Training Of School Teachers Research Articles

Implementasi Supervisi Manajerial dalam Meningkatkan Mutu Pendidikan Paud Almanshuriyah Kota Sukabumi

The This research aims to analyze the implementation of managerial supervision in improving the quality of education in Early Childhood Education (PAUD). The research method used is a qualitative approach with data collection techniques through observation, in-depth interviews and documentation. The research subjects included school principals, teachers and administrative staff at Almanshuriyah Paud. The research results show that effective managerial supervision can improve the quality of education in PAUD through several aspects, including: increasing teacher competency, better curriculum implementation, management of facilities and infrastructure optimal, as well as the development of a conducive learning environment. Managerial supervision carried out routinely and in a structured manner is able to identify educational deficiencies and needs accurately, as well as provide concrete and applicable solutions. In addition, this research found that active participation from all stakeholders, including students' parents, is very important in supporting the success of managerial supervision. Thus, managerial supervision not only functions as a monitoring tool, but also as a mechanism for developing and improving the quality of education on an ongoing basis. The implications of this research indicate that improving the quality of education in PAUD requires a strong commitment from management to implement effective and sustainable supervision. Research recommendations include the need for training and professional development for school principals and teachers, as well as strengthening collaboration between schools and communities, managerial supervision not only functions as a monitoring tool, but also as a mechanism for developing and improving the quality of education on an ongoing basis.output.

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.

Development of a Standardized Suicide Prevention Program for Gatekeeper Intervention in Korea (Suicide CARE Version 2.0) to Prevent Adolescent Suicide: Version for Teachers.

The increasing concern over adolescent suicide necessitates suicide prevention training for school teachers, as students spend a significant portion of their time at school. This study's objective is to develop a suicide prevention program tailored for teachers. The program was developed by a multidisciplinary research team, drawing on a review of both domestic and international suicide prevention programs, related scholarly articles, and Korean psychological autopsy interviews of adolescents. This was complemented by a survey of teachers to assess the program's practicality and usability. The developed program comprises three parts, consistent with other versions: Careful Observation, Active Listening, and Risk Evaluation and Expert Referral. Careful Observation focuses on training teachers to recognize verbal, behavioral, and situational warning signs of suicidal ideation in students; Active Listening involves strategies for encouraging students to express their suicidal thoughts and techniques for being an empathetic and attentive listener; Risk Evaluation and Expert Referral provides instruction on how to assess suicide risk and assist students safely. It is anticipated that this program will equip teachers with valuable knowledge and skills, contributing to a reduction in adolescents suicide rates.

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.

Modelling Activities in Qualifying Training for Future Primary School Teachers: An Attractive Way to Train Competent and Innovative Teachers

Modelling Activities in Qualifying Training for Future Primary School Teachers: An Attractive Way to Train Competent and Innovative Teachers

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.

Tanfīż Manhaj al-Ta’allum al-Mustaqil fī Ta’lim al-Lugah al-‘Arabiyyah Liṭullab al-Madrasah al-Ṡānawiyyah

This qualitative study explores the implementation of an independent learning curriculum for teaching Arabic to eighth-grade students at Muhammadiyah Ahmed Dahlan Metro Middle School in the academic year 2023/2024 AD. The study includes all eighth-grade students as the population, with a purposive sample for detailed analysis. Data from interviews, observations, and document analysis ensure a comprehensive understanding. Data collection methods include structured interviews, classroom observations, and document analysis. Thematic analysis is used to identify key themes and patterns related to curriculum implementation. Findings indicate a five-stage independent curriculum implementation process: diagnostic assessment, planning, learning, assessment, and reflection/evaluation. Challenges include teacher difficulties in selecting teaching methods, lack of a grading system, student motivation issues, and resistance to changing assessment methods. Strategies to enhance the curriculum include school policy adjustments, teacher training, infrastructure improvements, and ongoing monitoring of teaching activities.

OBITUARY: Arnold Clemens Ap: His West Papuan legacy lives on

Arnold Clemens Ap was born on 1 July 1946 on Numfor Island in Biak, at the time, part of the Dutch colony of Netherlands New Guinea. After schooling at church missions in Biak, he studied geography at the Teacher Training School of Cenderawasih University in Abepura, Jayapura, between 1967 and 1973. That year, he was appointed as the curator of the university’s museum, known as Loka Budaya, which became a centre for West Papuan cultural revival. His work to collect and perform songs in Papuan languages played a vital role in the development of a West Papuan national identity, transcending colonial boundaries and inter-tribal conflicts. He was murdered by Indonesian special forces in 1984. This year, 26 April 2024, marked the 40th anniversary of the death of this charismatic cultural leader. For West Papuans, in exile and at home, it has been an important time for commemoration.

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.

Guidelines for in-service training of teachers in secondary schools in the Sokółka district

Guidelines for in-service training of teachers in secondary schools in the Sokółka district

Calvinist Women’s Fate and Women’s Issues in the First Half of the 20th Century. Part I. The Life of Gabriella Victor (1891–1971) and Her Position on Women’s Movements

The purpose of the research is to present the scientific and religious foundations of Gabriella Victor’s pedagogy. The name of the Victor family is inseparable from the cause of the reformist revival and the internal mission. Gabriella Victor (1891–1971) is the first teacher of the Reformed Teacher Training School in Kecskemét, Head of the Lórántffy Zsuzsanna Association. She published a number of articles, children’s Bible, juvenile novels, and informative books for parents and teachers. She was the Doctor of Philosophy (1917) and Theology (1950). The main topics of her scientific work are women’s education, Christian family education, and school religious education. In this study, we present the activities of the Victor family in the internal mission, Gabriella Victor’s opinion on women’s issues, and her views on the characteristics of the female psyche. Keywords: Hungarian Reformed internal mission, Reformed female education, women in theological academic education, Reformed Teacher Training School in Kecskemét

УСОВЕРШЕНСТВОВАНИЕ МЕТОДИКИ РАЗВИТИЯ УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ У БУДУЩИХ ПЕДАГОГОВ НАЧАЛЬНЫХ КЛАССОВ

In this article, the essence of the topic of improving the methodological training of future primary school teachers for the intellectual development of students and the content of the concept of methodological training, the factors necessary for a teacher to develop methodological literacy and the necessary pedagogical conditions and necessary resources are studied theoretically.

The Importance Degree of National Education School Teachers Training Who are Non-Professionally Qualified in the Light of Professional Accreditation Standards

The Importance Degree of National Education School Teachers Training Who are Non-Professionally Qualified in the Light of Professional Accreditation Standards

Особенности развития образования в Амурском казачьем войске во второй половине XIX – начале XX в.

The purpose of the article is to analyze the features of the development of education in the Amur Cossack Army during the formation of a new region of the Russian Empire. The research methodology is based on a theoretical analysis of various types of sources devoted to the history of the development of education in the Far East during the chronological period under study. Using methods of analyzing archival materials and comparing data obtained from different types of sources, factors contributing to the development of a specific educational environment in the region were identified. One of them is the formation of the population of the Amur region as a result of the resettlement of Cossacks from the Transbaikal, Orenburg and Don Cossack troops. It is noted that the first documents concerning the life of the Amur Cossacks concerned increasing the literacy of the population. Cossack schools became the main type of primary education. They solved the problems of educating the younger generation in the spirit of military Cossack traditions. Fulfillment by parochial schools of an important mission to spread literacy among the Cossack population. The next factor was the lack of the required number of teaching staff. The existence of the practice of choosing a teacher from among the young people who were to go into military service by decision of the Cossack gathering. Women's colleges and pedagogical classes in women's gymnasiums played a significant role in the training of primary school teachers. There is a lag in the development of education in the region compared to the European part of Russia. A significant factor that influenced the development of education in the Far East was the holding of congresses of teachers of schools of the Cossack army of the Amur region at the beginning of the twentieth century. Discussion at congress meetings of the goals of educational development in the region, issues of the content of education in Cossack schools. Based on an analysis of various sources of information, the article traces the path of development of education in the Amur region from Cossack schools designed to provide basic literacy to the established network of educational institutions aimed at training the region’s own intelligentsia, worthy members of society.

SZABÓ DEZSŐ TÖRTÉNÉSZPROFESSZOR PÁLYAKÉPE

Dezső Szabó was professor of history at the University of Debrecen for 35 years from 1924 to 1959. He graduated from the University of Budapest with a degree in History and Latin. It was at the instigation of his patron, Henrik Marczali, that he began his research on the Hungarian assemblies of the pre-Mohács period. He also wrote his doctoral dissertation on this topic. Thanks to his excellent academic achievements, he graduated from the university with a royal gold ring of honour (sub auspiciis regis). He taught for many years in secondary schools and in 1912 became a privatdocent at the Budapest University of Science. In February 1924, Governor Miklós Horthy appointed him full professor of medieval and modern (universal) history at the University of Debrecen. At that time, his research was already focused on the Urbarium of Maria Theresa. In 1931 he was elected a corresponding member of the Hungarian Academy of Sciences. He published relatively little and concentrated his activities on secondary school teacher training. He was the dean of the Faculty of Humanities for four academic years. He made an invaluable contribution to the reorganisation of university education in 1944. Despite this, he was repeatedly persecuted under the new regime and was only able to retain his chair thanks to the intervention of his influential students. He retired at the age of 77. The second and third volumes of his work, A magyarországi úrbérrendezés története Mária Terézia korában, which is considered the major work of his life, are still awaiting publication.

Emotional intelligence training for pre-service primary school teachers: a mixed methods research.

This research devises a training program for developing emotional intelligence focused on social and emotional learning and integrates it into teaching to improve pre-service teachers' emotional intelligence. The study used a embedded mixed design. The quantitative dimension of the study used a controlled quasi-experimental design with pre-test/post-test, and the qualitative dimension used an evaluative case study design. The study was conducted with 73 prospective primary school teachers studying at the faculty of education of a Turkish state university. The study group was formed using purposive random sampling. The sample for the quantitative dimension was composed using probability random sampling, whereas the sample for the qualitative dimension was composed using purposive sampling. The program was administered to the experimental group for 10 weeks. Quantitative data were obtained using the Bar-On EQ-i, and qualitative data were obtained using a semi-structured interview questionnaire and participant diaries. Quantitative data were analyzed using normality analysis and one-factor analysis of covariance, whereas qualitative data were analyzed using descriptive and content analysis. The results found the developed training program to be an effective approach to improve emotional intelligence among pre-service teachers. Moreover, data obtained from documentary sources and focus group interviews during and after the application of the program confirmed and adequately explained the quantitative results. In line with the purpose of the study, the findings obtained from the quantitative part of the study showed that the implementation of the training program for the development of emotional intelligence focused on SEL was an effective approach in increasing the emotional intelligence levels of the pre-service teachers in the experimental group. Similar research results also support that pre-service teachers' emotional intelligence can be improved with additional intervention practices without affecting their curriculum.

USING THE INTERFACULTY TECHNOPARK OF UNIVERSAL PEDAGOGICAL COMPETENCIES AS A TOOL IN PRIMARY SCHOOL TEACHER TRAINING

The paper reveals the possibilities of using the technopark of universal pedagogical competencies established within the framework of Altai State Pedagogical University as a tool in the professional training of future primary school teachers. The authors reveal the main conditions and stages of integrating the technopark’s resources into the process of developing professional competencies of bachelors and discuss how the technopark can help enrich the contents of design and technological training courses, practical and laboratory classes of academic disciplines. In conclusion, the authors share expert knowledge on conducting a demonstration exam using at the technopark as part of the final state certification.

Community-Based Intervention and Its Effect on Decreasing the Prevalence of Urinary Schistosomiasis in an Al-Alaqa Male Primary school in Al-Alaqa Village White Nile State, Sudan

Aim of studyThis study assessed the effectiveness of community-based interventions, health awareness, and treatment in controlling schistosomiasis among schoolchildren to improve policies and strategies. MethodsThis pre- and post-intervention study was conducted in an Al-Alaqa male primary school, and systematic simple random sampling was used to investigate 237 participants, which resulted in 132 (55.7%) infected students. The infected and noninfected students (580 students) were treated by delivering the praziquantel doses immediately after the results; after 4 weeks, the infected students received the second dose. After 6 months, the rates were investigated again, and all procedures were performed after the height and weight of the students were recorded according to the protocol. Health education was provided for all participants using posters and leaflets. The data were collected via a questionnaire and urine test. The data were analyzed using SPSS (Statistical Package for the Social Sciences), and ANOVA and t-tests were used to determine the significant differences between the variables. ResultsA urine investigation was conducted on 237 students; 132 (55.7%) had positive results which showed marked improvement and the prevalence in the school decreased to 3.8% after the intervention. The researcher found strong evidence of a relationship between the prevalence of schistosomiasis before the intervention and availability of water in the home (chi-square = 18.331, df = 1, p value = 000). ANOVA showed strong statistical significance (0.002 and F = 6.564) between the mean score of student age and reasons behind going to the pond. ConclusionThis study concluded that mass chemotherapy and treatment were highly effective when associated with a health program intervention. Mass chemotherapy alone may reduce the prevalence of disease for a short time. RecommendationCommunity-based interventions should be applied in schools with an emphasis on health education programs through the training of schoolteachers on investigations for schistosomiasis, treatment with praziquantel, and the provision of materials (microscopes, reagents, and drugs).

Integrated STEM Teaching: Innovative STEM Training for Preschool and Primary School Teachers

The effective implementation of STEM education relies on qualified and well-educated teachers who employ good practices for integrated STEM education. Quality STEM education equips children with the necessary skills to address 21st-century challenges, playing a critical role in developing critical thinking, communication, collaboration, creativity, problem-solving, and responsibility. In this context, preschool and primary school teachers were recommended to attend STEM Professional Development (PD). This study aimed to determine the impact of the EarlySTEM Leader Teacher PD Program on teachers' ability to design STEM lesson plans, using mixed method. Researchers analyzed the STEM lesson plans prepared by preschool and primary school teachers (n=33) who participated in the integrated STEM PD program. All participants who met the graduation criteria were included in the study. The plans were evaluated using the Authentic Problems of Knowledge Society (APoKS) rubric. The findings showed that the Integrated STEM PD program positively influenced teachers' lesson planning skills, specifically when writing the APoKS. The implications of the study were discussed in detail.