Young Teachers Research Articles

Identifying professional and pedagogical deficiencies of a medical university teacher

In this article, the authors presented certain results of a study devoted to identifying deficiencies in the psychological and pedagogical activities of medical university teachers. A definition is given to the concept of professional deficits as a lack (limitation) in professional competence that prevents the effective implementation of professional actions. The purpose of this work was to describe the areas of professional deficits of teachers of higher medical schools. In the article, the authors tried to answer the questions: How ready are the teaching staff of a medical university for changes in the higher education system? What professional deficiencies most often arise among teachers and how to deal with them? A number of studies conducted at the Department of Pedagogy and Psychology of Further Education indicate that university teachers have a number of professional deficiencies. The reasons for these deficits are varied, since the work experience of teachers, areas of professional deficits, etc. vary. The work was based on regulatory documents, such as “Strategic priorities in the implementation of the state program of the Russian Federation “Development of Education” until 2030.” Professional deficits were examined in five main areas of professional pedagogical activity: scientific-theoretical, methodological, psychological-pedagogical, communicative and general pedagogical. Research on deficits in these areas has been conducted and analyzed. Professional deficits were identified through a sociological survey of teachers in offline and online formats using a specially created questionnaire. The questionnaire was developed using tools from various areas of psychological and pedagogical knowledge. The set of these deficits is unique for each teacher. No teacher is immune from professional difficulties: both young and experienced teachers face them. Professional pedagogical deficits depend not only on the personal characteristics and developed competencies of the teacher, but also on the developing educational environment in which he is located. Purposeful work in this direction will help to overcome professional deficits. This activity is carried out by the Department of Pedagogy and Psychology of Further Education during advanced training and professional retraining of university teachers.

An Overview of the Utilization of TikTok in Improving Young Saudi Learners’ Speaking Skills

The present study sought to examine the effectiveness of social media applications, particularly the TikTok platform, in the improvement of English-speaking skills among young Saudi learners from the perspectives of both learners and teachers. The study attempted to answer three questions: How far is the use of social media, especially TikTok, via mobile devices, effective in improving young Saudi learners’ speaking skills outside the classroom? What are young Saudi English language learners’ perspectives on the use of TikTok via mobile devices as a tool for improving their speaking skills? To what extent is learning to speak English through TikTok more effective than traditional class methods? The researcher used a mixed-methods approach to collect data in the study. The sample consisted of 120 secondary school and university students who participated in the study. To reach valid conclusions regarding their perceptions on the use of TikTok as a language development tool, the participants responded to an online 5-point Likert scale questionnaire. Following that step, three experienced English teachers provided their perceptions of the impact of TikTok as an enhancement tool in English-speaking learning. The findings of the study indicated that TikTok is an effective tool for learning English, particularly in relation to speaking skills, since both most young Saudi learners and teachers agreed that they perceive TikTok as an effective learning tool that English learners can utilize to motivate them and enhance their speaking skills.

A Formative Study Towards the Inclusion of Indigenous Technologies and Knowledge Practices in Science, Technology, Engineering, Arts, and Mathematics (STEAM) Curriculum Settings

This work on STEAM and education for sustainable development was undertaken across a series of collaborative case studies as formative research on the inclusion of Indigenous technologies and knowledge practices in teacher education. We noted that, despite the current academic imperative to decolonise southern African education, one seldom finds the inclusion of Indigenous technologies and Indigenous heritage practices in the contemporary classroom. Teachers we worked with were highly interested in their Indigenous knowledge heritage. Yet, they reported that they, and the young teachers they work with, simply do not have the heritage knowledge capital to include Indigenous knowledge systems in their teaching. Other challenges they face are the time it takes to engage community knowledge holders, and to find knowledge relating to school subject disciplines. The teachers observed that students prioritise modernity over Indigenous heritage and technologies, often undervaluing the latter as a forgotten past. Three exploratory cases delved into teacher education's response to challenges through co-engaged work, and this paper synthesises the emerging evidence-aiming to refine pedagogical tools for integrating Indigenous knowledge into STEAM education. A cultural-historical approach was used to frame the study and to derive insights and inferences in co-engaged lesson design research with teachers.

Raising the young teachers’ level of psychological readiness for professional and pedagogical activity in the conditions of supplementary professional education

Introduction. The teacher’s profession is one of the most important in any state. The modern teacher, recognising that the human being is the main subject and beneficiary of development, must possess a broad range of professional competencies and be fully prepared to engage in pedagogical activities in the constantly changing conditions that require non-standard approaches and due psychological training. The purpose of the article is to describe the content and the pedagogical conditions of the young teacher’s psychological training in supplementary professional education. Methods. A total of 213 young teachers (aged 20-30) from Sevastopol and its surrounding administrative region, having work experience from 1 to 3 years, took part in the preliminary testing; 50 young professionals took part in the formative and final stages of the experimental work (25 in the experimental group and 25 in the control group). Research methods: testing, survey, questioning, mathematical statistics methods: Pearson's chi-squared test. Data calculation was made using SPSS software, version 13.0. Results. The incoming testing showed that most young teachers are characterised by insufficient knowledge of the main issues of age-specific and pedagogical psychology, and the inability to apply psychological skills in practical pedagogical activity; novice specialists show unstable interests, an average level of communicative activity, down-toearth aspirations, anxiety, particularity of thinking. A specialised course “Psychological training of a young teacher as a condition for the realisation of new educational standards in training and education of children” was developed on the basis of the obtained data. The practical implementation of this form of learning provided for a sequence of training activities aimed at a change from the minimal reproductive level to an utmostly creative, highly productive level of mastering psychological knowledge, skills and abilities. Positive dynamics were noted in the components of young teachers’ psychological readiness for professional activity: cognitive (p<0.01), operational (p<0.01), motivational (p<0.01), communicative (p<0.01), emotional and volitional (p<0.01). Young teachers extended their knowledge of psychology, mastered new skills and abilities in practical professional activity, as concerns interaction with learners, especially with “troubled” children; developed communicative properties and features of interpersonal interaction with colleagues and students, showed increased positive motivation and alleviated emotional strain. Conclusion. The obtained results confirm the expediency of introducing psychological training for young teachers into the system of supplementary professional education, which involves the use of active forms and methods of training.

Reproduction of higher education personnel: motives for entry and retention measures

Introduction. The trends in the reproduction of intellectual resources have a significant development potential worldwide towards the realisation of a proper strategy for increasing the countries’ competitiveness. The stimulating programmes for the development of national universities set a due benchmark for the elaboration and testing of new ways to attract young people to the scientific and educational environment, as well as the formation of professional commitment. The accumulated practice of implementing federal programmes to support science and education raises a question of the outcome and efficiency of measures funded by the state. The aim of the study is to identify the dominant motives of the teaching staff belonging to the “young personnel” category for long-term work in the profession and at the university, as a consequence of the managerial measures applied by the administration. Materials and methods. To diagnose the priorities in the structure of young people’s motives to work in the system of higher education, the data obtained from a survey of young university specialists were used. The survey involved 140 people with different lengths of work experience in higher education. To assess the effectiveness of managerial practices aimed at retaining young specialists, a semi-structured interview with managers who realise the tasks of searching for, attracting, and retaining young people at universities was held. A total of 25 professionals took part in the interviewing: heads of departments, deans and vice-rectors of three Siberian universities. The methods of statistical data processing and assessment of the experts’ opinions coherence (Kendall’s coefficient of concordance) were applied. Results. The dominant motivations for young people to stay in higher education are: the system’s resource and readiness to support initiatives of young teachers–researchers (3.9 p.); regular self-education and professional growth (3.9), lucrative compensation (3.6), and the opportunity to work in priority branches of science (3.4). The higher school associates the transformation of all basic activity processes with staff rejuvenation: change in the format of communicating with stakeholders; intensification of work performance methods, as well as strengthening of intellectual, emotional, and professional resilience of work teams. The output and impact of the measures to stimulate due professional commitment were assessed. A major instrument contributing to high efficiency is represented by communication support measures based on regular feedback and included in individual adaptation and professional development programmes. Conclusion. The management system has to solve the staff rejuvenation problem at two levels: operational and strategic. It is necessary today to seek due options for the implementation of policy decisions and target indicators, and simultaneously to lay the foundations for involving specialists in the future scientific and educational environment. The application of different meaningful content actions in solving a particular task entails the manager’s professional deformation and blurring of the rules of interaction with the subject of labour.

产教融合背景下高职院校青年教师教学能力培养路径研究

With the comprehensive promotion of the Implementation Plan for the Integration of Production and Education in Vocational Education (2023-2025), the integration of production and education has become an important trend for the modernization and transformation of higher vocational colleges. In this context, the cultivation of young teachers' teaching ability has become the key to promote the sustainable development of production-education integration in higher vocational colleges. This paper analyzes the necessity and dilemma of the cultivation of young teachers' production-education integration ability in higher vocational colleges, and then proposes the connotation and practical path of the cultivation of young teachers’ ability under the background of production-education integration. Under the modern vocational education system, the integration of production and education has become an important basis for higher vocational colleges to train high-quality and compound talents. It can not only promote the accurate docking of talent training system and enterprise practice and production, but also create a good training and development platform for young teachers, thus creating a sustainable and cohesive teacher structure. To ensure the integration of production and education and the coordinated development of personnel training.

The pedagogical support system for students working at school

Introduction. The acute shortage of young teachers currently observed in Russia is of particular interest to students who have already started working in the education field during their studies. The search for ways to support and prevent potential difficulties for such students is the subject of discussion. Aim. The aim of the study is to explore potential strategies to assist students from pedagogical universities who are working in schools while mastering the basic professional educational programme. Methodology and research methods were based on systemic, activity-based, and personality-oriented approaches. Theoretical (analysis and author’s interpretation of psychological and pedagogical literature on the problem of accompanying higher education students, systematisation, and generalisation of scientific research results) and empirical (questionnaires, interviews, analysis and interpretation of results, pedagogical modelling) methods were used. Results and scientific novelty. The study presents a proven pedagogical system that considers the full cycle of support aimed at identifying the challenges faced by working students, determining the main directions of targeted support, implementing it, and fostering the development of students in educational and professional activities. The content and format of the subjects’ activities at each stage of support are described: preparation, correction, enrichment, reflection. The dyads “student-teacher” and “young teacher-teacher-mentor” are combined to address the shared goal of offering comprehensive support. Practical significance. The developed model of support for students at a pedagogical university who are working at schools can be implemented in the training of future teachers at the university and in the educational institutions where the students are employed.

The Use of Digital English Textbooks: A Study on Comprehension and Language Production Abilities Among Young Learners

The shift from traditional to digital textbooks in education brings both prospects and hurdles, especially in teaching English to young learners. Despite the widespread adoption of digital textbooks, their impact on students' language skills and teacher-student interaction needs more exploration. This study aims to thoroughly evaluate how digital textbooks affect English comprehension and production among young learners and teachers. The research conducted at SDS Islam Ar-Risalah Jember involved two teachers and eleven students, employing a descriptive qualitative method. Observations, interviews, and document analysis were utilized to gather data, analyzed through the Miles and Huberman method, pinpointing trends in digital textbook usage and understanding. Results suggest digital English textbooks significantly improve young learners' and teachers' English skills, enhancing speaking, reading, writing, and listening abilities. These resources offer a dynamic and interactive educational experience. However, transitioning to digital tools introduces challenges like infrastructural limitations and the need for teaching method adjustments. Addressing these issues is essential for fully leveraging digital textbooks in education. In conclusion, while digital textbooks can boost English language mastery among young learners and teachers, realizing this potential requires overcoming certain technological and pedagogical obstacles.

Leadership: Leadership and Coaching was given to Young Teacher participants

After leadership training has been carried out, Young Teachers will have and demonstrate leadership behavior skills that are ready to take on challenges and can inspire students and other parties. From the training activities carried out, it can be concluded that the extension participants felt happy and satisfied with the exposure given. This is because the participants gain new understanding and skills in demonstrating leadership behavior. Indonesia Mengajar is a movement whose main activity is recruiting, training and sending young Indonesians who are the best university graduates, to serve for one year in various regions in Indonesia as elementary school teachers. Apart from their basic duties as teachers, these Young Teachers have the mandate to drive behavioral change in their places of duty.

예비유아교사의 자아존중감이 유아코딩교육 인식에 미치는 영향

Objectives The purposes of this study were to examine the mediated effect of expertise awareness in the impact on awareness of children coding education of preparing young children teachers’ self-esteem.
 Methods The survey target were one hundred eighty-two university students in Jeollanam-do. Cronbach Coefficient was calculated to test reliability of the survey questionnaires for the collected data, and Pearson's Ratio Correlation Analysis was applied to perceive the relationship between preparing young children teachers’ self-esteem, expertise awareness, and awareness of children coding education. The third state of mediating effect analysis from Baron and Kenny (1986) was implemented to examine the mediated effect of expertise awareness in the impact on awareness of children coding education of preparing young children teachers.
 Results First, there was significant correlation in between preparing young children teachers’ self-esteem and awareness of children coding education. Second, there was a significant correlation between their expertise awareness and awareness of children coding education. Third, the mediated effect of expertise awareness is showed in the impact on awareness of children coding education of preparing young chkldren teachers’ self-esteem. As the results of analysis by sub-factor, a complete mediated effect of expertise awareness was appeared in necessity recognition and class operation recognition. Self-estem was not significantly predicted for study content recognition, and self-esteem and expertise awareness made static perception in the educational environment recognition while the mediated effect was not significant.
 Conclusions This study would be used as basic data for expanding awareness of children coding education for preparing young children teachers and developing early childhood education curriculum for theoretical learning.

Research on Bottlenecks and Countermeasures for the Development of Young Teachers in Vocational Colleges

Young teachers play a pivotal role in workforce development within vocational colleges, yet often face challenges adjusting to their new responsibilities. This study aimed to identify barriers through a questionnaire survey of 11 young teachers. Findings revealed the greatest difficulties lay in adapting instruction methods to meet the diverse needs of learners, navigating constraints on research due to insufficient laboratory facilities and funding, and uncertainty around career progression pathways. To address these issues, we proposed three countermeasure strategies. First, vocational colleges should strengthen partnerships between industry and education through joint training programs and applied research laboratories to enrich curriculum design and enhance teachers’ practical skills. Secondly, establishing formal mentorship programs pairing new educators with experienced mentors can facilitate the transition into their roles and offer careerguidance. Third, colleges should actively encourage the involvement of young teachers in skills competitions to cultivate their practical skills. This research highlights the multifaceted challenges faced by young teachers and the imperative for targeted solutions to strengthen the vocational education workforce.

Preventing harmful sexual behaviours in children and young people: evaluating the role of primary education

ABSTRACT This paper explores the issue of harmful sexual behaviour (HSB) presented by young people, advocating a preventative approach through an increased focus on primary education. The definition of HSB, contributing factors and recent prevalence among young people is discussed. Much of the research and policies explored relate directly to England and the UK, however the advocated approaches and conclusions have an international relevance. The paper establishes the damaging impacts of HSB on young people and teachers, demonstrating the serious need for action across the education system. A preventative approach advocating the important role of primary education in reducing HSB and peer on peer abuse is presented, exploring three key areas: education, pastoral support and staff support. Policies and practices comprising such an approach are critiqued, and their relevance to primary education established. The need for future research into the needs of primary education and the prevalence of HSB in pre-secondary education is identified.

Career Impact of the Double-reduction Policy on Out-of-school Counselling Teachers

Since the implementation of the double-reduction policy, extracurricular tutoring teachers have faced many challenges. Through interviews with extracurricular tutoring teachers from New Oriental, this article provides insight into the current development of some extracurricular tutoring teachers, as well as relevant analyses and outlooks. The article will explore the impact of the double-reduction policy on extracurricular tutoring teachers and the challenges teachers face in adapting to the new policy. At the same time, the article will also focus on the future career trends of extracurricular tutoring teachers and how they cope with the changing educational environment. Through this study, readers will gain a better understanding of the impact of the double-reduction policy on extracurricular tutors. Through this study, readers will gain a deeper understanding of the impact of the double-decrease policy on extracurricular tutoring teachers. While this policy has resulted in the loss of job opportunities for some teachers, it has also provided new career paths for young teachers.

民办高校青年教师的角色困惑与纾解路径

The rapid development of higher education in China has made the role of private universities in the education industry increasingly significant. As the main force engaged in teaching and research in private universities, the growth and development of young teachers directly affect the quality of education and the level of education. But in the real education ecosystem, young teachers in private universities often encounter multiple role challenges and confusion. They not only have to play the role of educators, but also become researchers and social service providers. This complex identity relationship often leads them to face problems of unclear role positioning and role conflicts. These problems not only affect the individual career development of young teachers, but also pose potential constraints on the long-term development of private universities. Therefore, in-depth exploration of the role confusion of young teachers in private universities has certain theoretical and practical significance for promoting their career development, optimizing the teaching staff of private universities, and improving the quality of education.

О ПРОБЛЕМАХ УГЛУБЛЁННОГО ИЗУЧЕНИЯ РУССКОГО ЯЗЫКА (СЦЕНАРИИ УРОКОВ ПО ОРФОГРАФИИ)

The article reveals the ways of practical application of the principles of the modern educational paradigm, its methodological basis is a system-activity approach that creates a unified educational environment in developing at all stages of school education. Consistency is the basis for the intensification of the educational process, the integrative development of oral and written speech in their interсonnection, and especially the in-depth study of subjects and project activities. The essence of deepening is not to add scientific terms, but to discover the systemic connections of a particular linguistic element with components of other levels, combining them into one whole. Project activity is directly related to the in-depth study of the subject and the development of the students’ personality. It develops creative activity, teaches to recognize and evaluate their thoughts and actions, compare the result of the action with the goal, ensures maximum socialization in the process of working in a group. In-depth study of the subject helps to realize and develop students' natural interest in the subject being studied, if the lessons are organized in the form of competitive, playful activities. This is especially important for a young teacher who is in a need to be get lesson samples, which they could transform creatively in his teaching activities. Moreover, the competition game switches the process of in-depth study of the subject, awakens hidden talents. In-depth study of the subject can be held in the competitive and playful options of learning the Russian language. It is represented in samples of spelling lessons. Key words: system-activity technologies, practice of level education, in-depth study of the subject, competitive and game organization of lessons

Şcolile normale agricole şi dezvoltare rurală în România interbelică

This article examines the activities of two normal schools with agricultural profile in Grădiştea, Vlaşca County and Caracal, Romanaţi County. The institutions were created by Constantin Angelescu, the Ministry of National Education, at the end of the summer of 1937. Their founding showed the sense of urgency displayed by the liberal government regarding the improved teaching of agricultural studies in normal schools as well as the level of agricultural practice among young teachers. The schools, both experimental endeavours, had, according to documents in the archive of the Ministry of National Education, contrasting fates: the one in Grădiştea was successful; the other, in Caracal, was a bitter disappointment. However, I argue that their activities were significantly marked by the establishment of King Carol II’s authoritarian regime in February 1938. In the summer of that year, Dimitrie Gusti’s close collaborators took over the leadership of Ministry of Education. Gusti’s ideas about rural development shaped the subsequent legislation regarding primary and normal schools; as a consequence, both institutions were disbanded.

Обзор проблемного поля IV Всероссийской (c международным участием) научно-практической конференции «Новое поколение профессионалов в образовании: воспитание на основе интеграции ценностей»

The research relevance is determined by the raise of the problematic field devoted to the value-based integration of the educational subjects. This problematic field serves as the general idea of the IV All-Russian (with International Participation) Scientific Conference “A New Generation of Professionals in Education: Personal Development Based on the Integration of Values” (November 23, 2023, Ulyanovsk State Pedagogical University named after I. N. Ulyanov; Ulyanovsk). Objective: the analytical review of the problematic field of the IV All-Russian (with international participation) scientific and practical conference, which was organized and conducted by Ulyanovsk State Pedagogical University named after I. N. Ulyanov in close cooperation with Grodno Regional Institute for Educational Development (Republic of Belarus) and Saratov State University named after N. G. Chernyshevsky. The subject-matter of the traditional scientific and practical conference this year actualizes the personalitydevelopment aspect of the young teacher’s activity and in this perspective it develops the logic of the international forum “Humanization of the Educational Space: Culture of the Educating Personality”, held by the Faculty of Psychological, Pedagogical and Special Needs Education of Saratov State University named after N. G. Chernyshevsky on April 19-20, 2023. Results: the conference brought together 192 participants and is aimed in its context at creating conditions for further constructive dialogues between representatives of the scientific and pedagogical community, young teachers and students majoring in pedagogy, classroom teachers and mentors on the issue of educating the younger generation and integrating universal values in the process. The originality and novelty of the conference is determined by the format of its various components. This year, the conference venues are represented by the laboratory of Russian pedagogical practices “Educational practices: history and the present-day state”, the methodological laboratory “Professional position of a young teacher in the context of the value transformation”, the laboratory of educational spaces modeling “Young teacher in the personal-development activity”, the laboratory of continuous pedagogical education “Continuity in the field of education: from organization of psychological and pedagogical classes to mentoring practice in education”, and the laboratory of Masters of Education “Professional practices in the work of a young teacher”.

PERSONAL AND SEMANTIC CORRELATES OF EDUCATIONAL ACTIVITY AMONG UNIVERSITY GRADUATES AND YOUNG TEACHERS

The article is devoted to the identification of personal and semantic correlates of educational activity among students of pedagogical specialties and young teachers with work experience of no more than three years, their comparison, determination of general and special characteristics.

Strategies for Leveraging the Role of Young Teachers in Enterprise Practical Courses Vocational Colleges in China

Enterprise practical courses are important courses that emphasize practical operations, professional ethics, integrate theory with practice, and possess specificity and flexibility. Teachers serve as advocates for school-enterprise cooperation and communication, maintain the connection between schools and society, and promote vocational education. However, there are several issues in current enterprise practical teaching, such as the separation between school learning and student enterprise practice, inconsistency between enterprise goals and student training, and lack of evaluation system for student internships. This article aims to address these issues by enhancing teachers' professional abilities and practical teaching levels, thereby providing better support and assistance for students' career development and employment competitiveness.

An Analysis of Questions from Teachers' Online Groups: Turning the Lens Back to Teacher Education

Background or Context: During the first months of the COVID pandemic, teachers were forced to move to online instruction without the appropriate resources. They resorted to social media to gather expertise and ideas. This study is grounded in an analysis of the questions posed by K–12 teachers on popular Facebook groups. Purpose, Objective, Research Question, or Focus of Study: The authors argue that a close analysis of what K–12 educators are asking and wondering about in online teacher groups at a moment in which much of what they know and trust has been disrupted can be generative as a novel feedback loop to engage in conversations about some common practices in teacher education. Specifically, they ask: How can an analysis of questions posed by educators on public Facebook groups in the early pandemic enter into a productive conversation with teacher education programs beyond the specificities of that context? Research Design: The study performs a thematic analysis based on categories that were inductively coded from 752 questions posed between March and June 2020 by educators in the three most popular public Facebook groups dedicated exclusively to K–12 teaching during the pandemic. The goal is to consider the underlying assumptions and ideas embedded in the questions being asked in these groups, and to place them within the context of the authors’ political understandings of the role of teacher education. Conclusions or Recommendations: Four themes emerged from the analysis: an expanding notion of community, tensions in the understandings of “context,” new positionings of expertise, and a questioning of what counts as legitimate schooling. The themes led to a need for teacher education programs to always consider their students’ professional identities as collectively constructed and to find ways to disrupt universal models of the mind. The authors also invite programs to rethink the location of expertise by taking into account the practices that young teachers are already engaged in when seeking professional knowledge. This opening could potentially lead to perhaps the hardest thing to do within teacher education programs: to provide the conditions to reimagine schooling.