpose of the article is to investigate the problem of continuous ecological training of future teachers based on sustainable development. Research methods: analysis and synthesis of scientific literature (to clarify key research concepts), systematization, and generalization (for the purpose of forming the author's conclusions). It is established that ensuring the sustainable development of society involves positive life activities of people through the creation of conditions that contribute to the harmonization of their relationships, development, and satisfaction of their needs in the socio-natural environment, providing opportunities for the formation of ecological culture in the educational sphere. The peculiarities of continuous ecological training of future teachers based on the concept of sustainable development are studied, and the content and results of this process are highlighted. The goal of continuous ecological training for sustainable development is to teach people to manage the quality of life; the formation of an ecological culture in the young generation, which involves the ecological orientation of the individual, the ability to increase their ecological education and literacy, to carry out social-ecological and ecological-project activities for the benefit of sustainable development. The main tasks of continuous ecological training are the formation of scientific knowledge and ecologically oriented knowledge, the development of environmental protection skills and abilities aimed at improving the state of the environment and improving the quality of life of people, and the upbringing of a highly educated and ecologically cultural personality. Continuous ecological education for the benefit of sustainable development originates in preschool education institutions, where for the first time children master the basics of environmental education and culture, and form an idea of their unity with nature. The next stage is general secondary education, where students form environmental competence and develop an environmental outlook. The next level of the continuous ecological education system is the higher school, where the professional ecological training of the future teacher is carried out, the value-meaning sphere of the individual is formed, social-ecological norms of professional activity are mastered.

Physics Education for Special Needs Students: A Descriptive Analysis

This essay examines the difficulties and possibilities involved in teaching physics to students with special needs. It talks about how important it is for physics courses to use inclusive pedagogies and teaching practices that are designed to meet the different needs of their students. The study looks at different strategies for modifying physics curricula, instructional strategies, and assessment procedures to fit the needs of students with special needs. It does this by reviewing relevant literature and doing empirical research. It draws attention to how important collaborative learning settings, assistive technology, and customized instruction are to ensuring that all students have equitable access to physics education. The report also addresses how professional development and teacher training might improve teachers' ability to successfully support students with exceptional needs. It highlights how crucial it is to promote policies and cultivate an inclusive culture across physics education communities. This study attempts to provide guidance and insights for educators, policymakers, and stakeholders trying to establish inclusive and supportive learning environments for children with special needs in physics education by combining current research and best practices. It emphasizes how important it is to acknowledge and recognize each learner's unique talents and abilities in order to support their engagement, success, and mastery of physics.

Mandarin/English dual language immersion teachers’ understanding of translanguaging pedagogy

Translanguaging pedagogy has gained wide recognition in the field of education as an effective approach to educate emerging bilinguals. This study examines how bilingual teachers understand and adopt this approach in Mandarin/English dual language immersion programs. Four elementary school teachers employed at three different Mandarin/English dual language immersion programs in California were interviewed in-depth about their perspectives on the use of translanguaging pedagogy and their translanguaging stance in their instruction. Guided by the constructs in the Translanguaging Allocation Policy model (Sánchez et al., 2018), the analysis revealed that teachers held an incomplete understanding of translanguaging pedagogy, largely due to a lack of understanding of the theoretical basis upon which translanguaging practices are built in varying teaching contexts. Thus, the teachers mostly resorted to translations as one of their main translanguaging pedagogical practices and saw it as a means to bridge understanding across two languages. In order to support the accessibility of translanguaging pedagogy to a broader range of practitioners, recommendations for professional development and teacher training as well as suggestions for the Translanguaging Allocation Policy model (Sánchez et al., 2018) are provided.

Computer-Assisted Language Learning: Pros and Cons from the Perspective of Moroccan EFL Instructors

The fast advancement of technology has profoundly impacted how we live, work, and even learn. In the education sector, technology plays a significant role as it has transformed the traditional methods of teaching and learning processes. Computer-assisted language learning and teaching is a concrete example of how technological development has revolutionised the field of education. Computers are incredibly powerful teaching instruments that can support many learning objectives. Therefore, the current study aims to investigate Moroccan high school teachers' perceptions about the potential pros and cons of computer technology in learning English as a foreign language (EFL). To attain the study's objective, the researchers employed a self-developed online questionnaire involving 112 participants. The research results indicate that EFL instructors in Fes-Meknes, Morocco, have positive perceptions regarding implementing CALL in their classrooms. The results suggest that the programs can motivate the learners, enhance their confidence, motivate them, and allow access to diversified educational material. Still, constraints related to financing, uneven access to technology, and scarcity of professional training for teachers are hindering the full implementation of CALL. The research recommends improving financial investment in the educational field, guaranteeing impartial access to technology and providing human resources with professional training to ensure the effective integration of CALL.