Leading teachers who promote math learning

The role that schools play in the detection of and intervention into child abuse is fundamental. This study investigates and compares knowledge of child abuse among trainee teachers and in-service teachers in Spain. To this end, a total of 224 teachers (144 teachers in training and 80 teachers in service) working in Early Childhood Education and Primary Education participated in this study, using self-developed scales (Scale of knowledge of child abuse, Scale of action against child abuse, Scale of aspects for improvement in child abuse). The results indicate that there are no significant differences between trainees and teachers in the previous training and in the level of knowledge and action in relation to child abuse. However, significant differences were found in the cases detected and intervened in, with a greater number of teachers in service having detected and acted on cases of child abuse. In regard to the interest in improving the way that child abuse is dealt with, teachers in training obtained a higher average score. In conclusion, we note that the relationship between knowledge about child abuse, action taken and the aspects for improvement is significant and positive, so if a teacher has more knowledge about child abuse, he or she will also know how to act better and will have greater interest in implementing improvement measures.

ADVERTISEMENT RETURN TO ISSUEPREVReportNEXTThe training of teachers in serviceB. S. Hopkins Cite this: J. Chem. Educ. 1931, 8, 1, 95Publication Date (Print):January 1, 1931Publication History Received3 August 2009Published online1 January 1931Published inissue 1 January 1931https://doi.org/10.1021/ed008p95RIGHTS & PERMISSIONSArticle Views25Altmetric-Citations1LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InReddit PDF (4 MB) Get e-Alerts Get e-Alerts

Este artigo e um recorte e aproximacao de tres pesquisas de iniciacao cientifica intituladas: “O ensino da lingua materna sob o ponto de vista do professor formado pela FURB” (2004/2005), “O ensino da lingua materna sob o ponto de vista do professor formado pela FURB: novos olhares” (2005/2006) e “Formacao de professores em servico: um olhar para o curso de Letras da FURB em sua atual grade curricular” (2006/2007). Um dos objetivos dessas tres pesquisas era tracar um perfil dos egressos, formandos e academicos do curso de Letras da FURB, bem como verificar como o ensino de lingua materna vem sendo entendido no contexto escolar. Neste artigo, trazem-se os dados obtidos dos sujeitos das tres pesquisas - (egressos de 1993 a 2003, formandos de 2005/I e 2006/II e academicos da nova grade curricular de 2004/I, respectivamente) – que mostram a relacao entre teoria e pratica encontrada por esses sujeitos nos diferentes momentos dentro da universidade. A pesquisa foi feita atraves de entrevistas nao-diretivas para os egressos e formandos de 2005/I/; ja para os formandos de 2006/I e os academicos da nova grade optou-se pela elaboracao de memoriais do percurso na universidade. Os dados dos sujeitos apontam para mudancas dentro do curso de Letras. Mudancas essas ancoradas nos dizeres dos proprios sujeitos egressos e/ou formandos dessa relacao teoria versus pratica e confirmados pelos alunos da primeira turma da nova grade curricular. Palavras-chave: Teoria. Estagio. Pratica de Ensino.

Training of Teachers in Service

Artificial Intelligence (AI) is increasingly influencing teacher training by enabling dynamic mentorship and ongoing professional development. This study explored how trainee and in-service teachers in Jamaica use AI tools to enhance pedagogical and technological skills, while promoting continuous learning. Through a mixed-methods approach involving 40 participants, comprising teacher-educators, cooperating teachers, and trainee and in-service teachers. The study examined perceptions of AI-driven mentorship, skill-building, and access to professional learning. The data was collected using interviews, questionnaires, and focus group discussions. Results suggest positive responses among trainee teachers, with tools like ChatGPT and Grammarly being widely adopted. However, challenges remain around ethical concerns, digital literacy, and equitable access. The findings highlight the potential of AI to support teacher training while emphasizing the need for inclusive training programs.

Purpose of the study: The aim of this study is to investigate in-service teachers’ perception of online and autonomous learning and what types of obstacles they face during the program. It investigates the practice of autonomous learning classrooms by 101 Indonesian in-service English teachers in an entirely online learning environment, where skills and learning tools are incorporated to form integrated autonomous learning activities.
 Methodology: This research was conducted at Universitas Syiah Kuala, Indonesia. Online questionnaire was used to gather information from 101 participants about their autonomous learning experience through task-based instructions (TBI).
 Main Findings: Our research results indicated that the range of modules and tasks given to the in-service teacher participants were able to foster independent learning. Findings suggest that in-service teachers showed positive attitudes towards the implementation of online autonomous learning, while limited task instructions, technical issues, and communication constraints were among obstacles faced by the participants during the program.
 Applications of this study: It is hoped that the findings of the present study will contribute to the development of the existing literature in the field of teacher training and can be used as an important input for the improvement of the current teacher training program.
 Novelty/Originality of this study: This study is intended to draw conclusions from a series of actual research data and contribute a new angle to the existing research on teachers’ perception on online and autonomous learning.

This article reports on a case study where students of Initial Teacher Education in Spain and Germany collaborated with in-service teachers from around Europe on the theme of Foreign Language materials development. It examines to what extent engagement in this model of virtual exchange contributes to student teachers’ and in-service teachers’ intercultural and didactic competence development. The study also explores how students’ perspectives on teaching foreign languages and their future profession change through collaboration with in-service teachers and how the student teachers’ and in-service teachers’ roles unfold in this type of collaboration. It is based on a qualitative content analysis of focus-group interviews, learning portfolios, recordings of online meetings, and questionnaires with open-ended questions. The findings indicate that this type of collaboration can reduce the gap between theory and practice: through the classroom experiences of in-service teachers, student teachers gain intercultural, professional knowledge and motivation, while in-service teachers gain knowledge about recent methodologies and technology through the alternative perspective of student teachers. We use the findings of our study to make recommendations on how other teacher trainers can use this Virtual Exchange model in the classroom.

In this research, tools of the Ontosemiotic Approach (OSA) were used to analyse the formative experience of two teachers in Primary Education service, guided towards the design and implementation of tasks for mobile learning, based on the meaning of the natural number and the use of Kahoot. The experience was developed during a workshop on the design of interactive lessons, where teachers were trained on the use of Kahoot for the design of mathematical content and its implementation in a real class context. Didactic engineering in the general sense of OSA was used as a methodological element. Specifically, the case of the design and implementation of an interactive lesson on the meaning of number sequence was analysed, where some results of the retrospective analysis of the formative experience indicated that: 1) the reference meaning of the natural number is a tool that allows to guide the design of tasks towards the partial meanings, the identification of primary objects, and the Ontosemiotic analysis of them; 2) the use of mobile devices and Kahoot together motivated the teachers. With these results, two training actions are proposed, aimed at teachers: 1) the design of mobile content from the reference meaning of the natural number, and 2) the assessment of the didactic suitability of teaching experiences mediated by mobile devices.

The purpose of the study was to examine teachers` perceptions about educational technologies, usage frequencies of Web 2.0 technologies, and awareness of these technologies in education. 516 pre-service (308 male and 208 female) who enrolled CEIT departments in education faculties and 317 in-service (229 male and 88 female) ICT teachers who serve in public and private primary schools participated in this study. Three instruments were used for data collection purposes. These instruments included the Views of Educational Technology Scale (VETS), developed by Gomleksiz (2004), the Usage of Web 2.0 Scale (UWS), developed by Ajjan and Hartshorne (2008) developed by the researchers, and the Awareness of Web 2.0 Scale (AWS). Descriptive survey methods was used in this study to collect data. The results of the study showed that the teachers had highly positive feelings about the educational technology usage. The in-service teachers’ views about educational technology were more positive than those of the pre-service teachers. Besides, the pre-service teachers’ scores of attitudes towards and perceived usefulness of Web 2.0 technologies were higher than those of the in-service teachers. It might be suggested that the views of school administrators, university administrators, and faculty members in teacher training programs might be investigated to determine and evaluate the impact of Web 2.0 technologies in a broader sense through various perspectives.

There are several students in Indonesia who have suffered from injury or even died because of bullying. As a consequence, school teachers in Indonesia need to be trained to handle and prevent bullying. This essay examines the importance of pre-service and in service teacher training in order to reduce and prevent bullying in school in Indonesia by examining the problem of bullying, discussing the effects of it and providing areas of training to help teachers to tackle bullying. There are several reasons why bullying becomes serious problem in school. First of all, bullying is a complex task for teachers because it is difficult to identify and, teachers find it difficult to differentiate between bullying and fighting or horseplay. Moreover, teachers lack the knowledge and skills to handle bullying. Bullying has negative effects not only on victims but also on bullies. Victims feel lonely, depressed, and often have low self-esteem, while bullies often exhibit sign of bad temper or depression. Areas of teachers pre- service and in- service training are1) assisting teachers to differentiate between bullying and fighting or horse playing 2) developing skills to communicate with bullies and to manage classrooms where bullying occurs. In conclusion, teacher training is a good solution to tackle bullying at school in Indonesia because teachers are in the front line to solve this problem. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1786

PurposeWith critical reviews of previous studies in workplace learning, this paper aims to investigate workplace learning for pre-service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development.Design/methodology/approachThe study adopted multistage sampling technique to select sample for the study. Empirical analysis was adopted to analyse the data collected from technical vocational education and training pre-service teachers.FindingsThe result of the study revealed that the constructs of social learning theory had a stronger linkage with the constructive teaching than traditional management.Originality/valueThis study emphasizes the need to adequately train pre-service teachers on instructional delivery processes, building strong relationship with learners and build the ability to organize and execute necessary actions required to successfully carry out a specific educational task in a particular context.

A plethora of researchers have attempted to examine the characteristics of a good and effective teacher in order to enhance the process of teaching foreign languages. In line with those explorations, this study aims at performing a comparison between Slovak pre-service EFL (English as a foreign language) teachers’ and Slovak in-service EFL teachers’ perceptions of a good and effective language teacher. To achieve this objective, a convenient sample of Slovak university EFL students who were pre-service teachers (n = 74) and Slovak lower-secondary and upper-secondary school teachers (n = 63) were employed in the study. Using a 57-item Likert-type questionnaire, independent-samples t-tests were conducted to investigate the potential differences between the perceptions of the pre-service teachers and in-service teachers. Moreover, the 10 highest-mean and 10 lowest-mean items of both groups were analyzed. The research results revealed that statistically significant differences (p ≤ 0.05) were detected in only 12 of the 57 items. Furthermore, a closer examination of the differences and the items with the highest and lowest means indicated that the pre-service teacher participants favored traditional teaching more than their in-service teacher counterparts, who preferred CLT (Communicative Language Teaching) to a greater extent. The potential implications of these findings indicate that the fundamental principles of CLT such as employing plenty of pair-work and group-work activities, facilitating learners’ autonomy and responsibility for their own learning, or varying classroom interaction strategies deserve more careful attention during pre-service teacher training.

This study investigates the digital competence levels of Lebanese preservice and in-service teachers using the European Framework for the Digital Competence of Educators (DigCompEdu). The research aims to explore the existing gap in digital competence between these two groups through a cross-sectional descriptive survey, involving 170 in-service teachers and 194 preservice teachers from various undergraduate teacher training programs in Lebanon. The findings reveal significant differences between in-service and preservice teachers in all six competence areas and no significant difference per subject areas, with in-service teachers demonstrating higher overall digital competence compared to preservice teachers. The study draws attention to the need for improved practical training and targeted interventions in teacher education programs to better prepare preservice teachers for the digital demands of modern classrooms. The findings have implications for policy and practice, particularly in enhancing teacher training programs to meet the evolving digital needs of education.

This study examined the influence of information about children's disabilities on preschool teachers' responses toward integrating children with disabilities in their classroom. Of particular interest was whether the severity of the child's educational needs and information about diagnosis were related to teachers' responses. Data were collected from 155 preschool teachers in two Midwest states in the United States to examine their responses in terms of levels of comfort, classroom adaptation, and need for support. Results showed that teachers responded differently to the types of disability regardless of the diagnostic labels; that is, teachers responded more positively to children with mild disabilities (e.g., children with Down syndrome) and those with physical disabilities (e.g., cerebral palsy). In addition, compared with children with diagnostic labels, teachers responded more positively to those with no diagnostic labels. Teachers' education and experience working with children with disabilities were associated with their levels of comfort. Implications and recommendations for service delivery and teacher training are discussed.

Comparative analysis of expectancies of efficacy in in-service and prospective teachers