Elementary school teachers' attitudes to teamwork

To guarantee high-quality instruction and enhance student learning outcomes, teachers' professional development is crucial. The objective of this study was to assess how well in-service teacher training programs contributed to the professional development of primary school teachers in Pakistan's Kohat district. A sample of 300 teachers chosen by stratified random sampling was used in a quantitative study design using a survey method. A structured questionnaire consisting of 15 Likert scale items was used to gather data on topics like teacher confidence, leadership abilities, dedication to lifelong learning, teamwork, and training relevance to classroom requirements. According to the results, in-service training programs greatly raised teachers' motivation for ongoing professional development, strengthened their leadership roles, and increased their professional competencies and confidence in teaching difficult concepts. Training programs' statistically significant effects on overall teacher professional development were confirmed by inferential analysis (p < 0.001). The study comes to the conclusion that effective in-service training programs that are tailored to the particular context are essential for empowering educators, encouraging teamwork, and raising the standard of instruction in elementary schools. To maintain the benefits of training, it suggests ongoing assistance, hands-on learning opportunities, and follow-up mentoring. Policymakers, school administrators, and educational planners looking to create more effective teacher development programs can learn a lot from these findings.

E-learning and e-teaching systems are involved in teachers professional activities and development in several ways (a) If e-learning/e-teaching is the technology which supports the process of teachers learning of university courses, the teacher is in the position of e-learner; (b) If e-learning/e-teaching is the content of the teachers university curricula in order to be applied in the teaching process, the teacher switches from the position of e learner to the one of e-teacher in blended or total e-learning systems. Systematic formal teacher education concerning e-learning/e-teaching implementation, and the structure of teachers ICT competencies and e-competencies, as well as the reasons for their occurrence, are considered. Teachers can be in a position of the creator of e-teaching process or the user of the e-teaching/e-learning attainment. Teachers need to re-think their underlying assumptions about teaching, about learning process, and, most fundamentally, about their role as educators. Teacher activities in e-teaching scenarios can be broken into two major tasks: providing the content for the students and supporting communication between students and tutors. Both tasks pose problems to teachers who are used to follow more traditional teaching methods so far. Therefore, modern teachers and e-teachers must be able to organize different types of e-learning and e-teaching scenarios. E-teaching requires a wide spectrum of e-roles. It is necessary for teachers in e-education environment to acquire sufficient knowledge about e-teaching and e-learning. e-learning can contribute to addressing each challenge by enhancing the preparation of new teachers, providing high quality and readily accessible professional development opportunities for active teachers, and making the teaching profession more attractive. The paper suggests that e-learning potential is a powerful tool for directing the teacher’s quality challenges and obtaining e-teaching competencies. E-learning for teachers must reflect the principles of effective teachers’ professional development.

A DIACHRONIC CASE STUDY OF ENGLISH TEACHERS' ONLINE EMOTION REGULATION

In Malaysia, the work of music studio teachers outside of schools and in private settings is unregulated and teachers have limited access to professional development opportunities. Globally, research on the professional development of music teachers has mostly focused on classroom music teachers, where professional development is often mandated and official support provided. However, little is known about how music studio teachers view professionalism and how they access professional development in this context, nor what this development means for them. For this interpretative phenomenological analysis, we interviewed 12 piano teachers who work in Malaysia to understand the meanings of professionalism and professional development for them. Individual themes that arose from within-case analysis were conceptually combined to form eight superordinate themes. The first four superordinate themes relate to understandings of professionalism. Participants described a professional pride which involves not only a love and enjoyment of music and of teaching, but also manifests flexibility and responsiveness; it entails both teacher and student performing and understanding music, and demonstrates relationality, communication skills, and a positive character. The remaining four superordinate themes relate to understandings of professional development, including the ideas that professional development requires proactivity, that professional development opportunities are affected by environmental and material factors, that professional connections affect development, and finally that training, experience, and mentorship support professional development. In this article, we posit that the lack of formal structures in Malaysia means that professionalism is self-determined by the teacher, while professional development relies on the individual commitment and motivation of teachers. Teachers need greater access to support systems or learning opportunities, and the move to online teacher support sessions due to the COVID disruptions offers some opportunities for supporting professional development more effectively.

The perceptions of staff from the early childhood sector in New South Wales (NSW) regarding issues related to childhood overweight and obesity were examined. Eight pre-schools and long day care centres were recruited from suburbs of diverse socio-economic backgrounds in three metropolitan and one rural area in NSW. Centre directors and staff participated in in-depth interviews and a thematic analysis of their responses was performed. Early childhood staff were both aware of and concerned about overweight among children, and felt that encouraging healthy eating and active play were part of their core responsibilities. They worked closely in partnership with parents, had several programs and policies in place, and identified a range of educational resources and professional development opportunities that they would find helpful, including how to discourage parents from sending unhealthy foods with their child and whether/how to raise their concerns about a child's weight with parents. However, staff also realised that their role was constrained by external factors, including social and commercial pressures. The development and dissemination of the suggested educational resources and professional development opportunities would support early childhood staff in promoting healthy eating and active play and working with parents. Developing national guidelines on the appropriate amount of physical activity/active play for children under five years, and resources to support those guidelines, is one important area for intervention.

The purpose of this study was to assess elementary school teachers' level and extent of professional development specifically designed to educational technology, and to measure the perceptions of elementary school teachers regarding the effectiveness of professional development initiatives in their school district. Participants in the study were elementary school teachers employed in 20 elementary schools within the same urban Oklahoma independent school district during the 2000 school year. Based on the analysis of the data, 68% of the teachers agreed their school promotes and implements effective professional development programs. Over 75% of the teachers agreed that professional development can no longer be viewed as an event that occurs in a particular day of the school year; rather, it must become part of the daily work life of teachers. Approximately 60% of teachers agreed that professional development programs are recognized as important elements contributing to successful implementation of educational technology initiatives in the classroom.However, 70% of teachers spent 5 hours or less in educational technologyrelated professional development activities during the school year. Only one-third (33%) of the elementary teachers agree that the integration of educational technology is an administrative priority in their school district

Introduction. The main problem of the research on artistic-creative communication as a key component in the formation of professional competencies of future music art teachers is the necessity of a comprehensive approach, finding objective research methods, and taking into account the diversity of this phenomenon. Purpose. The main goal of the research is to clarify the impact of artistic-creative communication on the formation of professional competencies of future music art teachers in order to determine its role and significance in the educational process. Methods: analysis of pedagogical practice and observation of the interaction between future music teachers and their students during creative sessions; surveys and interviews with future music teachers regarding their perception of the role of artistic-creative communication in shaping professional skills; analysis of educational programs and methodological materials aimed at developing artistic-creative communication among future music teachers;utilization of observation methods and analysis of interaction results between teachers and students during music lessons. Results. It has been found that artistic and creative communication plays a crucial role in shaping the professional competencies of future music teachers. In particular, the use of artistic and creative communication methods has been shown to contribute to the development of creativity, emotional expression, creative self-expression, and mutual understanding between the teacher and the student. Additionally, this approach contributes to the creation of a positive psychological climate in the learning environment, increases students’ interest in the learning process, and promotes their creative development. Originality. The scientific novelty lies in the development and utilization of new teaching approaches based on artistic and creative communication as the main factor in shaping the professional competencies of future music teachers. Conclusion: prioritize the development of artistic and creative communication skills in the training and education of future music teachers; implement specific teaching approaches that emphasize the use of artistic and creative communication as a fundamental tool for developing students’ professional competencies; provide opportunities for future music teachers to engage in practical and hands-on experiences that foster artistic and creative communication skills; offer professional development and training opportunities for current music teachers to enhance their abilities in utilizing artistic and creative communication in their teaching practices; encourage further research and collaboration within the field to continue exploring the impact of artistic and creative communication on the development of professional competencies in music education.

Kristin School is an independent co-educational, international baccalaureate school from early learning to Year 13, in Albany on Auckland's North Shore. Kristin School has an impeccable reputation for academic excellence and ensuring that its students are ‘Future Ready’. In 2016, after a robust school improvement inquiry, the school made the commitment to update its Learning Management System to one that was more dynamic and in line with the school’s beliefs on learning and teaching. After a robust review of systems, Kristin selected Canvas as it will allow us to grow and adapt to an ever-changing K-13 landscape.
 
 As George Couros writes in his book, The Innovator’s Mindset (2015), with any new technological improvement or innovation that schools invest in, one of the first questions to be asked is “What is best for this learner?” (p. 21) and rightly so. In asking this question, we are inherently recognizing that in order to achieve enhanced student learning, we must first invest in teacher learning. While there is a plethora of research on teacher learning or teacher professional development, current literature points to the intersection of teacher learning and inquiry (Timperley, Wilson, Barrar & Fung, 2007, Couros, 2015). Recognizing this research and understanding that strong pedagogical practice must be at the forefront, Kristin invested in a robust, staged rollout.
 
 Inspired by Timperley et al.’s, Ten Key Principles for Teacher Professional Learning and Development (2007), Kristin senior leadership allocated dedicated time for faculty learning with Canvas. Each faculty had a dedicated ‘Canvas Leader’ who had more in-depth training and were able to mentor their teaching colleagues. There were also different opportunities and modalities for teachers to learn from, including a course in Canvas about using Canvas, a YouTube Channel, faculty specific and general workshops, an active Twitter presence and the far-reaching Canvas Community.
 
 Kristin has rolled Canvas out schoolwide, from Year 1 – 13 and is fortunate to have strong teacher leaders that have embraced Canvas and have challenged themselves to not just ‘learn Canvas’, but to approach it as a core learning tool. In the Junior School, one team of teachers use Canvas as a way to differentiate the learning of students in specialist classes through the use of short videos. While in the Middle School, one of our Languages teachers uses Canvas as an integral, interactive classroom resource, where students are introduced to new concepts, are given collaborative tasks, and are linked to additional resources.
 
 In the coming year, Kristin will continue to lean on the work of Timperley et al., with the aim of strengthening the ties between Canvas and pedagogy and initiating inquiry groups around the use of technology in teaching and learning at Kristin. Recognizing an important part of teacher learning happens when we listen to the student voice (Timperley, Kaser & Halbert, 2014), an inquiry looking into the needs of our students will help to identify further next steps. At Kristin, we believe that when teachers are empowered to trial new methodologies and embed these successfully into their everyday practice, transformational changes will occur, in not just the learning of the teacher, but the learning experiences for the student as well.
 References
 
 Couros, G. (2015). The innovator's mindset: Empower learning, unleash talent, and lead a culture of creativity. San Diego, CA: Dave Burgess Consulting.
 Timperley, H., Kaser, L. & Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry. Centre for Strategic Education Seminar Series Paper No. 234 https://teachingcouncil.nz/sites/default/files/49.%20Spiral%20of%20Inquiry%20Paper%20-%20Timperley%20Kaser%20Halbert.pdf
 Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development. Best Evidence Synthesis Iteration (BES) Report. Wellington, NZ: Ministry of Education. http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_18.pdf

In inclusive classrooms teamwork and collaboration between general teachers and special education teachers are among the most important factors for student achievement. Yet, to date, little evidence exists on how teacher collaboration is implemented and whether general and special education teachers value their collaboration equally. The current study analyzes teacher collaboration in inclusive classrooms at elementary and secondary school levels. Participants were 191 general teachers and 130 special education teachers. The results suggest that all teachers were satisfied with their teamwork; differences between general and special education teachers were non-significant. Elementary school teachers had more positive perceptions than secondary school teachers. These findings are discussed in terms of their theoretical significance and their practical relevance for teacher education in inclusive classrooms. (DIPF/Orig.)

The aim of this paper is to describe some activities undertaken at different phases of a broader research project named “The Northern and Southern Skies: Teaching astronomy in schools”. This project is a collaborative agreement between São Paulo State University (Bauru Campus, São Paulo, Brazil) and La Sapienza Università (Rome, Italy). The project aimed to bridge the gap between the academic production in the field of astronomy education and the classroom experiences of elementary school teachers and their students. The project finds justification in the fact that elementary school teachers, in general, face significant challenges when teaching astronomy elements to their students. In this article, we describe some steps of this project and the teaching resource named Diary of the Sky and its implementation, starting with the translation of the original Il Diario del Cielo, in its Italian version, to Brazilian Portuguese (O Diário do Céu). The aforementioned Brazilian university offered in-service specialization courses to several elementary school teachers in the last few years (2018–2023), enabling them to interact with the dairy and understand key aspects of its methodology. Before using them, the Brazilian version was adapted to suit geographic local coordinates in the southern hemisphere—an opportunity for teachers in training to incorporate astronomical concepts into their planning. Throughout the academic year, students filled out their diaries on a daily basis. The Science Education Graduation Program at UNESP, along with teachers and researchers, acknowledged the value of this strategy and shared the data collected to be used in teaching courses at the masters and doctoral levels. Current studies on this methodology have now showed that the Diary of the Sky is a powerful and efficient tool for working introductory astronomy concepts with elementary students and training their respective teachers.

In the aftermath of the tragic events of September 11th, 2001, Arab and Muslim Americans, already suffering from negative stereotyping, find themselves subject to greater hostility. The Arab American National Museum (AANM) has discovered that professional development and cultural competency training opportunities for law enforcement personnel, educators, health professionals, and government officials dispels myths, alleviates fears, and prepares professionals. This article addresses how the AANM has successfully established itself as a resource for cross-cultural bridge building through these programs.

The fourth year of the 2018 general education program has commenced at the primary education level. Nonetheless, theoretical and practical urgency regarding elementary school teachers' professional growth is always relevant. Effective professional capacity development for primary school teachers requires a thorough understanding of the 2018 General Education Program's standards for this activity. In order to comply with the 2018 General Education Program, this activity must also be completed according to the goals, content, methodologies, assessment, and guarantee conditions of the outcomes of primary school teachers' professional capacity development. Keywords: Professional capacity; the 2018 General Education Program; professional capacity development activities; primary school teachers.

This study is mainly aimed at the research on the reorganization and its influential factor of the elementary schools within the indigenous regions which adopted Miaoli and Taichung Counties as examples to conduct the related survey research. In this study, 245 principals, teachers and educational personnel from Miaoli and Taichung Counties were applied as the samples in order to implement the general survey. In addition, in terms of the methods of data collection, the statistical measures, such as Descriptive Statistical Analysis, Factor Analysis, Questionnaire Reliability Analysis, Independent-samples t-Test, One-way ANOVA, Pearson Product Moment correlation coefficient, and stepwise multiple-regression analysis were used to process the analytic induction. The research findings are shown as follows: 1. Teachers of those indigenous elementary schools in Miaoli and Taichung Counties have a higher level of common consensus for the school reorganization. 2. Teachers of those indigenous elementary schools in Miaoli and Taichung Counties have a higher level of cognition for the influential factor of their reorganization. 3. Teachers of those indigenous elementary schools in Miaoli and Taichung Counties with different sex, status, education background and current job have no significant difference in cognition of reorganization for teachers of those indigenous elementary schools in Miaoli and Taichung Counties. 4. Teachers with different ages of those indigenous elementary schools in Miaoli and Taichung Counties have a significant difference in the cognition of their organization. 5. Teachers of those indigenous elementary schools in Miaoli and Taichung Counties with different sex, status, education background and current job have no significant difference in cognition of reorganization for teachers of those indigenous elementary schools in Miaoli and Taichung Counties. 6. Teachers with different teaching seniority and different ages of indigenous elementary schools in Miaoli and Taichung Counties have a significant difference in the cognition of influential factor of their reorganization. 7. For those indigenous elementary schools in Miaoli and Taichung Counties, their reorganization has significantly influenced by the factors of principal’s leadership, organization member, organizational culture and external environment. 8. For those indigenous elementary schools in Miaoli and Taichung Counties, their influential factors have a significant forecasting capability to their reorganization. 9. For those indigenous elementary schools in Miaoli and Taichung Counties, the influential factors of their reorganization, such as “organization members” and “principal’s leadership”, have the key forecasting function on overall and individual aspect.

This paper presents issues about Indonesian EFL teachers' competencies and their challenges in developing them through professional development (PD). This study was library research in which the researcher constructed her perspectives on the issues by studying the existing literature on the discussed areas. The previous studies confirmed that EFL teachers are typically challenged by the unavailability of effective professional development that meets their personal and contextual needs. Teachers are then encouraged to engage in professional learning as one of the most flexible professional development programs. Instead of being externally designed, professional education helps teachers personalize their professional development needs. Therefore, utilizing online instructional resources is at the heart of professional learning. However, several studies confirmed that most teachers lack digital competencies and must be professionally assisted to participate in this professional development opportunity. Those studies also demonstrated that digital competencies afford teachers essential benefits. As for English teachers, adequate digital skills will enable them to personalize their professional development in a way that is not remote from their classroom needs. In light of this, digital competencies will facilitate teachers' professional learning and extend their professional practices to be more effective and innovative, improving learning outcomes.

In recent years, concerns have arisen regarding the declining work ethics of teachers which are attributed to insufficient psychological empowerment and professional development opportunities. Addressing these issues is crucial for enhancing the overall effectiveness and dedication of educators. Using descriptive-regression research method, this study aimed to determine the significant influence of psychological empowerment and professional development on the work ethics of teachers among public elementary schools in Malita West District, Division of Davao Occidental. Survey questionnaires were used that were tested using Cronbach Alpha and content validity. Data were collected from 139 public elementary school teachers determined by using Slovin’s Formula and were analyzed using Mean, Pearson Product Moment Correlation, and Multiple Regression Analysis. Results from the quantitative analysis revealed that the level of psychological empowerment, professional development, and work ethics of teachers were very high. Also, psychological empowerment and professional development had positive significant relationship with the work ethics of teachers. Further, psychological empowerment and professional development significantly influenced the work ethics of teachers. Based on the findings, the Department of Education may enhance teachers' psychological empowerment through professional growth opportunities, decision-making autonomy, and recognition.