University Teacher Education Research Articles

Individual educational strategies for advanced training of higher school teachers

The Russian education system is constantly undergoing updates, natural in the process of continuous development of science, technology and society. In this regard, there is an obvious need for continuous professional education of university teachers, who then, in turn, develop innovative content and make changes in the learning process for students of all fields of study. An important goal of each educational organization is to maintain the proper level and continuous improvement of the quality of education. Therefore, the result of the teacher’s mastering a program of advanced training courses should be the improvement of professional competencies, which are just necessary to improve the quality of teaching. On the way to achieve this goal, a number of problems arise, the solution of which requires special attention from both the university management and each teacher. At the same time, the main aspect is the expedient competent construction of general educational strategies and individual trajectories of professional development for each teacher, depending on the nature of professional activity. The article presents an analysis and comparative characteristics of individual educational trajectories of advanced training of teachers of technical and pedagogical universities on the example of the Povolzhskiy State University of Telecommunications and Informatics and the Samara State University of Social Sciences and Education.

Rationale for Embedding Soft Skills in Teaching and Assessment in Higher Learning Institutions

The digital age has witnessed the educational systems preparing students for employability with 21st-century skills, which comprise skills and abilities for success in society and the workplace. To this effect, one of the most significant discussions in higher education in Tanzania and elsewhere is the quality of university graduates. Graduates demonstrate deficiencies in mastery of essential competencies referred to as soft skills. Universities can play a significant role in soft skills development, but implementation in the classroom has faced diverse challenges that have obstructed effective teaching and assessment. One alternative solution is embedding soft skills within the extant program curricula because the academic infrastructure is already in place, so few additional resources may be required. Guided by attribution theory, this paper presents findings from the thematic analysis of semi-structured in-depth interview responses from university teacher educators working with a public university. By and large, the paper unveils that teacher educators recommend that soft skills play a fundamental role in shaping graduates’ personalities and enhancing social competencies. Nevertheless, teacher educators find themselves in dilemmas while pursuing teaching and assessment strategies that improve the furtherance of soft skills.

A Study on Teaching Competency of Teacher Educators in Colleges of Education

The research is in the form of a Descriptive survey method. The purpose of this study is to determine the Teaching Competency of Teacher Educators in Colleges of Education. It also contrasts Teaching Competency of Teacher Educators with two types of background variables, such as Gender and Locality. The study's findings reveal that the Male and Female Teacher Educators have similar mean scores of Teaching Competency. As well as Rural and Urban Teacher Educators, have similar mean scores of Teaching Competency.

The Impact of Service Quality on Teachers’ Satisfaction: The Case of Battambang Teacher Education College

The objective of this study was to investigate the impact of the English Literacy Training Project (ELTP) on the satisfaction of primary school teacher trainees at Battambang Teacher Education College (BTEC), with a specific emphasis on the quality of service provided. Adopting a quantitative research approach, the study distributed 141 questionnaires using random sampling techniques and analyzed the data through descriptive and inferential statistics. The analysis, incorporating Pearson's correlation and regression analyses, aimed to clarify the relationships and effects posited by the research hypotheses. The findings highlighted that the quality of service, across five dimensions—reliability, assurance, tangibility, empathy, and responsiveness—played a significant role in influencing the satisfaction levels of the primary school teacher trainees. Based on these insights, the study suggests improvements that could yield substantial and lasting benefits for both the project's implementers and the educators at BTEC. The importance of this study stems from its demonstration of the crucial role that efficient operational services play in elevating the satisfaction of primary school teacher trainees. It offers valuable guidance for organizations to examine service quality more critically and identify areas where beneficiary satisfaction may be lacking, thereby facilitating ongoing enhancements to service delivery.

The effects of charter school entry on the supply of teachers from university-based education programs

Research on charter schools tends to focus on direct and immediate effects on student outcomes. However, there may be unintended indirect effects on, for example, the teacher labor market. Charter schools tend to hire teachers with fewer traditional teaching credentials, which may reduce the equilibrium quantity of teachers who have traditional credentials and seek to make teaching a career. We test whether charter entry reduces the supply of university teacher education degrees, exploiting within- and between-district variation in the timing of charter school entry in districts containing college teacher preparation programs. Applying a generalized difference-in-difference model, we find that a 10 percent increase in charter market share decreases the supply of traditionally prepared teachers by one percent per year on average. This effect is concentrated in elementary education and special education degrees, which, anecdotally, are less valued in charter schools.

Participatory Action Research in the Development of Higher Education with Digital Media

The digitalisation of higher education has versatile potential for students and especially for pre-service teachers. Unfortunately, this potential is insufficiently used in higher education institutions. This article displays a project focusing on developing university teacher education with digital media. For this purpose, the applied model of Participatory Action Research for Higher Education will be illustrated, reflected, and discussed to share the findings and experiences of the process and facilitate future development projects. Furthermore, conditions for success, challenges, and recommendations based on this project will be provided.

A simulation game for placement decision-making: fostering reflection and belief change about inclusion in teacher education

ABSTRACT Prospective teachers need to be professionally equipped to deal with dilemmatic, complex and multicausal situations in inclusive education. In addition, they should be able to make decisions about school placement that are in the best interests of their students with special needs. This study evaluated a simulation game that focusses on school placement decision-making (inclusion versus separation) regarding student teachers’ belief change and levels of reflection in university teacher education programmes. Using a quasi-experimental repeated measures design, the student teachers were assigned to a simulation game (n = 46), group discussion (n = 47) or control group without intervention (n = 32). The results showed that participation in the simulation game led to significant increases in the student teachers’ reflections regarding decision-making and contributed significantly to their positive beliefs about inclusion. These findings indicate that simulation games are beneficial for professional development in inclusive education.

Der Einsatz von Online Self-Assessments zur Eignungsabklärung in der Lehrkräftebildung und wie Studierende sie wahrnehmen: Eine Mixed-Methods-Programmevaluation

This article examines the genesis (in terms of education policy) of the use of online self-assessments for aptitude assessment in teacher education, which have been recommended by the Kultusministerkonferenz (KMK) since 2013. Even though numerous publications on the different test procedures exist, a (programme) evaluation has not yet been carried out. The data in this study was obtained in a mixed-methods design which consists of expert interviews with contact persons at teacher education universities (n = 14) and a cross-sectional survey of first-semester students of various teaching professions (n = 3 888). A controversial picture emerges: the space given by the KMK in the design leads to only very limited comparability of the OSAs used. On the other hand, it can be stated that OSAs might have a positive desired effect when students complete them voluntarily. If they are instead required to participate, the consequence is that OSAs tend to be forgotten or remembered as a "chore" with possibly no self-esteem-supporting feedback.

Assessing primary school preservice teachers’ confidence to apply their TPACK in specific categories of technologies using a self-audit survey

Internationally, university teacher educators have acted on the requirement that practising teachers need to be operational users of technologies. In response, coursework has been restructured to develop preservice teachers’ (PSTs) use and application of educational technologies for teaching and learning purposes. This paper presents the development and use of a self-audit survey designed to guide primary school PSTs’ self-directed learning and assessments in 10 specific categories of technologies, and to improve their confidence to apply their knowledge. The survey was administered to 296 PSTs in a pre- and post-course design and validated post hoc with Rasch analysis. Pre- and post-course comparison of responses showed significant increases in the PSTs’ self-assessed confidence in their abilities across all ability categories with medium to large effect sizes (r = .42–.82). The survey had utility, providing each PST with a customised report with which to identify their technology learning needs; it also provided PSTs with the agency to be self-directed in their learning. The survey has the potential to provide teacher educators with fine-grained information regarding which technological pedagogical and content knowledge (TPACK) being currently taught can be adopted, adapted, or rejected to maximise PSTs’ TPACK development.

How differently elementary students and undergraduates of elementary teacher education university coordinate experiment evidence and theory

This study aims to explore how differently elementary students and their future teachers, pre-service elementary teachers dealt with evidence and theory by analyzing their journal entries for a science inquiry activity. Pre-service teachers took a science inquiry course and worked with self-directed inquiry by using Korean science elementary textbook. After inquiry activities, they provided science journals including their test question, data and claims on their inquiry. At the same time, elementary 4<sup>th</sup> grade students worked on science inquiry during their class with the same topics of the pre-service teachers. The collected science journals with three topics from both pre-service teachers and 4<sup>th</sup> graders were analyzed for the study. The journals of 79 from pre-service teachers and 54 from elementary students were compared in terms of quality of question and usage of evidence as well as characterizing types of coordination between evidence and theory. It was followed by discussion regarding the direction of pre-service teacher education of teaching science in elementary school as well.

Self-Reported Preparedness and Factors Influencing AI Tools Integration in Teaching Among Master's Degree Students in a Selected Teachers Education College

Against the backdrop of the transformative potential of artificial intelligence (AI) in various sectors, its increasing integration in the field of education has garnered attention for its potential to enhance teaching effectiveness and overall academic quality (Rosales et al., 2020; Wartman, 2018; Chassignol et al., 2018; Chen et al., 2020). This study focuses on the self-preparedness of Master’s degree students and the factors influencing the integration of AI tools in teaching practices within a selected Teacher Education college, recognizing the critical role of AI in shaping the future of education (Fitria, 2021). The findings revealed a positive correlation between self-preparedness and various factors, emphasizing Ai’s transformative potential in education. Recommendations include inclusive professional development, gender-responsive training, and ongoing support for educators. Collaborative networks, research and development, policy guidelines for ethical AI use are suggested. The study underscores the need for ongoing research on AI’s long-term impact and cultural influences in education, prioritizing diversity and ethical considerations for effective implementation.

The relationship between test anxiety and pre-service teachers’ performance in quantitative research methods

The mere mention of mathematics and its related courses such as quantitative research methods drive down shivers and create anxiety among most students. However, this phenomenon has not will been addressed among preservice teachers. The purpose of this study was to examine the relationship between preservice teachers test anxiety and performance in quantitative research methods in education. And to achieve this purpose, a random sample of 313 preservice teachers from a teacher education University in Ghana were administered the test anxiety inventory (TAI) and the data analysed using both descriptive and inferential statistics. The results revealed a significant inverse relationship between test anxiety and preservice teachers’ performance. Similarly, factors such as the examiner, the exam format, previous failures, examination time, presence of invigilator, and lack of adequate preparations were identified as determinants of test anxiety. In terms of coping strategies, it was revealed that respondents adopted cognitive, and educational strategies to mitigate the effect of test anxiety.

Stakeholders’ awareness and acceptance of the vision, mission, goals, and outcomes statements of a teacher education college

<span lang="EN-US">This study examined the awareness and acceptance of the stakeholders of a teacher education college in the Philippines of their university vision and mission and the college goals, and outcomes statements (VMGOs). Of the 700 target respondents, 406 stakeholders responded to the survey transcribed in Google Form. They were 42 school personnel, 106 parents, and 258 students; 301 females and 105 males. The five-point rating scales asked the respondents to assess their awareness and acceptance of 16 statements including one vision, one mission, five institutional outcomes (IO), two college goals, and seven program outcomes (PO). The respondents as a whole indicated they were very aware of the VMGOs and these were very acceptable for them. However, the school personnel were consistently more aware than the students and the parents/officials; while the parents/officials consistently indicated the lowest awareness and acceptability scores for all the statements. The results further revealed a significant acceptable relationship between awareness and acceptability scores. The variables share a variance ranging from 51% to 61% confirming that as awareness increases, acceptance rate also increases. Various implications of these findings are discussed.</span>

Weaving Pathways: The Role of High School Family and Consumer Sciences Courses in Cultivating a Teacher Pipeline Across the Midwest

High School Family and Consumer Science classrooms hold the potential for university and high school partnerships for teacher education pipelines. This study uses a comparative policy analysis to provide a regional resource for laws, policies, and programs within the Midwest regarding FCS classrooms and courses that are offered. Utilizing a comparative policy analysis approach, the aim is to create an opportunity for guiding current high school students toward becoming future candidates in teacher education programs by doing intentional outreach. This analysis will provide an outline of how university Teacher Education programs can partner intentionally to recruit and mentor incoming first-year college students while they are learning educational pedagogy in their high school FCS classrooms. This analysis provides a foundation for how high school FCS classrooms and university teacher education classrooms can foster cohesive and supportive mutually beneficial partnerships in the states surrounding Illinois and Indiana. Data were gathered by accessing regional education department websites and illustrating the potential opportunities for high school coursework to connect with established teacher education university programs and align pedagogically. Key findings include multiple opportunities in the Midwest for partnerships that are mutually beneficial and are easily accessible if intentional connections are made between faculty.

대학의 ESG 도입방안 연구

Objectives The purpose of this study is to provide basic data for designing a sustainable curriculum by analyzing the curriculum of teacher education universities by using ESG literacy content elements as an analysis tool as a way to introduce ESG in universities. Methods This study was conducted using a literature study analyzing previous studies related to understanding ESG and extracted content elements necessary for cultivating ESG knowledge. Four teacher training universities were selected as the subjects of this study. To analyze the curriculum, we used the ‘2023 Curriculum’ provided on the websites of four teacher training colleges. In order to improve the validity of the study, four experts were interviewed to collect opinions on the validity of the analysis tool and the validity of the curriculum analysis results. Results First, the university's ESG education content elements were extracted by dividing them into environment (E), society (S), and governance (G). Second, as a result of analyzing the curriculum of the four teacher training col-leges, it was found that overall, the operation of the curriculum related to ESG understanding was very insufficient. Although it contains some content elements that are related to the E and S dimensions, the subjects of the G di-mension were found to be very insufficient. Third, as a way to include ESG understanding elements in the curricu-lum of teacher training colleges to improve the ESG capabilities of prospective teachers, it is necessary to include ESG content elements in major subjects rather than liberal arts subjects. Conclusions The significance of this study is to derive implications for curriculum operation by extracting ESG un-derstanding content elements of teacher training colleges for sustainable curriculum operation and analyzing the curriculum based on this. By improving the ESG understanding capacity of prospective teachers in the era of cli-mate crisis and environmental crisis, teachers at school will be able to contribute to sustainable school operation.

Relationship between teaching aptitude with academic achievement of student- teachers of college of education

This study aims to explore the impact of Teaching Aptitude on the academic achievement of student-teachers in colleges of education. Employing a descriptive survey approach, a sample of 100 student-teachers was randomly selected from various Teacher Education Colleges affiliated with Davangere University, with consideration given to gender, locality, and academic stream. The research tool utilized in this study was developed by Dr. S.C Gakhar and Dr. Rajrish. The primary focus of the investigation was to examine the relationship between teaching aptitude and academic performance within the context of the B.Ed. Program. The research methodology involved the application of descriptive survey methods, with data collected from a representative sample of 100 student-teachers. Academic achievement was assessed using tools specifically developed and validated by a research scholar. Statistical analyses, including mean, standard deviation, and the product-moment correlation coefficient, were employed to analyze the data.

Effective Steps in Growing Listening Skill

The aim of this research are to describe effective steps listening skill teaching of grade first students in University of Siliwangi Tasikmalaya, west java, Indonesia. This research is treatment test again conclusion of research result with title of “Increasing Lecturing Logic-Based Learning Improves Listening Skills” of Agustus 2022.The method used in this study is experimental research. Besides the technique of data collecting was taken by examination and observation. The research held for student in 1st semester of 2022/2023 academic year at Faculty of Teacher Training and Education University of Siliwangi Tasikmalaya. The data were processed quantitatively. The result know that steps listening skills teaching based on the logic model have a positive impact toward student listening skill. To stretcher this research result it is suggested that the research should be followed up and validated by whom in the same profesion.

Analisis Pelaksanaan Asistensi Mengajar FKIP Universitas Riau Ilmu Fisika di MA Darul Hikmah

This study aimed to examine and analyze the effectiveness of the implementation of the Teaching Assistance Program for the Merdeka Belajar Campus Merdeka (MBKM) Faculty of Teacher Training and Education (FKIP) University of Riau at the MA Darul Hikmah School Pekanbaru in an effort to improve the quality of learning and graduates in the tertiary environment and to identify the obstacles that arise. arises from the implementation of Teaching Assistance for study programs that have participated in implementing the Independent Campus Learning Program (MBKM).Methodology/approach: This study uses a qualitative descriptive research method with observations and interviews with students who have carried out teaching assistance in an Independent Campus Learning Program.Results/findings: This study found that the implementation of teaching assistance for the Merdeka Belajar Campus Merdeka program with the aim of improving learning and the quality of graduates in its implementation was quite good. This is proven by the experience of students who gained experience in teaching, controlling the class, preparing syllabi and lesson plans, preparing learning media, and carrying out work programs that must be achieved during the program.Limitations: The obstacles in implementing Merdeka Belajar Campus Merdeka include socialization and interaction with students' understanding of teaching assistance and support program facilities that are not yet optimal.Contribution: This research is useful as an input and material for improving the system for implementing teaching assistance for the Independent Campus Learning Program (MBKM) to improve it in the future.

Adjustment and emotional competence of student teachers in colleges of education

College life is often considered a vibrant and unforgettable experience for adolescents, providing them with a rich environment, the companionship of friends, and diverse academic and co-curricular activities that contribute to personal growth and preparation for adulthood. Despite the excitement, the reality of college life involves numerous challenges that students face in their daily lives, potentially leading to stress. Un managed stress can negatively impact academic performance. Additionally, the ability to adjust is a crucial aspect of social beings, and individuals develop unique strategies to navigate societal and natural challenges based on their distinct needs. This particular study aimed to explore the adjustment and emotional competence of B.Ed. trainees, examining the relationship between these two factors. The sample for the study included 340 B.Ed. trainees. Overall, the study's findings indicated a significant and positive correlation between the adjustment levels and emotional competence of B.Ed. trainees.

A proposed program for preparing mathematics teachers in colleges of education in the light of the state plan for sustainable development 2030 and its impact on the development of future thinking

A proposed program for preparing mathematics teachers in colleges of education in the light of the state plan for sustainable development 2030 and its impact on the development of future thinking