Teacher Training Colleges Research Articles

The Effect of Preservice English Teachers’ Design Thinking on Their ICT Competencies in Hebei: The Mediating Role of ICT Integration Self-Efficacy Beliefs

This study explored the relationship between design thinking, self-efficacy beliefs for integrating information and communication technology (ICT), and ICT competencies of pre-service English teachers (PSETs) in Hebei Province, China. The convenience sampling is used, and participants included 350 PSETs enrolled in four teacher-training colleges in Hebei. Questionnaires were administered to the study participants using the Design Thinking Scale, ICT Integration Self-Efficacy Scale, and ICT Competencies Scale. SPSS25 and AMOS25 were used to analyze the data, and the conclusion of this study was that design thinking has a significant positive effect on ICT competencies, and ICT integration self-efficacy plays a mediating role in the effect of design thinking on ICT competencies. Based on the results of the study, a teaching reform model framework is proposed in conjunction with the English teacher-training program in Hebei Province, China, with a view to providing a reference for future English teacher-training program teaching reform.

Retracted: Exploring the Independent Learning of Music Students in Higher Teacher Training Colleges in a Pluralistic Network Environment.

[This retracts the article DOI: 10.1155/2022/5024006.].

Russkie hudozhestvennye pesni v issledovanii roli prepodavaniya vokal'noj muzyki v pedagogicheskih universitetah Kitaya

In Europe, the study of Russian art song is very standardized and systematized, it is widely used in the field of vocal music teaching in universities, and its content is also very high. In China, with the realization of China's “One Belt, One Road” strategy and the increasing cultural exchange between Russia and China, Russian art songs gradually attract the attention of vocal music teachers in Chinese teacher training colleges and universities and are studied accordingly. Therefore, it is very important to recover the value of Russian art songs in terms of their structural proportions, aesthetics and other aspects of the original musical system, as well as their current status and application in vocal music teaching in Chinese teacher training colleges.

예비교원의 원격교육역량 향상을 위한 교원양성대학의 교과목 개선 사례 연구

The COVID-19 pandemic has underscored the need for emergency distance education in the classroom and heightened the demand for remote teaching competencies in pre-service teachers. However, systematic training for pre-service teachers is still lacking. This study aimed to explore and analyze comprehensive course improvements for enhancing remote teaching competencies of prospective teachers. We examined ten courses offered in 2022 at S University's College of Education in Seoul. Through interviews with professors, course improvement needs were identified and suggestions were derived based on the course syllabi. The study resulted in five directions for course improvement: 1) introduction of future-oriented teaching methods, 2) assignment of content creation for online learning, 3) provision of special lectures by in-service teachers, 4) establishment of distance education environments, and 5) implementation of edtech workshops. After applying these measures to the ten courses, all showed significant improvements in remote teaching competencies. Additionally, the author conducted in-depth interviews with course instructors to gather their perceptions of the course improvement process. The resulting qualitative analysis is presented here. This research presents suggestions for curricular and extracurricular interventions to enhance remote teaching competencies in teacher training colleges by proposing strategies for curriculum improvement. As a result, significant discussions and implications for course design and operation have been derived.

예비 특수교사의 실패에 대한 부정적 반응이 창의적 자기 효능감에 미치는 영향 탐색

This study explores the influence of negative reactions to failure on the creative self-efficacy of preservice special education teachers and evaluates the significance of these characteristics. The study included a sample of 61 undergraduate students enrolled in a four-year elementary special education program at a teacher training university in Region A. Participants were administered self-report questionnaires to assess learned helplessness in both academic and everyday contexts, as well as creative self-efficacy. Data were analyzed using descriptive statistics, correlation analysis, and regression analysis. The results indicated a significant negative correlation between all variables of perceived learned helplessness-including perceived lack of control, absence of positive affect, and lack of active engagement-and creative self-efficacy. Regression analysis further indicated a significant predictive relationship between perceived lack of control and creative self-efficacy. These findings highlight the importance of understanding negative explanation style which can impede creative self-efficacy. The implications of this research could be valuable for educational practitioners and researchers aiming to enhance creative self-efficacy of pre-service special education teachers.

DATA MINING ALGORITHMS FOR PREDICTION OF STUDENT TEACHERS’ PERFORMANCE IN ICT: A SYSTEMATIC LITERATURE REVIEW

Poor ICT performance in teacher training colleges makes it more difficult for the majority of teachers to successfully use ICT resources in their teaching and learning. When teachers can efficiently utilize ICT resources, it empowers them to update their knowledge through online learning, consequently enhancing the overall quality of teaching and learning. This positive outcome can be observed through improved ICT performance. The aim of this article is to identify the appropriate Data Mining algorithms for predicting student teachers’ performance in ICT. The systematic literature review that was guided by the PRISMA statement 2020 served as the study methodology. It makes for clear reporting and offers a detailed checklist and flow diagram that direct the review procedure. On November 6, 2022, about 196 scholarly articles were downloaded from three digital libraries: Science Direct (38), ACM Digital Library (72), IEEE Xplore (51), and 35 from the Google Scholar search engine. After screening and eligibility checking, 28 scholarly articles were selected and analysed through content analysis in terms of the most commonly used algorithms, the year of publication, the study purposes, and the accuracy performance metrics. Considering the specific study findings represented quantitatively, Decision Trees and Naive Bayes were found to be the most commonly used Data Mining algorithms, with a count of 20.6% each. The most recently identified articles were published between 2014 and 2022. In terms of study purposes, a large number of studies focused on predicting student performance. Furthermore, about 6 out of 8 algorithms used in previous studies were found to score 80% or above in the average percentage of the highest and lowest accuracy metrics. Therefore, considering the general findings, the study identified five Data Mining algorithms as appropriate and most commonly used for prediction of student teachers’ performance in ICT. They are Naive Bayes, K-Nearest Neighbour, Support Vector Machine, Random Forest, and Decision Tree. The findings of this study would assist the government, college tutors, and student teachers in making better decisions to improve ICT performance for pre-service and in-service teachers.

DIGITAL TRANSFORMATION RESHAPING TOURISM EDUCATION: INVESTIGATING THE INFLUENCE OF MOOCS ON TEACHING TOURISM FUNDAMENTALS AND LOCAL LORE

With the rapid development of new innovative technologies in the education system, massive open online courses (MOOCs) have begun to appear. It is very important to evaluate the effectiveness of MOOC in teaching the basics of tourism and local lore to students of the educational program in Geography. Therefore, the purpose of this study was to investigate the effectiveness of teaching the discipline "Fundamentals of organising and conducting tourism and local lore activities" to students of the Geography educational programme of higher education institutions (universities) in Kazakhstan through MOOC. In the study, the elective subject "Fundamentals of organising and conducting tourism and local lore activities" was taught through MOOC on the Eduardo platform. The study consisted of two phases, with 14 students from the Kazakh National Women's Teacher Training University (KNWTTU) as the control group and 19 students from the Astana International University (AIU) as the experimental group. As a result, at the first stage, KNWTTU and AIU students were approximately at the same level. In the second formative stage, students in the control group remained at the initial level, while students in the experimental group showed a high level. In the first phase, the experimental group scored 10.5% "high", 15.8% "medium" and 73.7% "low"; after MOOC training, 31.6% "high", 47.4% "medium" and 21% "low". Thus, the use of MOOC in the formation of tourism and local lore competence of future geography teachers contributes to the improvement of students' knowledge and understanding of their native land and the formation of tourism and local lore skills.

Development of practical measures to improve the qualifications of university teachers in a changing educational environment

The growing change in standards in higher education is a consequence of the improvement of technologies, social trends, and growing digitalization. Professional development, which is becoming increasingly important in the field of higher education, is aimed at adapting to such a dynamic development, especially affecting teachers. The purpose of this article is to consider the demand for advanced training of university teachers and efforts aimed at meeting the increased requirements for advanced training of personnel in the higher education system. Thus, the authors consider the process of professional development in the field of improving subject knowledge. The authors conclude that professional development becomes a strategic necessity for teachers in a specific context and can be implemented, on the one hand, by considering the expectations and wishes of the participants and, on the other hand, by ensuring the sustainable institutionalization of the concept of professional development.

Особенности современного университетского образования будущих педагогов: проблема единства и вариативности образовательного пространства

The relevance of the analysis of the current state of university teacher training is determined by the necessity to generalize the practical experience that has been developed as a result of the permanent reforming of the higher pedagogical education in the Russian Federation. The study purpose is to identify the features of the system of higher pedagogical education in Russia. This system has developed as a result of the implementation of various modernization projects in the 21st century. The context of the analysis includes the practice developed at the initiative of the Ministry of Education in order to ensure the unity of the educational space for the pedagogical teacher training (“The Core of Higher Pedagogical Education”). The study shows that the modern system of higher pedagogical education, which has a single institutional basis, is built variably from the point of view of the content in universities of different departmental subordination. This, thereby, creates real difficulties in the development of a single teacher-training educational space. The study sample includes experts who are university teachers (n = 55) and school teachers of different subject areas (n = 802) of different ages from different regions of Russia. The study methods (tools) are the methods of qualitative and quantitative analysis of primary data, case analysis of the largest teacher-training universities. Sources of analysis: 1) the data of monitoring universities (2022), which is presented on the open website “Higher Education Monitoring”, 2) cases of the largest teacher-training universities of various departmental subordination, 3) expert assessments by university and school teachers. The results. It has been found out that a distributed model of teacher training in universities of various departmental subordination has developed in Russia as a result of the permanent reforming of pedagogical education throughout the 21st century. This, in turn, contributes to the development of the environment of variability in the search for concepts and technologies in providing pedagogical education. The main conclusions. The study has revealed that there is a contradiction between the objective necessity to preserve the autonomy of universities in terms of conceptualization, design, realization of scientific and educational activities and the idea of developing unified approaches to the structure and content of teacher training (“The Core of Higher Pedagogical Education”). The results obtained are relevant for the coordination of methodological guidelines for further development of the system of higher pedagogical education by the scientific and professional community. This can serve as the basis for developing common approaches to ensuring the unity of teacher training in universities of various departmental subordination.

Overview of research literature on the management of development of university teacher training programs in the education field

overview of research literature on the management of development of university teacher training programs in the education field

Using of the Politeness Principle in Dissertation Writing: Focus on the English Department of the Teacher Training College of Mbujimayi

Communication is oral, written, etc. When we communicate through writing or any other way, we should pay attention to our addressee or interlocutor so as to avoid hurting the latter, be it in speaking or writing. I was shocked to notice students are not prudent to the way they are addressing to others: teachers, pupils, inspectors and so on. The speaker or writer of any language should respect some established principles of that language i.e. the communication in any language is interesting when it implies the use and respect of that languages’ politeness rules. I have selected twenty dissertations from the department of English of the Teacher Training College of Mbujimayi, DRC. These dissertations are from different domains: grammar, theoretical linguistics, and literature or applied linguistics. I have been focused on dissertations sections such as: Problem definition, choice and interest of the work, aims and purposes of the study, and further studies. I have noticed that the politeness maxims are more violated in dissertations than they are observed. To avoid violating more the politeness principle (PP) in both speaking and writing, I have suggested that the PP get taught to students in conversations and research methodology courses. Students should be familiarized to practicing the PP maxims in classroom reports and debates, in essay writing, in letters, etc.

Value Orientations of Students at the Kazakh National Women’s Teacher Training University and their View Towards Mixed Education

Value orientations are fundamental in the development of young people as individuals. Values ​​play a special role in shaping the behavior and attitudes of young people, have a significant impact on their goals and beliefs. The main focus of the study is the values and social issues of students at the Kazakh National Women’s Teacher Training University. The University was established on August 15, 1944. In this research, we particularly define future goals of the students at Women’s Teacher Training University, their opinion about the University and the learning process. The main purpose of this study is to assess the attitudes of students towards obtaining a mixed (joint) education. Mixed education, also known as blended learning, co-education (abbreviated as co-ed or coed), is an education in which male and female students study/learn together. The study involved 5 005 female students of all faculties at the undergraduate, graduate and postgraduate levels, as well as college students (University has its college) at Kazakh National Women’s Teacher Training University. Survey dates: October 15, 2021 - November 15, 2021. In the course of the study, it was found that the value orientations of students are focused, first of all, on the priorities in the field of education, that is, the orientation towards obtaining a unique education in a prestigious university, the preference for free education; location of the university, favorable socio-cultural environment, the level of information and technical support of the educational process. In addition, expectations for the future are focused on getting a prestigious, interesting, high-paying job that matches individual abilities and opportunities. The results of the study obtained during the survey can be used to analyze the attitude of female students towards mixed education; to study the quality of the provision of university services; studying students' satisfaction with the educational process; studying the difficulties faced by students in the learning process; and to determine what opportunities provided by the university are used by the student for personal development and activity.

Enhancing Curriculum Implementation in Teacher Training Colleges through Information and Communication Technology Integration: A Study in Northern Zone, Tanzania

This study investigated the impact of Information Communication and Technology (ICT) integration on curriculum implementation in teacher training colleges within the northern zone, Tanzania. The objectives assessed were the degree of ICT integration and comprehending its influence on curriculum implementation. Following the technology acceptance model, the research employed a mixed methods approach, encompassing both qualitative and quantitative methodologies. A convergent design was adopted suitable for collecting qualitative and quantitative data. The target group included tutors and teacher trainees from four colleges, with a sample of 164 respondents chosen via probability and non-probability sampling methods. Data gathering involved questionnaires and interviews. Validity was fortified through expert inputs, while reliability employed the split half method. Qualitative data underwent thematic analysis. The findings revealed a considerable integration of ICT in the curriculum implementation process across teacher training colleges. The application of ICT was evident in multiple facets of curriculum implementation including resource selection, lesson planning, presentation, examination setup, and students’ records. Its integration was perceived as simplifying teaching, alleviating workload, and enhancing enjoyment, while providing access to diverse learning materials, thereby elevating student engagement and motivation. Furthermore, ICT integration fostered greater teaching commitment among tutors. The study concluded that effective ICT implementation in teacher training colleges significantly impacted on curriculum implementation. Recommendations entailed prioritizing and supporting ICT integration through adequate facilities, internet access, and fostering tutor ICT literacy. Active promotion of ICT adoption in teaching practices was encouraged among tutors and college principals.

The Design of an ICT Enabled Active Teaching and Learning Model for Use in Teacher Training Institutions in Uganda

In this paper, the author describes the theories behind the model that was designed in a study that was conducted in Eastern Region, Uganda. The paper provides examples of the teaching model based upon the model and illustrates the support systems required to facilitate the implementation of the model. The e-Model for Active Teaching and Learning to enhance the teaching and learning process utilizing technologies as a result of the growing use of technology over the past 10 years has been designed. The e-Model targets the teachers in a bid to improve the learning outcomes. The study design was a mixed method which employed qualitative and quantitative approaches and was conducted in the Eastern Uganda with a total population of 313 participants from the 6 participating teacher training colleges. The findings demonstrated a substantial link between teaching methodologies, ICT tools, and tools for active learning. Using the data collected on the relationship between aspects an e-Model for Active Teaching and Learning (e-MATL), to support teacher educators in effective use of technology to enhance active learning strategies.

A Comparative Study of Student Selection Systems in Korean and American Teacher Training Universities Focusing on Music Teachers

This study aims to enhance the system for nurturing elementary school music teachers in South Korea through a comparative analysis with the United States, focusing on the student selection methods and curricular approaches in teacher training universities. By examining the differences between the two countries, particularly in relation to the admission process and the content of music education programs, this research seeks to identify potential areas for improvement in South Korea's teacher preparation system. The findings reveal significant differences between the two countries in their approach to selecting pre-music teachers. All 10 universities of education in Korea do not require applicants to demonstrate prior musical knowledge or proficiency in playing musical instruments for admission into the music education department. In contrast, the music education departments of the 10 universities in the United States mandate auditions, indicating a higher level of preparedness expected from applicants. It shows that minimum preparation to become a music teacher, handling musical instruments, basic musical knowledge has a great impact on teaching music and the teachers’ own efficacy.

Study on the National Identity Education Intentions of Pre-Service Teachers: Evidence from PLS-SEM and fsQCA

National identity education is a form of education that fosters a stable sense of national identity among citizens and plays a crucial role in the sustainable development of the country. However, with the deepening of economic globalisation and cultural pluralism, pre-service teachers, in their dual roles as school students and prospective teachers, have encountered challenges in practicing their intention to implement national identity education. This study constructed a model of influencing pre-service teachers’ intention to implement national identity education based on the theory of planned behaviour (TPB) and the cognitive evaluation theory (CET) with the aim of explaining and analysing the development path of pre-service teachers’ educational intentions. The model was validated using PLS-SEM and fsQCA on data from 280 pre-service teachers in teacher training colleges in northern China. The PLS-SEM results indicated that subjective norms, relatedness need, and study resources directly and positively influenced pre-service teachers’ educational intentions, and study resources could also indirectly influence educational intentions through subjective norms and a need for relatedness. The fsQCA results indicated that a single variable was unable to predict and explain educational intentions. A total of five ways of influencing educational intentions emerged from the group analysis. Based on the pre-service teachers’ propensity to demand learning resources and their competence, pre-service teachers were categorised into four types—basic development pathway, internally driven pathway, competence-driven pathway and resource-supported pathway—and recommendations were made according to the degree of reliance on resources of different types of pre-service teachers as a way of providing theoretical and data support for the sustainable development of the country.

Perceptions on the Application of Guiding Standards by University Administrators to Promote Quality Assurance Practice in Selected Teacher Training Universities in Mozambique

: One of university administrators’ key mandates is to close the gap between guiding standards and the practice of quality assurance. This study explored teacher trainees’ perceptions of administrators’ application of guiding standards during quality assurance practice in selected teacher training universities in Mozambique. Descriptive survey design, which has ability to collect precise opinions on targeted phenomena was used. The target population was students in fourth year in government teacher training universities in Mozambique. Permission for the study was obtained from the Ministry of Higher Education and Technology. Confidentiality was assured. All information would be used for research purposes. For validity, expert opinion was sought from the researcher’s supervisors. Reliability was ensured at 0.93 using Cronbach Alpha Coefficient. Data was collected from 242 randomly sampled fourth year teacher trainees using questionnaires. Data was analyzed using SPSS version 29. Descriptive statistics were mainly used to analyze data. Findings showed that Administrators excelled in marketing developmental aspirations and in international cooperation. The study however showed the need to scale up on ensuring visibility of standard guidelines, peer assessment and marrying of theory and practice among others. These had heterogeneous standard deviations of 1.54; 2.19; 2.14 respectively. Key recommendations included: ensuring visibility of universities’ standard declarations and the sourcing of more resources to ease the process of marrying theory with practice during teacher training. Also, that universities be well resourced in order to be more inclusive of disabled teacher trainees. Further, studies are required to explore practical acceptable ways of promoting peer assessment.

Tight and Compact Sample Average Approximation for Joint Chance-Constrained Problems with Applications to Optimal Power Flow

In this paper, we tackle the resolution of chance-constrained problems reformulated via sample average approximation. The resulting data-driven deterministic reformulation takes the form of a large-scale mixed-integer program (MIP) cursed with Big-Ms. We introduce an exact resolution method for the MIP that combines the addition of a set of valid inequalities to tighten the linear relaxation bound with coefficient strengthening and constraint screening algorithms to improve its Big-Ms and considerably reduce its size. The proposed valid inequalities are based on the notion of k-envelopes and can be computed off-line using polynomial-time algorithms and added to the MIP program all at once. Furthermore, they are equally useful to boost the strengthening of the Big-Ms and the screening rate of superfluous constraints. We apply our procedures to a probabilistically constrained version of the DC optimal power flow problem with uncertain demand. The chance constraint requires that the probability of violating any of the power system’s constraints be lower than some positive threshold. In a series of numerical experiments that involve five power systems of different size, we show the efficiency of the proposed methodology and compare it with some of the best performing convex inner approximations currently available in the literature. History: Accepted by Andrea Lodi, Area Editor for Design & Analysis of Algorithms – Discrete. Funding: This work was supported in part by the European Research Council under the EU Horizon 2020 research and innovation program [Grant 755705], in part by the Spanish Ministry of Science and Innovation [Grant AEI/10.13039/501100011033] through project PID2020-115460GB-I00, and in part by the Junta de Andalucía and the European Regional Development Fund through the research project P20_00153. Á. Porras is also financially supported by the Spanish Ministry of Science, Innovation and Universities through the University Teacher Training Program with fellowship number FPU19/03053. Supplemental Material: The online supplement is available at https://doi.org/10.1287/ijoc.2022.0302 .

Teacher Educators’ Application of Learning from Technology Professional Development

This study explored teacher educators’ application of learning from technology professional development (TPD). Participants were drawn from a teacher training college and a Non-Governmental Organization (NGO) implementing an educational technology programme. The NGO case served as a snapshot to draw lessons that might be useful for teacher educators’ TPD in public teacher education institutions. The findings showed that while teacher educators confirmed their application of learning through student teachers’ performance, they reported work environment conditions and individual characteristics as obstacles to application of learning. The findings point to individual motivation, needs and obstacles concerning teacher educators’ TPD in Malawi.

A Case Study of the Administrative Practices in Public Teacher Trainings Institutions Affiliated with the University of Karachi (Pakistan)

This study aims at to explore teacher training programs, examining their functions and contributions within administrative practices in Pakistan's University of Karachi-affiliated public teacher training colleges. The study has incorporated stakeholder theory, governance dynamics, and policy implementation and how administrative practices function. The mixed methods study was used a cross-sectional time horizon to gather information from multiple stakeholders. Closed-ended surveys were used to collect quantitative data, whereas open-ended interviewing techniques are used to collect qualitative data. For quantitative data, descriptive analysis was used, and for qualitative data, thematic analysis. The study findings emphasized how these organizations act as vital links between abstract concepts and real-world applications in the classroom, providing teachers with the resources and methods they need to succeed in their positions. Notably, it has also been found that diversity, inclusion, and equity are becoming increasingly important in administrative practices, underlining the necessity of addressing these issues to build a welcoming and helpful learning environment. The furthermore it is also recommended that the importance of visionary leadership and transformative techniques in responding to educational difficulties and encouraging innovation by demonstrating the connection between administrative efficacy and good pedagogical implementation. It is also recommended that the institutions must be on thorough teacher preparation, a variety of teaching strategies, classroom management, cultural awareness, differentiated instruction, assessment methodologies, and ongoing professional development. The study also highlights the need for clear guidelines, accreditation, accountability frameworks, technological integration, equitable instruction, mentoring programs, and long-term policy approaches to guarantee the quality and efficacy of teacher preparation.