Статті в журналах: "First year teachers Training of Victoria Evaluation"

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Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.

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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers. Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance References: Adeyemi, T. (2008). Influence of Teachers’ Teaching Experience on Students’ Learning Outcomes in Secondary Schools in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 5(1), 9–19. https://doi.org/10.4314/ajesms.v5i1.38609 Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907 Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Andrin, Glenn R, Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Armytage, P. (2018). Review of the Victorian Institute of Teaching. Bichi, A. A. (2019). Evaluation of Teacher Performance in Schools: Implication for Sustainable Evaluation of Teacher Performance in Schools: Implication for Sustainable Development Goals. December 2017. Campolo, M., Maritz, C. A., Thielman, G., & Packel, L. (2013). An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives. International Journal of Therapies and Rehabilitation Research, 2(1), 1. https://doi.org/10.5455/ijtrr.00000016 Clearinghouse, W. W. (2018). National Board for Professional Teaching Standards Certification. 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Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. The Social Studies, 101(2), 46–53. Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466–479. Heryati, Y., & Rusdiana, A. (2015). Pendidikan Profesi Keguruan. Bandung: CV Pustaka Setia. John P. Papay Eric S. Taylor John H. Tyler Mary Laski. (2016). Learning Job Skills From Colleagues At Work: Evidence From A Field Experiment Using Teacher Performance Data (p. 49). Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301–307. Kavanoz, S., & Yüksel, G. (2015). An Investigation of Peer-Teaching Technique in Student Teacher Development An Investigation of Peer-Teaching Technique in Student Teacher Development. June 2010. Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar. Jurnal Tunas Pendidikan, 2(1), 72–81. Lim, L. L. (2014). A case study on peer-teaching. Open Journal of Social Sciences, 2(08), 35. Manchishi, P. C., & Mwanza, D. S. (2016). Teacher Preparation at the University of Zambia: Is Peer Teaching Still a Useful Strategy? International Journal of Humanities, Social Sciences and Education, 3(11), 88–100. https://doi.org/10.20431/2349-0381.0311012 Mansur, M. (2007). KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, Jakarta: PT. Bumi. Marais, P., & Meier, C. (2004). Hear our voices: Student teachers’ experiences during practical teaching. Africa Education Review, 1(2), 220–233. https://doi.org/10.1080/18146620408566281 McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Cataldi, E. F., & Mann, F. B. (2018). The Condition of Education 2018. NCES 2018-144. National Center for Education Statistics. Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model. Jurnal Pendidikan Usia Dini, 14(1), 15–31. Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932 Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant. Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya. Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. Atlantis Press, 118, 320–326. https://doi.org/10.2991/icset-17.2017.53 Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Research Brief. Noelke, C., & Horn, D. (2010). OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes-Hungary Country Background Report. OECD: PARIS. OECD. (2005). Teacher’s matter. Attracting, developing, and retaining effective teachers. Paris. OECD-Education Committee. Pablo Fraser, Gabor Fülöp, M. L. and M. S. D. (2018). I.  What teachers and school leaders say about their jobs. TALIS, 2, 1–7. Parihar, K. S., Campus, D., Principal, J., & Campus, D. (2017). Study Of Effect Of Pre Teaching Training Experience On. 5, 59–62. https://doi.org/10.5281/zenodo.1039595 Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242. Pillay, R., & Laeequddin, M. (2019). Peer teaching: A pedagogic method for higher education. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2907–2913. https://doi.org/10.35940/ijitee.A9106.119119 Popova, A., Evans, D. K., & Arancibia, V. (2018). Training Teachers on the Job What Works and How to Measure It. Policy Research Working Paper, September 2016. Ramadoni, W., Kusmintardjo, K., & Arifin, I. (2016). Kepemimpinan Kepala Sekolah dalam Upaya Peningkatan Kinerja Guru (Studi Multi Kasus di Paud Islam Sabilillah dan Sdn Tanjungsari 1 Kabupaten Sidoarjo). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(8), 1500–1504. Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher, 38(8), 829–837. Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week, 35(3), 1–6. Skourdoumbis, A. (2018). Theorising teacher performance dispositions in an age of audit. 1–16. https://doi.org/10.1002/berj.3492 Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221. Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97–118. Suyatno, H., & Pd, M. (2008). Panduan sertifikasi guru. Jakarta: PT Macanan Jaya Cemerlang. ten Cate, O. (2017). Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 127–128, 85–87. https://doi.org/10.1016/j.zefq.2017.10.005 Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1–2), 13–50. https://doi.org/10.1080/13803611.2018.1509719 Toch, T., & Rothman, R. (2008). Rush to Judgment: Teacher Evaluation in Public Education. Education Sector Reports. Education Sector. Ünal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41–60. Vasay, E. T. (2010). The effects of peer teaching in the performance of students in mathematics. E-International Scientific Research Journal, 2(2), 161–171. Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project. Winters, M. A., & Cowen, J. M. (2013). Would a value‐added system of retention improve the distribution of teacher quality? A Simulation of Alternative Policies. Journal of Policy Analysis and Management, 32(3), 634–654.

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Makhovikov, Aleksei B., Ekaterina G. Vakhnina, and Ivan V. Kurta. "First-Year Students’ and Teachers’ Interpersonal Perception in Connection with Satisfaction with Training in the Discipline." Vestnik Tomskogo gosudarstvennogo universiteta, no. 458 (2020): 194–204. http://dx.doi.org/10.17223/15617793/458/24.

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The aim of the research was to identify the relationship of students’ satisfaction with the study of the discipline and interaction with the university teacher, including the features of mutual perception. The following objectives were formulated: to conduct a questionnaire survey of students identifying their satisfaction with interaction with the teacher in the framework of the academic discipline, the level of knowledge on the subject before studying the discipline, the growth of knowledge after studying the discipline, and the correspondence of the mark obtained in the exam to the subjective level of students’ knowledge; to conduct a questionnaire survey of university teachers identifying their satisfaction with the interaction with student groups in which they conduct classes; to compare the results of mutual evaluations of students and teachers. The following research hypotheses were proposed: (1) there is a positive relationship between mutual evaluations of students and teachers; (2) lack of knowledge growth in the discipline is interconnected with a low evaluation of students’ satisfaction with interaction with the teacher; (3) presence of a problem in the relationship between the teacher and the student group can be identified based on the analysis of the evaluation spread. Students and teachers were offered questionnaires with numerical values assigned to answers. Questions in both questionnaires were comparable and allowed studying the same aspects of mutual perception of students and teachers and its impact on satisfaction with education. The respondents were 643 first-year students (representatives of 76 study groups divided into 131 subgroups) and 20 teachers who conducted the same general professional discipline in the previous semester for these students. The following methods of statistical data processing were used: analysis of primary statistics, Spearman’s rank-order correlation, the Mann–Whitney U test, and the Kruskal–Wallis H test. Data processing was done using Statistica software. The following conclusions can be made from the empirical study. In general, students and teachers are satisfied with the interaction with each other in the educational process, and their mutual evaluations are interconnected. The low teachers’ evaluation of the student group is interconnected with the unsatisfactory students’ evaluation of the relationship with the teacher. The trend will be stronger if the teacher does not adjust the methods of presenting educational material taking into account students’ abilities. The lack of knowledge growth in the discipline leads to a low evaluation of students’ satisfaction with interaction with the teacher. Summarizing the above, it is important for university teachers to have a flexible approach to the presentation of educational material depending on the initial abilities of students while forming their self-reliance, interest in the subject, and training in general, which ultimately helps students to develop as specialists.

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Emilia, Emi, Eva Tuckyta Sari Sujatna, and Nia Kurniasih. "Training teachers to teach PISA-like reading: A case in Indonesia." Indonesian Journal of Applied Linguistics 12, no. 1 (May 31, 2022): 56–76. http://dx.doi.org/10.17509/ijal.v12i1.46534.

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This paper presents partial results of the first year of a multi-year joint study, involving three universities in Indonesia, aiming to develop a program to train English and Indonesian teachers to teach PISA-like reading (24 teachers in junior and senior high schools in West Java, Indonesia). The study aimed to identify whether the program can help the teachers enhance their PISA-like reading ability, create PISA-like reading materials for reading practices, and teach them to their students. The program drew on principles of effective teacher professional development (Ajani, 2018; Borko, 2004; Borko et al., 2010; Darling-Hammond et al., 2017), PISA reading (OECD, 2009, 2016, 2017, 2019, 2021), text-based instruction (Macken-Horarik et al., 2017), Reading to Learn Program (Rose, 2020a,b), and online teaching (Ragan, 2015). The study uses a program evaluation with the data collected from four sources, including a phase of training, pre- and post-tests, collection of PISA-like reading materials, and questionnaires distributed before and after the training program. The focus of the first year was on enhancement of teachers’ understanding and skills in different PISA-related aspects. Enhancement of their teaching capacity has not been explored, except for that prior to the training program, and this has been reported in Rahmadina and Emilia (2022). The first-year results reveal that the training program could help enhance the teachers’ ability to read, to use appropriate texts, and to construct PISA-like reading tasks. This was confirmed by the teachers’ positive responses to the program, in accordance with previous research on effective teacher professional development (TPD). It is recommended that the training program be conducted in different contexts, involving more teachers to help students learn to read and succeed in PISA reading.

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Hebles, Melany, Concepción Yániz-Álvarez-de-Eulate, Manuel Alonso-Dos-Santos, and Lourdes Villardón-Gallego. "Towards a Cooperative Learning Environment in Universities through In-Service Training." Sustainability 13, no. 3 (January 21, 2021): 1112. http://dx.doi.org/10.3390/su13031112.

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The goal of this study is to determine the extent to which faculty training in cooperative learning (CL) transfers to university teaching, according to students’ opinions. The design was quasi-experimental, with a control group and an intervention group. During two years, 346 first-year university Business School students and 12 university teachers of four disciplines (Business and Economy, Communication, Mathematics and Knowledge Integration) took part in the study. The results show that, after specific training in CL methodology, teachers showed significant improvement in the application of several CL dimensions: social skills, evaluation, reflection, interdependence, interaction and tutoring. In addition, a multivariate analysis of variance was calculated to examine the possible interaction effect of teacher training and disciplines on CL application. The results indicate that training based on participants’ needs and context fosters transference to university teaching. Teachers from different disciplines respond differently when applying CL to the classroom after training, especially in evaluation, heterogeneity, and tutoring. The results highlight the importance of a quality faculty professional development program.

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Kim, Soo-Hyun, Chang-Bok Kim, and Shin-Young Lee. "A Qualitative Study on the Operation of Integrated Curriculum by First Grade Elementary School Teachers." Korean Society for Holistic Convergence Education 26, no. 4 (December 31, 2022): 255–59. http://dx.doi.org/10.35184/kshce.2022.26.4.255.

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This study examines the experience of the integrated curriculum operated by first grade teachers of elementary school for one year and intends to understand it in depth. Based on this, the purpose of this study is to suggest a desirable direction for integrated education in the first grade of elementary school. The study participants were first-grade teachers of public elementary schools working in Seoul, and semi-structured interviews were conducted from the April 2021 to March 2022 to collect data. At the same time as collecting data, it was analyzed using the qualitative thematic analysis research method. To increase the validity of the study, triangular verification of data, member check, sufficient review and consultation among researchers, and long-term interviews were conducted. As a result of the study, first, first-year teachers knew the content of the curriculum when they first encountered the integrated subject, but did not know the teaching method. Second, in the early stage of operation of the integrated curriculum, it was implemented only as a pre-planned curriculum rather than a prepared curriculum and even in the full-scale operation stage of the integrated curriculum, it was operated as the teacher arbitrarily understood and learned.. However, in evaluation, the process-oriented evaluation was implemented by focusing on attitudes. Third, positive changes appeared in the operation of the integrated curriculum as we entered the second half of the second semester, but most of them were insufficient growth based on practical experience. Through the above results, it was found that the teachers lacked understanding of the integrated curriculum and that they were operating with difficulty, relying on ‘practical experience’ rather than ‘teacher training’. There is an urgent need to develop and operate a systematic teacher training program for the teachers.

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Finch, Caroline F., Shannon E. Gray, Muhammad Akram, Alex Donaldson, David G. Lloyd, and Jill L. Cook. "Controlled ecological evaluation of an implemented exercise-training programme to prevent lower limb injuries in sport: population-level trends in hospital-treated injuries." British Journal of Sports Medicine 53, no. 8 (September 14, 2018): 487–92. http://dx.doi.org/10.1136/bjsports-2018-099488.

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ObjectiveExercise-training programmes have reduced lower limb injuries in trials, but their population-level effectiveness has not been reported in implementation trials. This study aimed to demonstrate that routinely collected hospital data can be used to evaluate population-level programme effectiveness.MethodA controlled ecological design was used to evaluate the effect of FootyFirst, an exercise-training programme, on the number of hospital-treated lower limb injuries sustained by males aged 16–50 years while participating in community-level Australian Football. FootyFirst was implemented with ‘support’ (FootyFirst+S) or ‘without support’ (FootyFirst+NS) in different geographic regions of Victoria, Australia: 22 clubs in region 1: FootyFirst+S in 2012/2013; 25 clubs in region 2: FootyFirst+NS in 2012/2013; 31 clubs region 3: control in 2012, FootyFirst+S in 2013. Interrupted time-series analysis compared injury counts across regions and against trends in the rest of Victoria.ResultsAfter 1 year of FootyFirst+S, there was a non-statistically significant decline in the number of lower limb injuries in region 1 (2012) and region 3 (2013); this was not maintained after 2 years in region 1. Compared with before FootyFirst in 2006–2011, injury count changes at the end of 2013 were: region 1: 20.0% reduction (after 2 years support); region 2: 21.5% increase (after 2 years without support); region 3: 21.8% increase (after first year no programme, second year programme with support); rest of Victoria: 12.6% increase.ConclusionEcological analyses using routinely collected hospital data show promise as the basis of population-level programme evaluation. The implementation and sustainability of sports injury prevention programmes at the population-level remains challenging.

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Maelina, Tri. "MANAJEMEN KINERJA GURU SMP DI SEKOLAH PSKD MANDIRI." Jurnal Manajemen Pendidikan 7, no. 2 (May 17, 2017): 1319. http://dx.doi.org/10.21009/jmp.07203.

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The objective of this research is to gain a deep understanding of performance management of junior High School teachers in PSKD Mandiri School. This research is a case study method. The validity of qualitative data obtained through the extension of time doing research and triangulation of data collection techniques and data sources in the field. The result shows: 1) teacher’s performance evaluation has two type; formally in each semester and in formally. Teacher was evaluated by principal, training and mentoring staff, students, colleagues and teacher itself. 2) Training was held in the first of the years, in the middle of the year and weekly. The purpose is to develop teacher performance and professionalism. Training is presented by training and mentoring staff, teachers, other department such as finance or human resources, and organizations.

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Soysal, Ercan, Cahit Gölge, Cahit Gölge, Recep Süslü, and Veysi Bozkurt. "Fatih Projesini kullanan öğretmenlerin projeye karşı tutumlarının değişim yönünün değerlendirilmesi." International Journal of Innovative Research in Education 4, no. 1 (August 21, 2017): 28. http://dx.doi.org/10.18844/ijire.v4i1.2310.

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Abstract The purpose of this study is the determination of the direction of the change of teachers who used Fatih project for at least one academic year of Education and training in the process within project-related assessment. For this study, a literature research was first conducted. For the evaluation of the first period of the project, the required data is obtained from the researches related to Fatih project between 2012 and 2015 years and the results are obtained from this data. During the initial phase of the Fatih project, the information about teachers’ attitudes and reviews on Fatih project has been collected from thesis, articles, and advertisements. For this purpose, whole project-related publications that are in the website of YOK are take into account. In order to evaluate teachers’ reviews, exception method is used. The Working Group includes 118 teachers who are actively working on 14 high school in Batman during 2015-2016 academic year. For data collection tools, questionnaires and interviews are used. Abstract The purpose of this study is the determination of the direction of the change of teachers who used Fatih project for at least one academic year of Education and training in the process within project-related assessment. For this study, a literature research was first conducted. For the evaluation of the first period of the project, the required data is obtained from the researches related to Fatih project between 2012 and 2015 years and the results are obtained from this data. During the initial phase of the Fatih project, the information about teachers’ attitudes and reviews on Fatih project has been collected from thesis, articles, and advertisements. For this purpose, whole project-related publications that are in the website of YOK are take into account. In order to evaluate teachers’ reviews, exception method is used. The Working Group includes 118 teachers who are actively working on 14 high school in Batman during 2015-2016 academic year. For data collection tools, questionnaires and interviews are used. Each researcher interviews with thirty teachers and has carried out the implementation of the survey. The teachers are questioned to compare their project attitudes on the current time and their project attitudes on the start of the project. In this research, we study on the acceptance of Fatih projects by the teachers and the levels benefits from this project. The result of this study indicate that the teachers have been developed themselves according to the requirements of Fatih project and the teachers adopt to the process of educational change in order for getting more advantage from the project. Keywords: Fatih project, change, technological acceptance

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Dzamesi, Felicia Elinam, and Judy van Heerden. "A professional development programme for implementing indigenous play-based pedagogy in kindergarten schools in Ghana." South African Journal of Education, no. 40(3) (August 31, 2020): 1–11. http://dx.doi.org/10.15700/saje.v40n3a1793.

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In this article we report on the development and implementation of a professional development programme for teachers of the kindergarten curriculum (4–5 year olds) in Ghana. Kindergarten teachers in Ghana have little experience and meagre training in implementing a play-based pedagogy as recommended in the national curriculum. An indigenous play-based kindergarten teacher development programme was developed and successfully used to improve participating teachers’ knowledge, skills, attitudes and practices during the first year of its implementation. Data collected through classroom observation, interviews, photographs, participating teachers’ reflective journals and an evaluation questionnaire revealed that this programme had a positive impact on classroom practices and learners’ active participation in learning. The essential components of the programme are described as a guide for professional teacher development for delivering indigenous play-based pedagogy (IPBP) in early childhood education.

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Ali Alyafei, Ibtisam Abdullah. "Continuous Assessment Skills used by Arabic Language Female Teachers of Basic Education in Oman." Journal of Arts and Social Sciences [JASS] 9, no. 1 (June 11, 2018): 109. http://dx.doi.org/10.24200/jass.vol9iss1pp109-122.

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The study aims at identifying learners' continuous assessment skills required by female Arabic language teachers in the first cycle of basic education in Oman. It also aims at determining the level of mastery of these skills by female Arabic language teachers in the first cycle of basic education, in order to propose a training programme that would help Arabic language teachers to acquire these skills while they are still in service. The researcher designed a self-assessment scale that can be used by Arabic language teachers in the first cycle of basic education in Oman. The scale was validated by being refereed by 12 arbitrators and applied to an exploratory sample of teachers. The research sample consisted of 54 female Arabic language teachers in the first cycle of basic education in Oman working in the Governorate of Dhofar, Sultanate of Oman. The nine supervisors applied the memorandum to them. The study findings reveal that there is low performance in a number of skills. Parents are not contacted before the beginning of the school year to inform them of the proposed plan to improve the level of the student, keeping a record of discussion refers to the ideas of students, and apply a short test after each unit. The study recommended the need to train Arabic language teachers in the first stage of basic education in the skills of continuous assessment, as well as to benefit from the proposed training program. Establish a system of integrated training programs that help develop continuous evaluation and draw attention to the basis of the main issue built by the interaction portfolio Between the parties to the educational system.

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Stefany, Stella, and Rijanto Purbojo. "Teacher Training: Tech Savvy Educator Community Service For Teachers In Learning Center, PPMT Parung." Prosiding Konferensi Nasional Pengabdian Kepada Masyarakat dan Corporate Social Responsibility (PKM-CSR) 2 (December 15, 2019): 891–96. http://dx.doi.org/10.37695/pkmcsr.v2i0.371.

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Getting into Indonesia roadmap program "Making Indonesia 4.0", most of the sector industries have to divert their business into digital. Education as a stakeholder that support these main industries highlighted to put concern about digitizing their learning program. As a part of mission service, GKY Puri Indah nurturing scholar-teacher chain in a continuous program. They built several learning centers to facilitate students in improving their learning skills after school as a part of nurturing future leaders, especially for churches. Before assigned to churches, these graduates have to teach in the learning center for two years. The problem is how can these theological graduates play their role as a teacher. Teacher training systemic program that will be held continuously to educate these teachers. At the first session, conducted in two parts. First part highlighted topic about motivation, teaching, and learning, the second one, highlighted effective communication mediated by technology and approaches in using technology for managing the classroom. The method used in this community service is lecturing, discussion, and presentation as evaluation, divided into 4 phases: preparation, delivery, assessment, and evaluation. Result of this program is some motivated participants are needed to be enriched by consistent training at least twice in a year to improve their teaching skills and technology use in education.

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Wang, Shengnan. "Application of Discriminative Training Algorithm Based on the Improved Gaussian Mixture Model in English Translation Evaluation." International Transactions on Electrical Energy Systems 2022 (August 31, 2022): 1–11. http://dx.doi.org/10.1155/2022/8021240.

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English translation, also a kind of language conversion, refers to the activities of expressing each other in English to express another language or another language to express English. This paper aimed to evaluate and research methods of English translation based on the improved Gaussian mixture model (GMM). The paper proposed a simple evaluation and analysis of English translation using a discriminative training algorithm. In the experimental part, on the one hand, taking students, teachers, and translators as case study objects, through a questionnaire survey, it can be known that the number of students who scored more than 80 points in the English translation test is increasing every year, from 11.30% in the first year to 21.13% in the fourth year, an increase of nearly 10%. On the other hand, it can be seen from the speech translation experiment that the correct translation rate was 46.18% by using intelligent technology to distinguish translation. The experimental results showed that the discriminative training algorithm under the improved GMM algorithm is effective in the research of English translation evaluation.

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Thomas, Michael, and Christel Schneider. "Language Teaching in 3D Virtual Worlds with Machinima." International Journal of Computer-Assisted Language Learning and Teaching 8, no. 2 (April 2018): 20–38. http://dx.doi.org/10.4018/ijcallt.2018040102.

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This article is based on findings arising from a large, two-year EU project entitled “Creating Machinima to Enhance Online Language Learning and Teaching” (CAMELOT), which was the first to investigate the potential of machinima, a form of virtual filmmaking that uses screen captures to record activity in immersive 3D environments, for language teaching. The article examines interaction in two particular phases of the project: facilitator-novice teacher interaction in an online teacher training course which took place in Second Life and teachers' field-testing of machinima which arose from it. Examining qualitative data from interviews and screen recordings following two iterations of a 6-week online teacher training course which was designed to train novice teachers how to produce machinima and the evaluation of the field-testing, the article highlights the pitfalls teachers encountered and reinforces the argument that creating opportunities for pedagogical purposes in virtual worlds implies that teachers need to change their perspectives to take advantage of the affordances offered.

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CHAIKOVSKA, HANNA. "FORMATION OF ESD COMPETENCIES IN TEACHERS OF PRIMARY CLASSES IN THE PROCESS OF PROFESSIONAL TRAINING." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 14, 2022): 72–80. http://dx.doi.org/10.25128/2415-3605.22.1.9.

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The paper reveals the problem of integration of education for sustainable development (hereinafter – ESD) in the process of professional training of future primary school teachers. The questionnaire explores the key competencies of sustainable development in future primary school teachers, including systematic thinking, prognostic, law competence, competence of teamwork, critical thinking, self-awareness, integrated problem solving. The indicators of the competencies for future primary education specialists have been determined by the authors of the research. The experimental survey included the empirical study of the level of development of competencies in the field of ESD according to the established indicators and evaluation of the overall level of their formation. The comparative analysis of the levels of the key competencies in students of the first and the fourth year of study in the specialty of “Primary Education” in order to establish the role of university education in the investigated process. The study analyses the changes achieved in teaching of sustainable development competencies in higher education. The results demonstrated slight improvement in level of formation of sustainable development competencies in students of the final year of the bachelor’s degree in primary education, however, these changes are insignificant. The findings of the research proved that bachelor’s graduates, unlike freshmen, have higher level of skills of application of ideas of sustainable development in future professional activities (they are acquainted with methods of integration of sustainable development into primary school subjects, know how to develop educational projects on sustainable development, understand and integrate ethical principles of sustainability in professional and personal activities). However, the level of formation of systematic thinking and prognostic competence in freshmen is higher than in fourth-year students. Besides, the obtained results of the study report about considerably low level of development of skills to realise educational projects on sustainable development: only 28 % of the first-year students and 36.4 % of the fourth-year respondents gave affirmative answers. We revealed a positive dynamic in students’ awareness of the necessity in taking their own responsibility for sustainable development. After all, overcoming poverty, inequality, achieving peace and justice, protection of human rights and saving the planet require the generation of individual responsibility, as the agents of change, which is the pre-condition of collective progress towards the goals of sustainable development. The study found an improvement in the competencies of sustainable development in graduates of the bachelor’s degree program “Primary Education” in contrast to the first-year students. Applicants for higher education have some knowledge and orientation in the field of sustainable development, an idea of individual responsibilities for sustainability. However, according to the majority of indicators, only a small proportion of respondents (less than half) have the required level of sustainable development competencies. We believe that the educational program for the training of future primary school professionals and the technology of teaching higher education need to be improved. Therefore, we see the prospect of further research in the study of opportunities to improve the educational and professional program “Primary Education” in the direction of complementing its components with ideas of sustainable development, as well as the formation of skills to develop and implement educational projects in future specialists of primary education.

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KADAKAL, Semanur. "EVALUATION OF THE PRESCHOOL TEACHING PRACTICE I-II COURSE ACCORDING TO THE VIEWS OF THE PRACTICE TEACHERS AND THE STUDENT TEACHERS." IEDSR Association 6, no. 11 (February 24, 2021): 1–20. http://dx.doi.org/10.46872/pj.147.

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It is stated that one of the most important stages in the training of a teacher is that teacher candidates gain practical teaching experience in schools (Ünlüönen & Boylu, 2007). Together with the lecturers in the faculty, the people who will contribute to the training of the teacher candidate and guide the teacher candidate in the school dimension of the process, namely the application part, are the practice teachers. MoNE defines the practice teacher as "the teacher who has a teaching formation in the practice school, selected from among the experienced teachers, guides and counsels the teacher candidate in gaining the behaviors required by the teaching profession". Practice teachers should be open to collaboration, willing to introduce teaching-learning processes, and sharing (Coşkun & Yalın Uçar, 2012). Since the application students gained their first professional experience under the guidance of the practice within the scope of the Teaching Practice course, the practice teacher should understand the importance of this process and know his responsibility. Teacher candidates find the opportunity to apply the knowledge they have acquired at the end of their 4-year undergraduate education in a real environment for the first time. Based on these points, the aim of this study is to evaluate the opinions of preschool student teachers studying at the same university and practice teachers about their practices in preschool education institutions within the scope of the "Teaching Practice I-II" course. This research was carried out to determine the opinions of 10 pre-school teachers working in 5 state kindergartens randomly selected from Küçükçekmece, Bakırköy and Ataköy districts of Istanbul province and 10 preschool stundent teachers studying at a foundation university in Istanbul on Teaching Practice I-II courses. Within the scope of the research, two data collection tools, "Teacher Interview Form" and "Student Interview Form", were used. The teachers and student teachers were determined by using the "snowball sampling" method. In the research, semi-structured interviews were conducted with a total of 20 people, including 10 preschool student teachers and 10 practice teachers. While the student teachers found the education they received at the university as theoretical and they could not implement activities that might interest children in the classroom, the practice teachers stated that the presence of teacher candidates in their classrooms provided an advantage especially in terms of supporting them in art activities, but they did not find their classroom management dominance sufficient. While the student teachers found their communication with them good, they stated that the student teachers should improve themselves in the activity implementation processes.

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Garrido, María Concepción Domínguez, Adiela Ruiz-Cabezas, María Castañar Medina Domínguez, María Cecilia Loor Dueñas, Eufrasio Pérez Navío, and Antonio Medina Rivilla. "Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development." Sustainability 12, no. 23 (November 27, 2020): 9934. http://dx.doi.org/10.3390/su12239934.

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The present research is embedded in the professional development and research line, and in the needs of secondary education and first-year university teachers. Evidencing the importance of teachers’ professional training to include specific adaptations and skills on both the intercultural dialogue and understanding—often called Intercultural Competence—is fundamental because of the direct impact for the sustainable development of human beings, groups, and ecosystems. An extensive investigation of the role played by each of the main competencies linked to the following intercultural dimensions was performed: Professional Identity, Ethics and Axiology, Methodology, and Inclusive Education. The integrated methodology used was a cross-study of data, performed after the obtention of a three-cornered evaluation of results collected in focus groups, interviews, and questionnaires. Findings showed the impact of the intercultural dialogue and understanding in education patterns for the sustainable development of society. Other outputs also underlined the relevance of setting up a new ecology of forms, knowledge, attitudes, and educational meanings, further used to update teachers and students’ training in sustainable ecology and cultural diversity. Progress made in these complementary competencies—Professional Identity, Ethics and Axiology, Methodology—were appraised by teachers participating in the present study; the latter showing an increased interest and demand for the intercultural competence, after increasing their proficiency in the other complementary competencies.

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Wang, Guangwei, and Xiaomei Chen. "Evaluation of the Online and Offline Mixed Teaching Effect of MOOC Based upon the Deep Neural Network Model." Wireless Communications and Mobile Computing 2022 (March 19, 2022): 1–12. http://dx.doi.org/10.1155/2022/2173005.

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This article is dedicated to discussing the online and offline mixed teaching evaluation of MOOC based on deep neural networks. Deep neural networks are an important means to solve various problems in various fields. It can evaluate the teaching attitude of teachers, the teaching content in the classroom, the teacher’s narrative ability, the teaching methods used by the teachers, and whether the teaching methods are rigorous. And it can train on a large number of datasets evaluated by students on a certain course and get results. This article first explains the advantages of the neural network model and explains the reasons for the emergence of MOOCs and the mixing with traditional classrooms. It also explains some deep neural network (DNN) models and algorithms, such as BP neural network model and algorithms. This model uses backpropagation. When there is an error between the output sample of the neural network and the target sample, the error can be backpropagated to adjust the threshold and weight to make the error reach the minimum. The algorithm steps include forward propagation and backpropagation and are substituted into the gradient descent method to obtain the weight change of the output layer and the hidden layer. It also explains the Gaussian model in DNNs. The given training data vector in the Gaussian mixture model and the configuration of GMM are used for expectation maximization training using an iterative algorithm, and the unsupervised clustering accuracy ACC is applied to evaluate its performance. Use pictures to describe the mixed-mode teaching mode in the MOOC environment. It is necessary to consider teaching practice conditions, time, location, curriculum resources, teaching methods and means, etc. It can cultivate students’ spatial imagination, engineering consciousness, creative design ability, drawing hand-made ability, and logical thinking abilities. It enables teachers to accept the fair and just evaluation of students. Finally, this article discusses the parallelization and optimization of GPU-based DNN models, splits the DNN models, and combines different models to calculate weight parameters. This article combines model training and data training in parallel to increase the processing speed under the same amount of data, increase the batch, increase the accuracy, and reduce the training shock. It can be concluded that its DNN model has greatly improved the training effect performance of the MOOC online and offline mixed course effect dataset. The calculation time is shortened, the convergence speed is accelerated, the accuracy rate is improved, and the acceleration ratio is increased, which compares with the same period of the previous year increase of more than 37.37%. The accuracy has increased, comparing with the same period of the previous year, an increase of more than 12.34%.

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Tangalakis, Kathy, Kate Kelly, Natalie KonYu, and Dianne Hall. "The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 160–75. http://dx.doi.org/10.53761/1.19.1.10.

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Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics’ home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.

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Febriana, Rina. "Identifikasi Komponen Model Pelatihan Pedagogi untuk Meningkatkan Profesionalitas Calon Guru Kejuruan." Jurnal Pendidikan Teknologi dan Kejuruan 23, no. 1 (May 17, 2016): 79. http://dx.doi.org/10.21831/jptk.v23i1.9487.

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This study aims to develop the components of a pedagogical training model to improve the professionalism of prospective vocational teachers. This study is planned to be undertaken in three years.In the first year it was generated the components and their pedagogical training model tests in the internal scale of Jakarta State University. This study uses a quantitative method that lasted for three years. The determined outcomes of the study in the first year, the second year and the third year are the identification of the components, the model of training pedagogy and the effectiveness evaluation of the model by integrating the prerequisit pedagogical subjects. It will give impacts to the students who has completed the pedagocical course. They will have pedagogic competence to improve their pedagogical professionalism. This study uses the design of research and development by adopting the model of vocational training (skill training for the job). The subjects of the study were the students of the Faculty of Engineering, Jakarta State University. The arranged procedure of the study in the first year consists of: (1) the study of literature, (2) the data collection and the triangulation of data, (3) the description and the analysis of the data. The achieved target in the first year was the identification of the components of pedagogical training model.Penelitian ini bertujuan untuk mengembangkan komponen model pelatihan pedagogi untuk meningkatkan profesionalitas calon guru kejuruan. Studi ini direncanakan akan memerlukan waktu tiga tahun. Pada tahun pertama dihasilkan komponen model pelatihan pedagogik beserta ujicoba pada skala internal UNJ. Penelitian ini menggunakan metode kuantitatif yang berdurasi selama tiga tahun. Luaran penelitian pada tahun pertama adalah identifikasi komponen model pelatihan pedagogik, tahun kedua menghasilkan model pelatihan pedagogi dan tahun ketiga menguji efektivitas model dengan mengintegrasikan mata kuliah kependidikan yang bersifat prerequisit sehingga setiap mahasiswa yang telah menyelesaikan matakuliah kependidikan akan memiliki kompetensi pedagogik yang dapat meningkatkan profesionalitas keguruannya.Penelitian ini menggunakan desain research and development dengan mengadopsi model latihan keterampilan kerja (skill training for the job). Subyek penelitian adalah mahasiswa di Fakultas Teknik Universitas Negeri Jakarta. Tahun pertama menempuh alur sebagai berikut: (1) studi literatur, (2) pengumpulan data lapangan dan triangulasi data, (3) deskripsi dan analisis temuan terhadap komponen model pembelajaran yang terdapat pada pendidikan kejuruan. Target yang dicapai pada tahun pertama yaitu identifikasi komponen model pelatihan pedagogik.

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Jing, Guo. "Research on Evaluation Algorithm of Innovation and Entrepreneurship Effect of College Graduates Based on DL." Mathematical Problems in Engineering 2022 (April 11, 2022): 1–9. http://dx.doi.org/10.1155/2022/1802156.

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In recent years, there have been more than 7 million college graduates in China every year. Management, teachers, teaching, family, and society. Finally, a summary of the whole article is made. Deep learning (DL) emphasizes the understanding, application, and creation of knowledge and forms a natural close relationship with the cultivation of innovation and entrepreneurship. DL with thinking training, knowledge migration, the flexible use of the learning method, learning state of balance and other characteristics, to improve college students’ knowledge absorptive capacity, knowledge integration capability, knowledge conversion capability, and knowledge application ability, improve students’ ability of knowledge creation, and then improve the ability of innovative undertaking. Therefore, the cultivation of college students’ innovation and entrepreneurship ability (EA) based on DL should start with the construction of teaching design, the reform of teaching methods and methods, and the innovation of teaching assessment methods. Deepening the reform of innovation and entrepreneurship education is an important way for universities to put students first, improve the talent training system, and improve the talent training level. It is the key content for universities to further promote the reform of innovation and entrepreneurship education to create specialized courses, build high-quality courses in innovation and entrepreneurship education, improve the teaching effectiveness of innovation and entrepreneurship education, and realize more effective learning for students.

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Khaled Safar Al-Thubaiti, Khaled Safar Al-Thubaiti. "The reasons for the gap between the results of the test of secondary school students in Taif and the results of the general and achievement test: أسباب الفجوة بين نتائج اختبار طلاب المرحلة الثانوية بالطائف وبين نتائج اختبار القدرات العامة والتحصيلي". مجلة العلوم التربوية و النفسية 5, № 48 (28 грудня 2021): 109–87. http://dx.doi.org/10.26389/ajsrp.k200421.

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The current study aimed at the reasons for the gap between the results of the test of high school students in Taif and the results of the general aptitude and achievement test from the viewpoint of students, teachers, educational supervisors and school leaders To achieve the objectives of the study, the researcher used the descriptive and analytical approach. Two questionnaires were prepared, a questionnaire for students, and the other was distributed to teachers, supervisors and educational leaders. The study sample reached (343) by (193) students and (150) teachers, an educational supervisor and a school leader. The gap regarding students is ranked according to importance as follows: In the first place, fear of the tests leads to failure to perform with an average of (4.1), and in the second place, "students were not trained in the school on tests similar to the aptitude and achievement tests" with an average of (3.97). With regard to teachers, educational supervisors and school leaders, arranged in order of importance as follows: In the first place is "deficiency in the inclusion of samples of aptitude tests and achievement tests in the curriculum" with an average of (4.49), and in the second place is a deficiency in conducting periodic experimental tests for students during the year for training on exams Achievement abilities and tests, with an average of (4.43). In light of the results of the study, the researcher presented a set of recommendations and proposals, the most important of which are: Exercise in awe, attract trainers of the offered mental skills specialists in measurement and evaluation, design tight training bags that specialize in testing general abilities.

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Kusmantoro, Adhi, and Irna Farikhah. "Socialization and Training of Solar Power Generation (PLTS) at SD Negeri Tambakharjo Semarang." Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan 22, no. 1 (May 31, 2022): 37–50. http://dx.doi.org/10.21580/dms.2022.221.11949.

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SD Negeri Tambakharjo Semarang uses PLN electricity with low installed power. The school is located in an area that has a total photovoltaic output power and solar radiation intensity of 1,486 Mwh/year and 1953.3 Kwh/m2/year. The average output power per day of photovoltaic (solar panels) in October and November 2021 was 4551 Wh and 3778 Wh. Therefore, the purpose of community service is to socialize the use of solar power plants (PLTS) through learning activities (education) and solar pv training for students and school teachers. The methods used in this activity are divided into three stages. In the first stage, field observations were carried out to find problems related to the availability of electrical energy in schools. In the second stage, the implementation of community service includes the delivery of solar panel material with lectures, demos, and solar power plant system designs in schools. In the third stage, it is the stage of evaluation or feedback by providing questionnaires to participants. The results of this service activity provide information data on understanding of solar panels and batteries in the good category. For practical activities, it needs to be improved to be taught for students in grades 5 and 6, so that solar pv props are indispensable in the school.

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Tsarava, Katerina, Korbinian Moeller, and Manuel Ninaus. "Training Computational Thinking through board games: The case of Crabs & Turtles." International Journal of Serious Games 5, no. 2 (June 19, 2018): 25–44. http://dx.doi.org/10.17083/ijsg.v5i2.248.

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As a cognitive ability computational thinking describes a specific way of algorithmic reasoning building on concepts and processes derived from computer programming/coding. Recently, computational thinking was argued to be a fundamental and educationally relevant 21st century skill that should be fostered already in childhood. Accordingly, we developed three life-size board games – Crabs & Turtles: A Series of Computational Adventures – aimed at providing an unplugged and low-threshold introduction to computational thinking. In particular, the games aimed at introducing basic coding concepts and computational thinking processes to 8 to 9-year-old primary school children. In the current study, we first describe the design of the games in detail to explicate the development process and allow for reproducibility. We then report on a first empirical evaluation of feasibility and user experience of our educational board games in a two-phase approach. We conducted quantitative analyses of player experience and qualitative feedback of adult student participants (Phase 1) and a sample of gamification experts and teachers (Phase 2). We examined users’ game experience with an adult population to ensure the game’s appropriateness. Results indicated overall positive game experience for all three games. Future studies would be desirable, which should evaluate player experience and learning outcomes in the primary target population of children.

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Kidger, Judi, Rhiannon Evans, Sarah Bell, Harriet Fisher, Nicholas Turner, William Hollingworth, Sarah Harding, et al. "Mental health support and training to improve secondary school teachers’ well-being: the WISE cluster RCT." Public Health Research 9, no. 12 (November 2021): 1–138. http://dx.doi.org/10.3310/phr09120.

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Background Health and Safety Executive data show that teachers are at heightened risk of mental health difficulties, yet few studies have attempted to address this. Poor teacher mental health may impact on the quality of support provided to young people, who also report increased mental health difficulties themselves. Objective To test the effectiveness of an intervention aiming to improve secondary school teachers’ well-being through mental health support and training. Design A cluster randomised controlled trial with embedded process and economic evaluations. Setting Twenty-five mainstream, non-fee-paying secondary schools in the south-west of England and South Wales, stratified by geographical area and free school meal entitlement, randomly allocated to intervention or control groups following collection of baseline measures (n = 12, intervention; n = 13, control) between May and July 2016. Participants All teachers in the study schools at any data collection. All students in year 8 (baseline) and year 10 (final follow-up). Intervention Each intervention school received three elements: (1) a 1-day mental health first aid for schools and colleges training session delivered to 8% of all teachers; (2) a 1-hour mental health session delivered to all teachers; and (3) 8% of staff trained in the 2-day standard mental health first aid training course set up a confidential peer support service for colleagues. Control schools continued with usual practice. Main outcome measures The primary outcome was teacher well-being (using the Warwick–Edinburgh Mental Wellbeing Scale). Secondary outcomes were teacher depression, absence and presenteeism, and student well-being, mental health difficulties, attendance and attainment. Follow-up was at 12 and 24 months. Data were analysed using intention-to-treat mixed-effects repeated-measures models. Economic evaluation A cost–consequence analysis to compare the incremental cost of the intervention against the outcomes measured in the main analysis. Process evaluation A mixed-methods study (i.e. qualitative focus groups and interviews, quantitative surveys, checklists and logs) to examine intervention implementation, activation of the mechanisms of change outlined in the logic model, intervention acceptability and the wider context. Results All 25 schools remained in the study. A total of 1722 teachers were included in the primary analysis. We found no difference in mean teacher well-being between study arms over the course of follow-up (adjusted mean difference –0.90, 95% confidence interval –2.07 to 0.27). There was also no difference in any of the secondary outcomes (p-values 0.203–0.964 in the fully adjusted models). The average cost of the intervention was £9103 (range £5378.97–12,026.73) per intervention school, with the average cost to Welsh schools being higher because of a different delivery model. The training components were delivered with high fidelity, although target dosage was sometimes missed. The peer support service was delivered with variable fidelity, and reported usage by teachers was low (5.9–6.1%). The intervention had high acceptability, but participants reported low support from senior leadership, and minimal impact on school culture. Limitations Participants and the study team were unblinded, self-report for the main outcome measures and inaccurate measurement of peer support service usage. Conclusions The Wellbeing in Secondary Education (WISE) intervention was not effective at improving teacher or student well-being, or reducing mental health difficulties, possibly because of contextual barriers preventing it becoming embedded in school life. Future work Identification of ways in which to achieve system-level change and sustained support from senior leaders is important for future school-based mental health interventions. Trial registration Current Controlled Trials ISRCTN95909211. Funding This project was funded by the National Institute for Health Research Public Health Research programme and will be published in full in Public Health Research; Vol. 9, No. 12. See the NIHR Journals Library website for further project information. Intervention costs were met by Public Health Wales, Public Health England and Bristol City Council.

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D’Ottavio-Cattani, A. E. "Integrating scientific with histologic and embryologic competencies." ACTUALIDAD MEDICA 106, no. 106(813) (2021): 152–56. http://dx.doi.org/10.15568/am.2021.813.or01.

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Objective: Given the relevance of scientific training in undergraduates whatever their future professional practice and viewing that consistent bibliographic usually limit scientific training to a component of the medical curriculum, this approach intends to go a step further seizing each discipline of the medical curriculum for developing progressively scientific competencies. In this context, a strategy, integrating scientific and disciplinary competencies (in this case, Histology and Embryology), is presented Material and Method: The strategy was applied for fifteen years to 2000 ± 500 students per year while they were studying Histology and Embryology, one of the first-year disciplines. It included planning steps carried out by Ph.D. professors as well as the implementing and evaluating ones in charge of these professors and properly trained teachers Results: Averages of percentages of enrolled students who did not start the course, who dropped out before being able to take the final disciplinary evaluation, who could take it and who were promoted to the second year during fifteen years are registered. Likewise, an average of 80% of them satisfied with this strategy and the positive impact on the corresponding competencies of Biology, another first-year discipline, are also recorded. Conclusions: This strategy, implemented between 1986 and 2001, proved viable and fruitfully relevant until a curricular transformation limited its continuation without generating its equivalent replacement. Beyond the elapsed time since then and the reasons hindering its full accomplishment, this long-standing approach is rescued so that it may eventually be considered and improved by those who may value it profitably for their curricula.

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Lee, Min Hyo, and Chang Woo Nam. "Exploring the Factors Affecting Teachers Perception of Teaching and Learning for Learner-Centered Instruction in Teacher Education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 20 (October 31, 2022): 141–55. http://dx.doi.org/10.22251/jlcci.2022.22.20.141.

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Objectives The purpose of this study is to examine the impact of teaching and learning environment support, learning evaluation support, and student guidance support in teacher education for learner-centered classes, and to examine the perception of instructors' programs for competency development. Methods For this purpose an online survey was conducted on the needs of instructional design support, teaching and learning support, learning evaluation support, student guidance support, and instructor competency development at A University, a four-year general university located in Busan. For the collected data, multiple regression was conducted to examine the degree to which teaching and learning environment support, learning evaluation support, and student guidance support variables affect teaching design support. Results The results of this study are as follows. First, among the demands for instructional design support, teaching and learning environment support, learning evaluation support, and student guidance support, the demand for instructional design was the highest. Second, as a result of analyzing the impact of teaching and learning environment support, learning evaluation support, and student guidance support on teaching design, it was found that teaching and learning environment support had the greatest influence. Third, looking at the instructor's program requirement for the development of instructor competency, special lectures and workshops on teaching methods were the highest. Conclusions The conclusions derived from the analysis results are as follows. First, it can be seen that the demand of instructors increases according to the importance of instructional design and social necessity for effective instruction and difficulty in instructional design of prospective and incumbent teachers in teacher training institutions. Second, it can be seen that instructors recognize the importance of teaching and learning methods for learner-centered classes, and in particular, there is a high demand for special lectures and workshops on teaching methods.

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Zormanová, Lucie. "Attitude of Students Studying to be Nursery School Teachers Towards Study and Their Future Profession." Lifelong Learning 1, no. 2 (2011): 39–45. http://dx.doi.org/10.11118/lifele2011010239.

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This research deals with the personal characteristics and motivations of girls studying to be nursery school teachers through blended learning courses at the University of South Bohemia’s Pedagogical Faculty in České Budějovice. The exploratory research is aimed at contributing to the body of knowledge on the personalities of students studying to be teachers and identifying the motivation of their choice of study. It is further aimed at ascertaining what first-year students expect from the university faculty in regards to preparing them for their future teaching profession. The issue of what motivates students to study teaching is connected with the issue of expectations and an evaluation of the concept of professional training at our faculty; as it has been shown that these issues are closely connected. The tool used in this research was a questionnaire. It was intentionally decided to include in the research sample only those students who had not yet worked at a nursery school and who are just making the decision to pursue a career in teaching.

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AlTobi, Abdullah Saif, Muhannad Al-Shboul, Adnan Aldoulat, Nabeelah Al-Halalsheh, and Hadeel Aldoulat. "Teaching Competencies and Job Satisfaction among Basic Education Teachers." Modern Applied Science 13, no. 2 (January 14, 2019): 140. http://dx.doi.org/10.5539/mas.v13n2p140.

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This study aimed to identify the teaching competencies and job satisfaction among basic education teachers.To achieve the objectives of the study, two study tools, teaching competencies questionnaire and job satisfaction scale, were applied. The study followed a descriptive methodology; its sample consisted of (65) male and female teachers from public schools at Al-jam'a directorate of education in Amman, for the spring semester of the academic year 2014/2015; the participants were chosen randomly. For the purpose of statistical analysis, means and standard deviations were computed. However, the validity and reliability tests were conducted for the study tools. Thus, Cronbach alpha coefficient were applied to measure the reliability of first tool and second tool of the study, which were (0.869 and 0.857) respectively. The results of the study revealed that the level of the teaching competencies possessed by physical education teachers on the total score was high, and the level of job satisfaction possessioned by physical education teachers on the total score was moderate. The results also showed that there were no statistically significant differences at the level of significance (α = 0.05) in the three domains of teaching competencies (planning competencies, implementation competencies, and evaluation competencies). In the light of the results of the study, the study concluded a number of recommendations including: inclusion the teaching competencies to be met by physical education teachers in preparation and teacher training programs; and pay attention to the moral, economic, and social aspects of physical education teachers.

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Herimanto, Herimanto, Triyanto Triyanto, and Musa Pelu. "Pengembangan Model Pembelajaran Budi Pekerti Berbasis Multikultural." AGASTYA: JURNAL SEJARAH DAN PEMBELAJARANNYA 4, no. 01 (January 10, 2014): 1. http://dx.doi.org/10.25273/ajsp.v4i01.817.

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<p>Long-term goal of this study was to character-based learning model can be applied in the implementation of the multicultural character education curriculum in junior high school (SMP) in Surakarta as an effort to prevent a culture of violence in Surakarta. The target of this study is the identification of a model-based development of multicultural learning manners. To achieve these objectives do Research and Development (R & D) gradually for 3 (three) years. This study used a qualitative paradigm, which I pursued in the exploratory method; year to second with the method of exposure, focus groups, workshops, and in-depth interviews; year to III with training methods, test models, evaluation of the test results, the revised and improved model that has been tested, and dissemination of results. development. Concrete measures in the first year were identified: 1) initial ability of teachers to implement character education multicultural education based learning process in implementing character education curriculum. 2) Perception of teachers character education based on learning multicultural education. 3) Perceptions of stakeholders (Department Dikpora / Surakarta City Government, parents / guardians, school character education) to the learning process based multicultural education. 4) Identify the extent of the implementation of character education has been developed through a learning process based on multicultural education, and 5) draft a tentative model of the development of learning-based multicultural character as prevention of the culture of violence in Surakarta. Data collected from other informants, places and events as well as documents / files, or through focus groups, which further analyzed with interactive models.The results obtained in the studies I dart this, namely: (1) The teachers have implemented a character education character-based multicultural learning through discussion methods, simulations, games, community service, observations, as well as the provision of materials in the classroom manners. However, most teachers do not understand the concept of multicultural education, (2) The teachers and stakeholders strongly support the learning plan based multicultural character, given that smells sara violence that often involve the students, (3) learning manners have been implemented with based multicultural through the process of learning, habituation, and modeling. Habituation and modeling performed by all the schools, while the learning process implemented by educators character education, (4) learning manners are still a lot of barriers or obstacles that come dart students, teachers / administrative staff-employees, the environment around the school, funds, facilities and infrastructure, principals, parents, and government policy.</p>

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Mukhallafi, Turki Rabah Al. "English in Saudi Arabia: Status and Challenges in The Light of Prince Mohammad Bin Salman’s Vision 2030." International Journal of English Linguistics 9, no. 4 (July 3, 2019): 209. http://dx.doi.org/10.5539/ijel.v9n4p209.

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It is essential that educational institutions prepare students for the workforce especially when they are teaching English. In most Saudi Universities English Departments have been established in the Faculties of Arts, Languages, Education and Translation. However, recognition of the need for English in the Saudi educational system has not always been matched by acceptable educational outcomes. This is indicated by the inadequate number of well-trained and highly qualified teachers of English. Lack of recognition has hindered progress towards reaching the Kingdom Vision of 2030 that focuses on empowering citizens through reshaping the educational system and turning learners into skillful, educated and independent individuals. Therefore, this study examines the extent to which the KSA Vision 2030, in terms of teaching English as a foreign language in universities, is being implemented. A questionnaire was given to first year students at the Northern Border University, in Saudi Arabia. The questionnaire had two main sections, the first contained six general questions and the second section had 39 items covering very specific elements such as, Content & Teaching Methods, Evaluation & Assignments and Training & Professional Development. Analysing the data from the questionnaire was done using SPSS software.

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Thomas, Joseph. "A Critical Analysis of the Problems in Communicative English Faced by Learners in Engineering Colleges." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 3 (March 13, 2015): 767–71. http://dx.doi.org/10.24297/jal.v5i3.2861.

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A critical study is conducted in a premier Engineering college in Tamil Nadu.This Institution enjoys an excellent status in terms of admissions, extra-curricular activities and placement. Meritorious students with high scores in plus two are admitted every year. The institution takes up a series of steps to improve the communication skills of learners. Despite these efforts, many final year students are unfit to be placed due to low proficiency in the basic skills of English language. Hence the study aims at identifying their problems with communication skills, analyzing the causes and suggesting remedies for improvement. Every class room has a heterogeneous group of students from different educational streams such as- CBSE, matriculation and state board. A majority of students have had their schooling in Tamil medium. Further, they hail from different backgrounds, rural, semirural and urban. Technical English is included in the curriculum only in first and second semesters, where concentration is on teaching grammar items. In the fifth semester, every branch of students is given a three hour training per week in the communication lab. The study reveals that the learners indifference and lack of intrinsic motivation is the prime cause for low proficiency. The evaluation system compels the faculty to complete the syllabus from an examination point of view. This is another handicap which prevents the teachers from imparting the required communication competency within the prescribed hours. It is hoped that this study will create awareness among the language teachers to discover more efficient methods to cope up with the learners need.

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Hidayati, Nasrul Rofiah, Elva Nuraina, and Isharijadi Isharijadi. "UPAYA MENCIPTAKAN WIRAUSAHA BARU MANDIRI BERBASIS IPTEKS DAN KEARIFAN LOKAL." Jurnal Terapan Abdimas 1 (January 1, 2016): 1. http://dx.doi.org/10.25273/jta.v1i1.331.

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<p>IKIP PGRI has always had a commitment to establish an independent mindset in students, for the students equipped with the adaptive ability of science, has leadership and entrepreneurial spirit. Therefore entrepreneurships spirit among the students for the sake of the next generation job creators need to be cultivated. The realization of this commitment IKIP PGRI Madison follow science and technology program for entrepreneurship (IBK) with the aim of developing human potential as young entrepreneurs, independent, based on local knowledge of the higher education and the establishment of outcome-based self-eleven new science and technology entrepreneurs who are ready to do business in community per year, the product of new entrepreneurial students have the advantage of science and technology, better known products produced by student entrepreneurs (PKMK) by the public, increasing the business management of students who have started businesses (oyster mushroom cultivation, the creation of a variety of zipper into a bag and wallet, Pecel Origiri and Yoghurt various flavors) and the publication of the results in the journal IBK entrepreneurship programs. The methods used to recruit participants Ibk tenants based on the success of the team in the delivery of new entrepreneurs Ibk independently in the first year. The number of tenants who started the business in the first year as many as 11 people were divided into 4 groups of businesses. Realization of IKIP PGRI Madison IBK program has accomplished 100%. The work program has been implemented: Socialization, debriefing, internship, start up bussiness, implementation and monitoring of business activities on an ongoing basis by IBK Team PGRI Madison Teachers' Training College and a business center complete shop means the student as a student business center, workshop, final report. Pembinanaan process, directing, monitoring and evaluation of business activities will be carried out by a team of tenants and UPPK IBK (Training and Enterprise Development Unit) on a regular basis with the aim to give birth to new entrepreneurs in the IKIP PGRI student Madison as creator of employment generation.</p>

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Aloufi, Faisal, Ibrahim AL-Hussain Khalil, Abdelkader Mohamed Abdelkader Elsayed, Yousef Wardat, and Ahmed AL-Otaibi. "Virtual Mathematics Education during COVID-19: An Exploratory Study of Teaching Practices for Teachers in Simultaneous Virtual Classes." International Journal of Learning, Teaching and Educational Research 20, no. 12 (December 30, 2021): 85–113. http://dx.doi.org/10.26803/ijlter.20.12.6.

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The current study has aimed to identify the status of teaching mathematics in simultaneous virtual classes, in the light of the Covid 19 pandemic, by uncovering the teaching practices in the fields of lesson planning, teaching the new mathematical knowledge, classroom management, and raising the level of interaction, and that of evaluation. The descriptive approach was used in this study, and a random sample, which consisted of 385 mathematics teachers in the Qassim Education Department, was chosen during the first semester of the academic year 2020/21. The questionnaire was the tool used to collect the data after confirming the validity and the reliability thereof. The results of the study showed that the status of teaching mathematics in simultaneous virtual classes in the light of the Covid 19 pandemic was at a high level (3.80/5), according to the respondents' point of view. The results were respectively as follows: planning "high" 3.87; teaching new mathematical knowledge high "3.81"; the evaluation at a high degree of 3.80; and class management, as well as raising the level of interaction at a high degree of 3.67. The results of the study have revealed that there is a discrepancy in some practices, a matter which requires the identification of the training needs of mathematics male and female teachers in the field of e-learning in virtual classes, such as diversifying the methods of receiving students' responses to activities (chatting - WhatsApp --... etc.); the use of electronic participatory learning strategies in building and organizing the work of cooperative learning groups, employing electronic communication applications in providing reinforcement and feedback to students, employing electronic sports activities in presenting the lesson, and by using virtual engineering tools, while solving mathematical problems.

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Voronina, M. V. "«Flipped» class – innovative model of training." Open Education 22, no. 5 (November 10, 2018): 40–51. http://dx.doi.org/10.21686/1818-4243-2018-5-40-51.

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The purpose of this study:– to describe the current state of affairs and the current state of theory and practice in the field of educational processes that use the “Inverted” learning concept as the basic pedagogical strategy of learning in general, geometry and engineering graphics in particular;– to discuss the effectiveness of the “Flipped” class model, its advantages and disadvantages in comparison with the traditional method of training.Materials and methods. In order to test the hypothesis of the study, a set of different methods, complementary to each other was used:– Theoretical methods: analysis of the teachers’ papers and psychologists on the research problem; analysis of methodological and educational literature; theoretical justification of the possibility of introducing the “Flipped Class”;– Empirical methods: observation, ascertaining, pedagogical experiment, questioning, testing. The study was conducted on the basis of the Descriptive Geometry and Graphics Department of Saint Petersburg Mining University.Twenty-five first-year students of the Electromechanical Faculty participated in the experiment.Results.The study showed that there is a lack of:– Qualitative research for a deeper understanding of the phenomenon of the “Inverted” training in specific contexts;– Scientifically based research that examines the various aspects of the tried and tested implementation of the “Inverted” training;– Working programs and training materials for implementing the “Inverted” training, based on the reasonable theoretical foundations and methods of evaluation;– Recommendations for researchers, practitioners and policy-makers of the “Inverted” training to develop action plans; Theoretical and practical contribution of the research:– The analysis of the existing studies on the “Flipped” class of domestic and foreign scientists is conducted;– The positive and negative aspects of the “Flipped” class model are revealed;– Based on the analysis of the students’ survey, the issues are considered, related to the segmentation of the field of education, namely, the effectiveness of the application of the “Inverted” learning.Conclusion.The relevance of this study is determined by the lack of fundamental research in the use of the “Flipped” learning model of pupils of schools and students of higher educational institutions; lack of scientifically based and proven programs, training materials for the “Inverted” training; as well as the need to develop new modern tools to support work in the classroom and forms of the individual student work.The success of the “Inverted” approach to learning depends on the synergy between the lecturer and the students and requires constant motivation before, during, and after training.Many scholars believe that this pedagogy can work well in various academic disciplines, a whole range of mathematics, as well as other STEM courses, and is encouraged by the growing national interest in this pedagogy, which will undoubtedly lead to new ideas, strategies and tools.To create reasonable theoretical principles of pedagogy in the field of the “Inverted” training, as well as evaluation methods, it is necessary to conduct further scientific research, studying various aspects of practical implementation of long-term programs and training materials to teach pupils and students.

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Sahach, O., V. Korniat, I. Didukh, V. Prokopchuk, L. Pletenicka, I. Demchenko, I. Maksymchuk, and B. Maksymchuk. "Motivation and conditions for the development of pedagogical skills in the process of vocational training." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(123) (July 28, 2020): 125–31. http://dx.doi.org/10.31392/npu-nc.series15.2020.3(123).24.

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The analysis of the requirements which are made to a specialist in the professional code shows that, as a rule, they can be conditionally erected to two groups of standards: the first group is requirements to the quality, content and results of professional activity; the second group is the requirements for the personality of a professional. Among the requirements that belong to the requirements of the personality of a future teacher of physical culture, there is possession of his pedagogical skill. With a positive attitude towards people, towards themselves as a person, with a developed interest in communication and cooperation with people, the chances of developing this important personal characteristic increase significantly. The analysis of the curricula for physical education teachers’ training showed that value ideas about future profession of students begin to be formed only at the end of the second year. In order to find out the possibilities of developing pedagogical skills in the educational process, we clarified the content of normative and elective disciplines of the educational and professional program, which allow to form self-determination, self-identification of the personality at a future teacher of physical culture: understanding of yourself and others, adequate self-assessment and assessment of environmental reality, to make own attitude to professional pedagogical activity. After studying a discipline, students should be able to determine ways to form and implement pedagogical skills; self-evaluation of personality qualities, plan own self-improvement (keep a diary of professional formation); use individual features of mimics, pantomimics and other non-verbal means of communication to improve pedagogical technology, increase efficiency, educational process; to possess acting skills, to carry out the presentation and etc.

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Hunchak, C., E. Fremes, S. Kebede, and N. Meshkat. "P063: Perceptions and reflections of Ethiopian emergency medicine graduates regarding the Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM) Curriculum: a qualitative evaluation study." CJEM 19, S1 (May 2017): S99. http://dx.doi.org/10.1017/cem.2017.265.

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Introduction: The first-ever EM postgraduate training program in Ethiopia was launched at Addis Ababa University in 2010. EM faculty from the University of Toronto were invited to design and implement an EM rotation-based curriculum with tri-annual teaching trips to support the overall AAU EM program. To date, three cohorts of EM specialists (n=15) have graduated from the three-year program. After six years of implementation, we undertook a qualitative evaluation of the TAAAC-EM curriculum. Methods: Data collection took place in 2016 in Ethiopia via in-person graduate interviews (n=12). Participants were interviewed by a trained research assistant who used a semi-structured interview guide. Standard interview, transcription and analysis protocols were utilized. Qualitative software (QSR-NVIVO 9) was used for thematic grouping and analysis. Results: Graduates of AAU’s EM residency training program reported very positive experiences with the TAAAC-EM curriculum overall. All graduates acknowledged the positive impact of TAAAC-EM’s emphasis on bedside teaching, a unique component of the TAAAC-EM model compared to traditional teaching methods at AAU. Graduates felt that TAAAC-EM teachers were effective in creating a novel culture of EM at AAU and in role-modeling ethical, evidence-based EM practice. When asked about specific areas for program improvement, the following themes emerged: 1) a desire to shift delivery of the didactic clinical epidemiology curriculum to the senior residency years (PGY2-3) to coincide with completion of a required residency research project; 2) a desire for increased simulation and procedural teaching sessions and 3) the need for more nuanced context specificity in the curriculum delivery to incorporate local guidelines and practice patterns. A lack of educational supports during non-TAAAC-EM visits was also identified as an area for further work. Conclusion: Interviewing graduates of AAU’s EM residency training program proved important for determining areas of curriculum improvement for future trainees. It also provided critical input to TAAAC-EM strategic planning discussions as the partnership considers expanding its scope beyond Addis Ababa.

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Yao, Dunhong, Xian Zhang, and Yiwen Liu. "Teaching Reform in C Programming Course from the Perspective of Sustainable Development: Construction and 9-Year Practice of “Three Classrooms–Four Integrations–Five Combinations” Teaching Model." Sustainability 14, no. 22 (November 16, 2022): 15226. http://dx.doi.org/10.3390/su142215226.

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In the past, the teaching of C programming courses was teacher-centered, and students’ practical ability, innovation ability, independent learning ability, and moral character were not effectively improved. In order to meet the requirements of teaching informatization, OBE philosophy, “Golden Course” construction, and ideological politics in the curriculum for course teaching, we have been reforming how C programming courses are taught since 2013 from the perspective of sustainable development in order to realize the synergistic promotion of knowledge imparting, ability training, and moral character shaping. First, we systematically reformed the teaching support system in eight dimensions: changing the teaching philosophy, enriching teaching resources, reconstructing the teaching environment, reshaping the course content, transforming the teaching process, innovating teaching methods, reforming course evaluations, and building ideological politics surrounding the ecology of the curriculum. On this basis, we divided the teaching classroom into three classrooms: theory, practical training, and innovative practice. We ensured that teaching resources, information technology, diversified evaluation, and moral character shaping were always integrated into the classroom. Then, we used a combination of “online and offline, in-class knowledge learning and extra-curricular autonomous practice, teachers’ careful lectures and seniors’ guidance, ability training and moral character shaping, and impart knowledge and innovative practice” to build a student-centered teaching model of “three classrooms–four integrations–five combinations”. Since the application of this model in course teaching, students have not only enhanced their sense of access to learning and improved their course performance, independent learning ability, and practical ability, but have also improved their innovation ability, with students achieving excellent results in thesis publication, patent applications, software copyright applications, discipline competitions, and innovation project applications. Students have cultivated a strong sense of social responsibility and high moral character, and employers are highly satisfied. This teaching model has been adopted and reused in 12 engineering courses and has achieved good application results. The teaching model can provide a reference for college engineering courses to build a student-centered information-based education ecology, create high-quality classrooms, and collaboratively improve students’ abilities and moral character.

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FLORESCU, Daniela Mihaela, and Laura CIOLAN. "INNOVATIVE EXPERIENCES IN EVALUATING ACQUISITIONS AT AN EARLY AGE." JOURNAL PLUS EDUCATION 31, no. 2/2022 (November 1, 2022): 21–34. http://dx.doi.org/10.24250/jpe/2/2022/dmf/lc.

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This article presents the results of a research developed through applying an international assessment tool for development and early education. The study reveals the benefits of using a standardized assessment tool correlated with the current regulatory documents. Starting from the results obtained after the application of the batch of tests, a formative training program was created in which the correlation of the areas of development was investigated, with the indicators of the Fundamental Reference in the Learning and Early Development of Children and the tests of the evaluation tool. The research was carried out during a school year, with the target group being the preschoolers of the Preschool with extended program "Căsuța Bucuriei" no. 11 Brașov. At the beginning of the school year, in the initial assessment, the IDELA standardized assessment tool was applied to a number of 10 groups with a total of 259 preschoolers, then at the summative assessment (at the end of the first semester) the application was resumed to all groups in the experiment, identifying the natural evolution of preschoolers. During the second semester, between the two moments of evaluation (summative and final), the group of preschoolers was divided into an experimental group and a control group. Preschoolers in the experimental group benefited from formative training. Following the collected results, our aim was to offer teachers a complex vision of the level of development and school preparation of preschoolers, using an innovative assessment tool. The IDELA tool (international early childhood development and education assessment of children aged 3-6.5 years), was developed following three years of testing and piloting at international level. The tool drew on a number of existing sources and tools, including the Early Development Tool, the Age and Stages Questionnaire, the Denver Multiple Indicator Set Study, the Early Childhood Development Standards from a number of countries where these were available, as well as numerous tools developed and used by Save the Children national teams.

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Di Marco, Lionel, Jean Breton, Donald K. Martin, Patrice Morand, and Pierre Gillois. "Freedom of Master's Degree Students to Study in Health Curricula: Switching to Optimized Blended Learning as a Solution!" Yearbook of Medical Informatics 29, no. 01 (April 17, 2020): 247–52. http://dx.doi.org/10.1055/s-0040-1701978.

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Summary Objectives: The Grenoble (France) Master's degree in health includes 17 sub-specialty programs, 120 separate teaching units (TUs) and caters for up to 400 students per year. We present the pedagogical transition to blended learning based on flipped classroom initiated in 2010 to overcome the pedagogical limitations of classical lectures. Methods: The pedagogical organization of each TU is based on the weekly and sequential implementation of five sequences. The first three sequences comprise the learning stages of (1) self-learning on knowledge capsules, (2) interactive on-line questions and votes of interest, and (3) interactive on-site training and explanation meetings. The last two sequences include the evaluation stages with (4) positioning tests, and (5) an anonymous evaluation of the TU allowing access to personalized follow-ups. This pedagogical sequence is completed with a final certification on a tablet computer. Results: The systematic evaluation and debriefing sessions of TUs gave us a clear SWOT vision of the revised Master's degree in health. The feedback was very positive from students, teachers, and the institution, which encourages us to move forward in this transition. Nonetheless, some of this positive feedback was unexpected, such as the ease of managing mobile learners (e.g. Erasmus, International internship) or personalized reinforcement. Conclusion: Our results indicate that a switch to blended learning is feasible in a large Master program, with improvements on student/teacher equity and for the institution.

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Anwar, Mohammad. "The Model of Kiai in Human Resource Development Quality." Tarbiyatuna: Jurnal Pendidikan Islam 12, no. 1 (February 15, 2019): 82. http://dx.doi.org/10.36835/tarbiyatuna.v12i1.353.

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Pondok Pesantren is one of the organization/educational institute that is still valued as the second class compared with public educational institute. Hence, to show that the quality of education in pondok pesantren is able to compete with other institutions is by developing human resource that is conducted by Kiai. This research is to describe about the development of human resource in increasing the quality of education in pondok pesantren Diponegoro, Klungkung, Bali by using phenomenology perspective. In addition, this research is qualitative research with the form of case study. The findings of this research are: first, the model of Kiai in human resource development of teachers competence in this pesantren, are: 1) planning the human resource that is conducted by: a) arranging the planning which involves the structures, b) it is conducted in the first year and in the middle of the semester, c) planning the teachers based on the evaluation and analysis needs. 2) Recruiting the human resource by following the procedure and sunny ideology, high dedication, sincere, and competence, b) internal and external recruitment. 3) Selecting the administrative, written test, teaching, and interview. 4) Evaluating a) conducting formal and informal assessment, b) conducting class supervision periodically, c) assessing the work performance, loyalty, responsibility, obedient, honesty, and leadership, d) assessing by report model, e) compensation of teacher in the form of financial and non financial. 5) Human resource development by giving training program and meeting periodic. The second, the model of Kiai in developing the manager of human resource competence in this pesantren are: 1) planning human resource in a) recruiting the manager based on the human resource, b) selecting which is customized by the position needs, c) placing and appointing based on the duty and authority, d) developing the human resource by giving training, e) maintaining of well-being, f) integrating the human resource by leadership and communication, g) compensation the allowance of pesantren, h) discipline, i) discharging the position, 2) Implementing the strategy of human resource planning by: a) supplying, filtering and selecting, b) developing by giving training and mutation, continuing study to the higher level and mutation the position, c) maintaining of well-being, d) integrating by communication intensely in solving the problem in general, e) compensation of fee, f) discipline, it is pointed out whether to the students or manager who violate the rule, g) discharging which is caused by mutation, retired, and resigned.

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Kesici, Ayşe Elitok, and Barış Çavuş. "The Evaluation of Teacher Training Programs in the United States of America in Terms of Student-Centered Practices Used in Class." Journal of Education and Training Studies 7, no. 10 (August 26, 2019): 78. http://dx.doi.org/10.11114/jets.v7i10.4462.

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The purpose of this research was to evaluate the teacher training programs in the United States of America in terms of student-centered practices used in class. Learning and teaching processes were evaluated based on classroom observations (the methods, techniques, materials and student-centered practices used in class). Qualitative research method was used in the research. The researcher collected the data through direct participatory and unstructured observation. In participatory observation approach, the observer makes observations without any external influence. The researcher made observations in three different classes during the spring semester of 2017-2018 academic year. The observations were made at the 4th grade level. The study group of the observations was composed of three teachers. The first of the classes in which the observations were made was social studies teaching, while the second was psychological counseling and guidance teaching, and the third was primary school teaching. The researcher kept the duration of the observations long. The reason for this was to try to ensure that teacher candidates and the teacher considered the researcher as if she were a member of the class. This precaution is necessary so as to be able to capture the natural atmosphere of the class and minimize artificial behaviors, which, in turn, positively affects the validity and reliability of the research. According to the findings obtained from the research, it was found that a total of 19 active learning methods, techniques and practices were used in the three classes. In class, question-answer was used most. It was observed that there were 17 different types of active methods, techniques and instructional practices. It was determined that a total of 19 different kinds of active learning materials were used in the three classes. Projector was the material which used the most in class. Based on the findings of the research, it was determined that there were also active learning practices that were not used in class. Depending on the fact that learning by doing is the most permanent traced learning, practices that can make the student active can be included more.

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Verbitsky, S. Yu, M. P. Pityn, I. V. Karatnyk, and Ya I. Hnatchuk. "Priorities of Using Interactive Educational Methods in the Technical Preparation of Volleyball Players at the Stage of Initial Training." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 7, no. 5 (November 21, 2022): 306–13. http://dx.doi.org/10.26693/jmbs07.05.306.

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The purpose of the study was to determine methodological priorities for the use of interactive educational methods in the technical preparation of volleyball players at the stage of initial training. Materials and methods. The methods of theoretical analysis and generalization of data from scientific and methodical literature, the method of expert evaluation, methods of mathematical statistics were used. During September-December 2020, 24 coaches and physical culture teachers who conduct volleyball group work in secondary schools were interviewed. Results and discussion. The rating of interactive educational methods for studying individual technical techniques in volleyball has been determined. Experts offer to use different methods for studying and improving the ball serve: discussing the problem in a general circle, acting out the situation, working in small groups, decision tree; for passing the ball: rotating (changeable) threes, working in pairs, microphone and acting out the situation; for receiving the ball: working in pairs, working in small groups, discussing the problem in a general circle and solving problems; offensive strike: evaluative discussion, work in pairs and discussion of the problem in the general circle; for blocking: two-four-all together, work in pairs, rotating (changeable) threes, work in small groups. Experts recommend using eleven separate interactive educational methods, among them: five belong to the subgroup of cooperative learning: work in small groups, rotating (changeable) threes, work in pairs, circle of ideas, two-four-all together; four methods belong to the subgroup of collective-group learning: discussion of the problem in the general circle, decision tree, microphone, problem solving; one – to the subgroup of situational modeling – acting out the situation by roles (role play, imitation) and one – to the subgroup of evaluation of debatable issues – evaluation discussion. Interesting and effective methods and means should prevail at the initial stages of athletes’ preparation. This gives reason to recommend the use of interactive educational methods for working with beginner volleyball players. Conclusion. For the first time, recommendations for the use of interactive educational methods in the preparation of athletes at the stage of initial training in game team sports (on the example of volleyball) were defined and summarized; recommendations for the application of individual methods and their subgroups for solving problems of teaching certain technical actions of volleyball are determined. Based on this, it is possible to make an objective correction of the content of the educational and training process of volleyball players of the first year of study at the stage of initial training in terms of their technical preparation

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Osafo-Acquah, Aaron. "Pre-service teacher preparation for early childhood education in Ghana: A review of literature." Ghana Journal of Health, Physical Education, Recreation, Sports and Dance (GJOHPERSD) 11, no. 1 (June 1, 2018): 49–59. http://dx.doi.org/10.47963/gjohpersd.v11i1.529.

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As a result of the continued interest in the expansion of early childhood education opportunities in Ghana, questions have arisen about how to prepare teachers for work in this context. This literature review explores the state of pre service teacher preparation for early childhood education in Ghana. Findings from the review show that Ghana faces a lot of challenges including lack of trained teachers, poor infrastructure, and poorly developed teaching and learning. The first formal declaration to address early childhood education in Ghana came in the form of the Gold Coast Colony Education Department schedule of 1930, which included a syllabus for infant classes as part of a primary schedule. The syllabus included instruction based on games, physical exercises, spoken English, singing, and arithmetic (McWilliam, H.O.A., & Kwamena-Po, M. A. (1975). After Ghana gained independence in 1957, the Education Act of 1961 was enacted to designate preschool as the responsibility of the Ministry of Education, and also declared compulsory basic education (Kindergarten- Middle school) as free for all children from age Four (4) to age Fifteen( 15). Four years later, the Nursery and Kindergarten Unit of the Ghana Education Service was created. The purpose of that unit was to develop preschools, nurseries, Kindergartens, as well as assist in the evaluation, control, and registration of these institutions. The idea of employing teaching staff who were trained teachers and professionals, led to the establishment of the National Nursery Teachers’ Training Centre in Accra in 1965 to train early childhood personnel (Morrison, 2002). By the year 1975, the Department of Social Welfare supervised 488 day care centres and the Ghana Education Service supervised 567 nursery schools and Kindergartens which enrolled 56,089 children. In an effort to regulate these early childhood centres and their programmes, the Department of Social Welfare established guidelines, which required centres to apply for permit and therefore register with the Department of Social Welfare. The Children’s Act of 1989 was therefore established and put into effect.

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Mohammad Omran Salha, Moh'd Radwan Takhman, Mohammad Omran Salha, Moh'd Radwan Takhman. "Reality of career performance for public school principals in south Hebron directorate from the viewpoint of teachers: واقع الأداء الوظيفي لمديري المدارس الحكومية في مديرية تربية جنوب الخليل من وجهة نظر المعلمين". مجلة العلوم التربوية و النفسية 6, № 1 (28 січня 2022): 45–64. http://dx.doi.org/10.26389/ajsrp.k050621.

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This study aimed to identify the reality of the performance of government school principals in the Education Directorate/ South Hebron from the viewpoint of teachers, in addition to showing the difference in views in the reality of the performance of the principals of these schools according to the gender variable, educational qualification, years of experience, and educational stage. In this study, the two researchers used the descriptive method relying on a questionnaire as a study tool. The study was conducted in the first semester of the academic year 2019/2020 and the study community will consist of all male and female teachers of government schools affiliated to the Palestinian Ministry of Education in the Directorate of Education/ South Hebron working in (172) schools. The results of the study showed: The reality of the performance of the directors of public schools in the Education Directorate/ South Hebron from the teachers' point of view came to a large extent, where the relative weight reached (71.1). There were no statistically significant differences at the level of significance ((0.05≥α) between the averages of responses of public school teachers in the South Hebron District with regard to assessing the performance of their directors due to gender and educational levels. The presence of statistically significant differences at the level of significance ((0.05≥α) among the averages of responses of government school teachers in the South Hebron Directorate with regard to evaluating the performance of their directors attributable to the variables of the educational qualification, and experience. The differences came in favor of the educational qualification (master and above), and came in favor of experience from 5 to 10 years. Accordingly, the researchers recommended some recommendations, including: Focus on training school principals to develop communication with the local community, parents and local community institutions, increasing the interest of school administrators in the technical aspect in school administrations related to methods of educational supervision, measurement and evaluation, activating the role of the principal as a resident supervisor, and pay attention to internal relations within the educational institution by the principals of public schools.

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Gorlova, Natalia, Kurman Semyonov, and Elena Yakovleva. "Quantum technologies of forming semantic reading strategies at students – future teachers." E3S Web of Conferences 210 (2020): 18119. http://dx.doi.org/10.1051/e3sconf/202021018119.

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The paper considers the problem of forming the semantic reading strategies at students - future teachers as that being the universal educational actions [hereinafter - UEA], which they should master in the university in order to be able to use them in teaching schoolchildren. These requirements are set forth in the Federal State Educational Standards for Higher Education [hereinafter referred to as the Standard] and in the Standards for Primary General, Basic General, Secondary General Education [hereinafter referred to as the Standards for General Education], which defines the lines of their continuity. Relevance of the problem is the need to develop of semantic reading strategies for the students - future teachers - to work with students in accordance with the requirements of General education Standards, on the one hand. On the other hand, first-year students who are starting to study pedagogy, did not study at school according to the new Standards and do not know the strategies of semantic reading. Modern children have changed a lot over the past decades (they have a new "system-semantic type of consciousness"), and in a different way than adults perceive, process and assimilate information, which requires the development of new approaches and technologies for their education and upbringing. Purpose of the paper is to reveal the essence and specifics of innovative quantum technologies aimed at forming semantic reading strategies at students – future teachers as universal educational actions, which will ensure the continuity of educational programs of general education and pedagogical education. The methodological basis of the problem under study is the psycholinguistics of child development (within the framework of the A.A. Leontyev’s scientific school), which studies the issues of the interconnected development of personality and consciousness of up-to-date children in the process of mastering speech activity in the context of multilingual education (in their native, non-native, foreign language, “subject language”). In the course of the study, the following methods were used: comparative analysis of scientific papers, questionnaires, training experiment, Quantum express method, analysis and evaluation of students' activity products. The results of the study confirmed the hypothesis and proved the effectiveness of Quantum technologies for forming semantic reading strategies based on the Quantum express method. In the course of studying the discipline "Pedagogy", students mastered the strategies of semantic reading, everyone was able to prepare a "student's Pedagogical Navigator" as a product of project research activities.

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Marimon-Martí, Marta, Teresa Romeu, Mireia Usart, and Elena Sofía Ojando. "Análisis de la autopercepción de la competencia digital docente en la formación inicial de maestros y maestras." Revista de Investigación Educativa 41, no. 1 (January 9, 2023): 51–67. http://dx.doi.org/10.6018/rie.501151.

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The current educational context demands digital competence from teachers as one of the key factors to guide the process of teaching and learning in a digital society. It thus becomes necessary to identify first-year university students’ competence, in order to design training that allows its development, not only at an instrumental level, but, above all, with a marked methodological character. The main aim of this research is to analyze and compare in terms of gender and degree, the perception that first-year students of Education in Catalonia and Andorra have about their level of teacher digital competence (TDC), as a means for a formative assessment method that allows future teachers to reflect on the development of this competence. A descriptive and comparative analysis with a quantitative, non-experimental and transectional approach and a post-hoc design was carried out, in which 1558 first-year students of the Bachelor’s degrees in Education from the Catalan and Andorran universities answered to a questionnaire during the 2020-21 academic year. The findings show that, in general, participants show a high self-perception of their teacher digital competence, assessing themselves more competent in ethical aspects, communication and use of digital resources and applications, while they feel less capable in aspects related to pedagogical design, evaluation and the use of digital technologies for learning. El contexto educativo actual configura una nueva competencia digital de los docentes como factor clave para dar respuesta a las formas de enseñar y de aprender en un mundo cada vez más digital. Se hace necesario identificar los conocimientos de los estudiantes de recién ingreso a la universidad, con el fin de diseñar una formación que permita el desarrollo de esta competencia, no sólo a nivel instrumental, sino, sobre todo, con un marcado carácter metodológico. El objetivo de esta investigación es analizar la percepción que tienen los estudiantes de primer curso de los grados de Educación de Cataluña y Andorra sobre su nivel de competencia digital docente, y estudiar posibles diferencias por género y titulación, como parte del proceso de diagnóstico y autoevaluación formativa de futuros maestros. Se realizó un estudio de corte cuantitativo, no-experimental y transeccional de diseño post-hoc y análisis descriptivo y comparativo, en el que participaron 1558 estudiantes de primer curso de los Grados en Educación de las universidades catalanas y andorrana del curso 2020-21, que respondieron a un cuestionario de autopercepción. Los resultados señalan que globalmente los estudiantes tienen una autopercepción alta de su competencia digital docente, valorándose más competentes en aspectos éticos, de comunicación y de uso de recursos y aplicaciones, y menos capacitados en aspectos vinculados con el diseño pedagógico, la evaluación y el uso de las tecnologías digitales para el aprendizaje.

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Žadeikaitė, Loreta, and Auksė Petruškevičiūtė. "Learner Development in Education for the Future." Pedagogika 112, no. 4 (December 23, 2013): 51–56. http://dx.doi.org/10.15823/p.2013.1773.

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Doctor Meilė Lukšienė, pioneer of education reform and founder of the national school, recognized the changes in the educational curriculum to be the main area of reform in the Lithuanian education system and gave her insights about the concept of education and the changes in the educational curriculum. This article analyses the way M. Lukšienė’s ideas are reflected in the Lithuanian education system, including the influence her ideas had on the changes in the educational curriculum on both theoretical/legislative and practical levels. The article provides a review of the evolution of the curriculum concept based on M. Lukšienė’s ideas. Productive learning, an example relating to constructing the curriculum process of alternative education, is presented; it combines learning at school which must be responsive to individual needs, with learning in real life, i.e. sites of practical training (production sites, organizations, offices). This form of education is being implemented within the Alternative Education project in three Lithuanian schools. Productive learning is presented as a novelty in the education system. The evaluation made by both teachers and students of the changes that occurred within the first year of implementing productive learning is presented in the article. Methods of research applied: descriptive analysis of scientific literature and legal documents, including creative content analysis. The results of research revealed that productive learning helps students overcome their fear of school, improves student achievement and attendance, generates new possibilities for students to discover their hidden talents and express them, creates conditions for students to form a healthy relationship with their environment, and enables teachers to enjoy success in their pedagogical efforts. This educational innovation requires further reinforcement at all levels, including the strengthening of school communities by creating a unique curriculum process and scientific research to make these innovations available to other educational establishments.

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Coelho, Raquel Autran, Francisco das Chagas Medeiros, Arnaldo Aires Peixoto Júnior, Rosiane Viana Zuza Diniz, Danette McKinley, and Valdes Roberto Bollela. "Workplace Based Assessment in Obstetrics and Gynecology Clerkship to Detect Learning Gaps." Revista Brasileira de Educação Médica 43, no. 1 (March 2019): 181–86. http://dx.doi.org/10.1590/1981-52712015v43n1rb20180127ing.

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ABSTRACT Background An outcome-based curriculum helps to communicate expectations of performance to students and clinical teachers. The Mini Clinical Evaluation Exercise (mini-CEX) is a useful tool for workplace-based formative assessment. The objective of this study was to use workplace-based assessment and student feedback to evaluate an Obstetrics and Gynecology (Ob&Gyn) clerkship curriculum. Methods A cross-sectional study was conducted with faculty members and medical students in an Ob&Gyn clerkship. The Mini-CEX was introduced into the clerkship assessment system, together with multiple choice question (MCQ) tests. This tool evaluates the history collection, physical examination, clinical judgment, professionalism and humanism, and also gives an overall score at the end of the test. At the end of the rotation, questionnaires were used to collect the students’ perceptions about their skills acquisition during the program. The results of the Mini-CEX, the MCQ test, and questionnaire responses were compared, to determine the extent to which learning objectives were achieved. Results three faculty members assessed 84 medical students using the mini-CEX during the four-month clerkship. The scores for the physical examination and clinical judgment skills were lower, compared to those of the interviewing skills. Based on the students’ feedback, ratings for physical examination and counseling preparation were rated as “inadequate”, especially for the topic breaking bad news. The bivariate correlation between the mini-CEX skills and MCQ test scores showed a positive relationship (r = 0.27). Although they assess different skills on the Muller pyramid, there appears to be a relationship between “Knowing” and “Doing”. These findings will help curriculum managers to identify important gaps in the rotation design and delivery. Based on these results, training in the skills workshop during the first month of the rotation was initiated, in addition to previous simulated training during the third year of medical course. Conclusions The introduction of the mini-CEX offers critical information to identify and refine important curriculum elements in the clinical years. Based on this, physical examination and communications skills training were initiated in the skills workshop.

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Iurcov, Raluca, Lavinia-Maria Pop, and Magdalena Iorga. "Impact of COVID-19 Pandemic on Academic Activity and Health Status among Romanian Medical Dentistry Students; A Cross-Sectional Study." International Journal of Environmental Research and Public Health 18, no. 11 (June 4, 2021): 6041. http://dx.doi.org/10.3390/ijerph18116041.

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During the first year of the COVID-19 pandemic, dental faculties had to rethink their way of teaching and interacting with students and of delivering solid theoretical knowledge and practical skills to students. Background: The purpose of the study was to assess dentistry students’ opinions about the online activity, together with a self-evaluation of their mental and physical health, during the first wave of the pandemic. Methods: A cross-sectional study was conducted using an online survey. Three hundred and three students, enrolled across all six years of study, were included in the research. Socio-demographic and academic data were collected, along with a self-evaluation of physical and mental status. Some items investigated students’ opinions about distance learning and the impact of that online activity on their achievement. The answers were rated using a five-item Likert-like scale. Data were analyzed using SPSS (v.24). Results: statistical analyses showed that more than 20% of the students strongly agreed with the statement that they felt more anxious and depressed during the first months of the pandemic, and more than 30% were totally satisfied with their relationships with their family members. One-fifth of the respondents declared that they were totally dissatisfied with the relationships with their colleagues and friends. Overall, 50.60% of the students attended the courses/labs in their entirety when they were connected online. Two-thirds of the respondents considered that their practical training was affected due to the online activity, and that not all of the subjects could be taught online. More than half of the respondents agreed that the most objective evaluation method is that of the multiple-choice exams administered at school, and considered that exclusively utilizing online assessments of students encourages unethical behaviors. Age, involvement in online activity, and active participation using video cameras were strongly correlated with satisfaction with academic results. Conclusions: The results of the present study showed that online activity was a good alternative for dentistry students during the pandemic restrictions. The positive aspects, together with the negative consequences, of distance learning should also be taken into consideration by university teachers and academic institutions to improve teaching experiences and to ensure a solid professional formation for dentistry students.

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Kondratyuk, A. I. "FEATURES OF DESIGNING LEARNING ACTIVITY BY FUTURE PHYSICAL EDUCATION TEACHERS IN THE CONTEXT OF PEDAGOGICAL EDUCATION CORE." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 60, no. 2 (June 30, 2022): 200–211. http://dx.doi.org/10.25146/1995-0861-2022-60-2-344.

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Statement of the problem. Modern challenges of the education system in terms of achieving metasubject results by schoolchildren who ensure the formation of ULA for their self-development and self-improvement, determine new requirements for the quality of training of a future physical education teacher who is ready to solve professional tasks [Adolf, Stepanova, 2017]. The introduction of the core of pedagogical education is designed to provide training that meets modern challenges and requirements. The question of how to design the content of activities aimed at solving professional tasks when mastering the basic educational program of the core of pedagogical education of a future physical education teacher is relevant, since it is an innovation that has not been sufficiently studied in theory and practice [Adolf, Kondratyuk, 2021]. The issues of preparing a future teacher to work on the formation of the ULA of schoolchildren in physical education classes in conditions of maintaining a high motor density of lessons, ensuring motor activity and safety remain little studied to date. The purpose of the article is to analyze the results of the study of the formation of universal learning activities (hereinafter referred to as ULA) among future physical education teachers in order to determine the content of their activities that need to be organized in the preparation process. The methodology of the study consisted of the analysis of the characteristics of personal, communicative, regulatory and cognitive ULA of future PE teachers, as a necessary component of training, in the conditions of the introduction of the core of pedagogical education. The study involved 100 first-year students (enrollment 2020 and 2021). A survey with evaluation scales was used as a method of obtaining empirical data. Mathematical processing included descriptive statistics and correlation analysis using Spearman’s coefficient. The survey of physical education teachers and trainers of Krasnoyarsk, Krasnoyarsk Krai, Khakassia and Tuva, in May-September 2021, was conducted as part of the state task of the Ministry of Education of the Russian Federation No. 073-00090-32-02. The results obtained during the surveys correspond to the laws of the normal Gaussian distribution. The coefficient of variation of the data is in the range from 10% to 30%. The risk measure is within the normal range, which indicates the reliability of the results obtained, and they can be used in other scientific studies. The research results showed that the following scales are of maximum importance in the personal characteristics of future physical education teachers, who provide value-semantic, motivational orientation: responsible attitude to family creation; values of a healthy lifestyle. The scales of minimal importance are: civic identity, patriotism, respect for one’s people, readiness to serve the Fatherland, its protection; formation of the foundations of self-development and self-education. Of minimum value is the following scale: the ability and willingness to reflect on the methods and conditions, the results of activities [Adolf, Zaitseva, Kondratyuk [et al.], 2021]. Conclusion. Diagnostics of future PE teachers made it possible to determine the characteristics that will allow designing the content of their activities, in the context of the introduction of the core of pedagogical education aimed at ensuring the readiness of future PE teachers to solve professional tasks. The formation of the need for self-development and self-education, readiness for self-education of future PE teacher, is possible through involvement in the activities of professional educational platforms, organization of educational and cognitive activities, mentoring. In the content component of the core of pedagogical education, the activity of a future physical education teacher is necessary and is aimed at mastering the skills of conflict-free communication, mediation, goal setting, self-control and correction, and reflection.

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