Malaysian Educators Selection Inventory (MEdSI) Certified Interviewers’ Perspectives on its Implementation: A Preliminary Study

The modern educational paradigm focuses on the formation of students not only subject knowledge, but also key competencies such as critical thinking, teamwork, creativity, and problem-solving skills. In this regard, in this paper, project activity is considered as an effective tool for the development of these competencies. Future primary school teachers should not only be aware of project activities, but also be able to effectively organize and support them. The purpose of the study is to analyze the pedagogical conditions that ensure effective support for the project activities of future primary school teachers. To achieve the purpose of the work, theoretical (analysis, synthesis, comparison), empirical (observation, questionnaire, conversation) methods were used to identify methodological approaches and concepts that were developed within the framework of this topic. The works devoted to pedagogical support and project activities of future teachers are also analyzed and the influence of project activities on the development of personal qualities of future primary school teachers is substantiated. The study found that effective pedagogical support should be comprehensive, including teaching project management methods, developing future teachers’ communication and presentation skills, creating a supportive educational environment and a regular feedback system.

The article examines the problem of the formation of leadership qualities in future teachers of humanitarian disciplines. The purpose of the article is to define, substantiate and investigate the role of leadership in the activities of future teachers of humanitarian disciplines and to compare the opinions of future teachers and future engineers regarding leadership and the ways of its formation within the educational process of the university. In the article, methods of analysis, synthesis, systematization, comparison, classification, generalization of theories of leadership, development of leadership qualities, as well as interviews of future teachers of humanitarian and technical specialities have been used to study the state of the problem of formation of leadership qualities during the professional training of future specialists. The role of humanitarian disciplines in the formation of leadership qualities and their importance for the formation of a pedagogical leader is determined. The possibilities of using the potential of humanitarian disciplines for the formation of leadership qualities of future specialists of various profiles are pointed out. Pedagogical leadership is shown as one of the qualities of a teacher, which is a characteristic of their ability to organize activities, to generate new pedagogical ideas, to have the ability to use the latest technologies in the educational process, to have a positive influence on others and knowledge how to lead them. The problem of leadership qualities of a leader is considered in different directions: scientific, educational, planning, and visionary ones. Some historical aspects of the formation and development of the doctrine of leadership, starting with Ancient Greece, which are reflected in the writings of Socrates and Xenophon, are considered. They considered military commanders as leaders. For example, the activity of Alexander the Great was considered, and one of his features was a humane attitude towards soldiers. The transition from the concept of “military commander” to the term “leader” is presented. Among the characteristic and mandatory features of leaders-commanders are “moderation, justice, insight, friendliness, presence of spirit, tact, humanity, compassion, kindness, courage, generosity, attentiveness”. It is shown that the problem of leadership began to be researched the most at the beginning of the 20th century. During this period, the psychological and pedagogical foundations of the problem of leadership, and ways of forming leadership qualities were developed. The concept of “pedagogical leader” was introduced, which reflects the general development of teachers and students, promotes the development of their professional qualities, while not forgetting about their own development, which will give them the opportunity to be a leader. These qualities ensure self-affirmation of the leader, establishment of their active position in life. It was the emergence and research of pedagogical leadership that contributed to the introduction of new learning technologies, methods, forms and means in teaching and educating students. The process begins with the preparation of future teachers, who need to be taught exactly how they can apply their leadership qualities, how much they will influence subordinates, fellow students, and the teaching staff. But future teachers need to be taught this. A survey was conducted to study the expediency of forming leadership qualities in representatives of pedagogical and engineering specialties. Analysis of the survey results has shown that students have knowledge about leadership and the leader; determine the role of this phenomenon in the professional training of a specialist. But the vision of leadership and the need for it are different for future teachers and future engineers. The future teachers answered that the teacher is obliged to be a leader, because the future of the country is under their control. The ability of specialists to make non-standard decisions, take responsibility for results, rally like-minded people around them, and creatively approach tasks depends on the formation of leadership qualities. Among future engineers, the role of a leader did not find a particular echo in their aspirations to become a specialist in their field. They adhere to the opinion that it is better to be a good, knowledgeable performer in production.

The article is devoted to the urgent problem of training future fine arts teachers for the use of graphic design. The goal of the article is to systematize and generalize scientific research on the training of future fine arts teachers for the use of graphic design. It was specified that in modern society the issues of forming the professional qualities of the art teacher, creating the conditions that would ensure their training in the system of higher pedagogical education are becoming particularly acute. After all, nowadays there is a need to develop design skills and mastery in future art teachers who could use graphic design in their professional activity, as well as teach this craft to students so that they can create brochures, magazines, books, advertising products, various packaging, web design etc. It has been proven that the training of such specialists who have the basics of design culture is an urgent problem of modern art pedagogy. It was determined that the formation of design skills in students as an integral component of the professional qualities of a future teacher of fine arts is realized in the process of their activity, during which individual characteristics are manifested, which contribute to the formation of a person’s positive attitude towards their profession and the people with whom they work, as well as the desire for personal growth and professional improvement. In general, the training of future fine arts teachers for the use of graphic design is a long, controlled, responsible process of forming professional competences, the result of which is knowledge and skills that future specialists will use in their further activities; it is the unity of theoretical and practical readiness of future teachers of fine arts to use graphic design in their professional activities. It has been confirmed that proper training of future art teachers with established professional competences will provide opportunities to become competitive in the service market.

This article compares the characteristics of quality teachers against the characteristics of future teachers for Malaysia. This study aimed to examine the expectation and preferences towards school teachers. A survey was conducted with 74 first year students who were pursuing Bachelor of Design degree programmes in a Malaysian public university which afforded them to provide meaningful insights in accordance to current social and culture trend in Malaysia. In the survey, the respondents listed down three main characteristics of quality teacher and three main characteristics of future teachers for Malaysia. The data were sorted and coded to form four themes, which were attitudes to teaching profession, attitudes to students, teachers’ knowledge and physical appearance. The themes were compared to identify common and different characteristics between quality teachers and future teachers. The results showed that most of the respondents concerned about teachers’ attitudes to teaching profession. A majority of the preferred characteristics were found common between quality teachers and future teachers. The respondents generally expected quality teachers as constantly knowledgeable pretty ladies or handsome men who are sporting, dedicated, open-minded, responsible and punctual at work. Majority of the respondents demarcated the characteristics of quality teachers and future teachers for Malaysia. This phenomenon indicated that the perceived quality of present teachers may not fit for the future. Thus, the concept of quality teachers should be updated from time to time, leading to the constant need to research and keep abreast with the latest teacher education model.

Developing personal qualities in future teachers is a crucial element in preparing them for their professional roles. Historical and fictional books provide rich, multidimensional resources that can enhance empathy, critical thinking, and ethical reasoning. This article explores an integrative pedagogical model that incorporates these literary genres to nurture personal qualities in teacher trainees. The suggested model combines cognitive, emotional, and experiential learning strategies to foster qualities such as responsibility, creativity, and cultural awareness.

The role of teacher cannot be separated in teaching and learning process. In fact, teacher hold an important role to improve the quality of education especially for facing 21 st century global change. In this globalization era, it drives to the increasing need of knowledge and communication to survive. It forces the teacher to take the responsibility to fulfill what the students need since the teachers meet directly to the student to meet the 21 st century skills. Thus, teacher quality may strongly influence and affect the educational quality. Discussing about teacher quality, some terms will come out; good teacher, qualified teacher, and professional teacher. In developing country, those kinds of teachers are very needed to improve the quality of education. In fact, it is very rare that a teacher has three of them. Despite of that, it becomes a confusion regarding to those terms. Are they different? And how can they different? In this article, it will be discussed about the differences of good teacher, qualified teacher, and professional teacher. After defining the differences of them, we can see which one is the appropriate to be improved for developing country where in this research is for Indonesia case. In conclusion, referring to some matters in Indonesia, professional teacher should be concerned by the government to achieve the good quality in education.

This study discusses the importance of developing professional and quality teachers in realising the aspirations of the national education system. Teachers are the main pillars responsible for shaping knowledgeable, virtuous and competitive human capital in line with the aims of the National Education Philosophy (Falsafah Pendidikan Kebangsaan). This paper focuses on five key policies related to the development of teacher professionalism, namely the National Education Philosophy (Falsafah Pendidikan Kebangsaan), the Teacher Education Philosophy (Falsafah Pendidikan Guru), the Malaysia Education Blueprint (Pelan Pembangunan Pendidikan Malaysia, PPPM 2013–2025), the Malaysian Teacher Standard (Standard Guru Malaysia), and the Master Plan for Teacher Professionalism Development (Pelan Induk Pembangunan Profesionalisme Keguruan). Each policy is formulated to ensure that teachers possess professional competence, pedagogical skills, ethical values, and the ability to adapt to the changing landscape of 21st-century education. The discussion also highlights the roles of in-service training, teaching and learning supervision, and the practice of Professional Learning Communities in strengthening teacher quality. A mini-study conducted found a significant relationship between the implementation of in-service training and the enhancement of teacher professionalism. Planning, content, and course delivery were identified as the main factors contributing to the improvement of teachers’ knowledge, skills, and classroom efficiency. In conclusion, teacher professionalism development must be implemented continuously and systematically to produce innovative, ethical, reflective, and lifelong learning educators. Quality teachers not only contribute to student excellence but also serve as catalysts for the development of a prosperous society and nation.

The article provides a comprehensive conceptual justification of the interaction between psychological, pedagogical, and value-based components in the process of professional self-development, which constitutes a key foundation for the effective training of highly qualified teachers. In the context of contemporary education, future teachers are expected to be capable of independent decision-making, creativity, responsibility, and continuous self-improvement. Therefore, the integration of motivational, axiological, and psychological aspects into teacher education becomes an essential condition for developing both professional competence and personal maturity. Special attention is devoted to the problem of forming motivational and value-based self-awareness among future teachers as one of the central factors influencing their professional growth and readiness for pedagogical activity. The article analyzes the interrelation between internal motives (personal needs, interests, aspirations) and external stimuli (social recognition, institutional requirements, professional demands) in shaping students’ professional motivation. This dynamic interaction is considered as a determinant of their professional orientation, self-concept, and system of value priorities. It is emphasized that sustainable professional development requires a balance between intrinsic drives and extrinsic incentives, ensuring the formation of stable professional identity and long-term commitment to the teaching profession. The axio-motivational approach to teacher education is examined as a theoretical and methodological basis for integrating personal values with the values of professional activity. This approach promotes the cultivation of moral responsibility, self-regulation, and the pursuit of self-improvement, which are especially important for future foreign language teachers who operate within intercultural and communicative contexts. The article also highlights the significance of pedagogical practice, professional communication, and collaborative activity in fostering professional self-awareness and the ability to apply theoretical knowledge in real educational settings. Furthermore, the paper synthesizes the results of previous studies regarding the classification of professional motives, the structural organization of axio-motivational orientation, and the pedagogical conditions that facilitate students’ professional self-development. It argues that the formation of axio-motivationalbased self-awareness should be regarded not only as a psychological process but also as an educational strategy aimed at enhancing the quality of teacher preparation. In this way, the integration of axio-motivational components contributes to building a new type of teacher – a professional who is not only academically competent but also value-oriented, ethically responsible, and motivated for lifelong learning.

In modern society, digital technology is becoming increasingly important and, at the same time, is experiencing a growing interest in the research landscape. Without digital technology, active participation in professional or private life is no longer imaginable. The European Union also takes this fact into account by establishing digital competence as one of the key competencies for lifelong learning (European Commission 2006, 2018). The development of digital competence and the use of digital technologies in the teaching-learning process also poses major challenges for teacher educators and future teachers, as teachers are expected to contribute to better teaching quality through the use of ICT while serving as role models for the next generations. On the one hand, teachers must have their own digital competence, and on the other hand, they should design lessons in such a way that learners also develop the necessary digital competence. Based on the relevant literature, it can be seen that the concept of digital competence has changed with the development of digital technologies. According to the survey, the course proved to be a successful dovetailing of theory and practise, enabling future teachers to acquire sufficient digital competence for beginners in both areas (learning and teaching). The selfassessment shows that they are able to plan and design lessons and integrate digital media into various learning processes. They can create collaborative learning opportunities and are able to promote self-directed learning. Future teachers will be able to communicate successfully using digital media. They are less digitally literate in the area of assessing learning outcomes. Although today's students belong to the generation of digital natives, they do not automatically have highly developed digital competence that they can easily apply in their professional lives, nor should it go unmentioned that digital competence varies widely among future teachers. For this reason, designing the course in the context of teacher training is more than necessary.

The article deals with the analysis of the peculiarities of training future foreign language teachers, English and German in particular, in pedagogical institutions of higher education on the basis of an acmeological approach. In the context of the study of the problem raised, the peculiarities of the subjects of the educational process are identified from psychological and pedagogical points of view. Professionally significant qualities of future teachers of foreign languages are summarized and systematized. They are subject-practical, psychological and pedagogical. Keywords: future teachers training; professionally significant qualities; professionogram; acmeological approach; future English and German language teachers; pedagogical institutions of higher education; European integration of specialists; innovations in education.

For several years now, Slovenia has been facing a shortfall of interest in science studies. Some argue that the principal reason for this lies with inadequately trained science teachers in primary and secondary schools. We set out to find the reasons why double degree students of biology (Chemistry-Biology or Biology-Home Economics) at the Faculty of Education chose to become biology teachers, and outline certain guidelines for pedagogical work with students. The results of our survey show that the number of secondary school graduates whose first choice is either of the two biology teacher study programmes at the Faculty of Education is declining. Students who selected the programme as their second choice are mainly those who did not have enough credit points for their first options, i.e. medicine, dentistry, biochemistry, veterinary sciences or biology at the Biotechnical Faculty. Most of the students who decide to become biology teachers are female. The main motives are the students’ fondness for biology and the desireto work with children. Students (regardless of which study programme they select) have fairly similar views on teaching biology. They believe that teachers should introduce practical work in the classroom, have good relationships with students, and are experts in their field (biology). Students in general did not provide innovative ideas about teaching methods which would notbe boring or uninteresting. Their ideas reflect their own experience of teachers, which is why it is important that they are included in work with pupils as early as possible. In this way they can gain their own direct experience of teaching, which helps them to build their own unique idea of what a biology teacher should be. Also highly qualified inservice teachers (mentors) should take part in education of future biology teachers. Inservice teachers could according to functioning of future teachers’ in the classroom propose to university teacher trainers what knowledge do those future teachers lack and should gain in a faculty setting. On the basis of this information introductory science courses could be better accommodated to the needs of future teachers.

У статті розглядаються творчі напрацювання Василя Олександровича Сухомлинського щодо становлення й професійного зростання учителя, які є надважливими в сучасних умовах реформування професійної підготовки фахівця. Зокрема, здійснено обґрунтування ідеї самовиховання як необхідної передумови набуття і збереження професіоналізму вчителя; розглянуто основні характеристики педагога-початківця та педагога-майстра; як майбутній учитель з об’єкта виховного впливу («Я – студент, нехай мене вчать») має перетворитися на суб’єкт організації власної життєдіяльності («Я – майбутній педагог, готую себе до педагогічної діяльності щоденно»). Водночас, використовуючи педагогічний досвід відомого ученого, розкрито сутність професійної індивідуальності вчителя; педагогічної культури та педагогічної техніки як вирішальних елементів формування педагогічної майстерності. Доведено, що індивідуальна педагогічна культура виявляється у професійній поведінці педагога. Здійснено порівняльний аналіз учителя з високим і низьким рівнем педагогічної культури, обґрунтовано поняття «педагогічного безкультур’я» як неуцтва та обмеженості вчителя. Зосереджено увагу на духовно-моральній складовій як основі педагогічної діяльності майбутнього фахівця.

A recent move in the effort to professionalize teaching has been a call for a professional designation for teachers in some Canadian jurisdictions. While teacher certification or licensure seeks to protect public interest and is concerned about professionalism – the quality of teachers' work – professional designation is concerned with public recognition of teachers' professional status, that is, acknowledgement of the legitimacy of the intellectual and ethical location from which teachers act – teachers' identities. While not wishing to argue for or against professional designation per se, I do want to reveal a certain predicament that results when the teaching profession becomes ‘bound by recognition’ (Markell, 2003). The predicament relates to the limits of identity: in the context of recognitive encounters with others, human beings constantly exceed and frustrate prior identifications, often contradicting their own expressed and deepest commitments. What then, one may ask, is the use value of recognition for the profession?

Competence professional education is focused on the achievement of specific educational results: knowledge, skills. There is a need to develop and implement in the educational process a bachelor’s degree in various educational components, both compulsory and elective, theoretical and practical justification of the process of forming the assessment competence of the future physical education teacher. The effectiveness of the implementation of the new assessment system in general secondary education institutions depends on the established assessment competence of the future physical education teacher. Evaluation of the quality of education is a systematic evaluation of the results and process of learning, the effectiveness of the entire education system and its individual components. New trends in the development of national education require their mandatory implementation in the didactic training of physical education teachers in the bachelor’s degree. The purpose of the article is to find and scientifically substantiate the process of forming the assessment competence of future physical education teachers in the bachelor’s degree. We propose the following definition: assessment competence of a future physical education teacher - an integral professional quality of the future teacher's personality, characterized by the ability to make fair, impartial, objective, independent, non-discriminatory and honest determination of the level of educational achievements of general secondary education students. Сriteria, willingness to adjust their own methods of teaching physical education to ensure the progress of the student. Evaluation of the quality of education is a systematic evaluation of learning outcomes and processes, the effectiveness of the entire education system and its individual components. Stages of formation of evaluative competence of the future physical education teacher: analytical, motivational, semantic, organizational-activity, evaluation-effective.

The article is dedicated to the study of psychological factors in the development of leadership qualities in future teachers during their professional study. It highlights that a significant number of works by contemporary domestic and foreign psychologists are devoted to the issue of teacher's leadership qualities. Researchers define the phenomenon of leadership qualities as a relevant topic that generates considerable scientific interest. The article describes an author's approach to understanding the holistic structure of leadership qualities and the importance of its formation and development during the professional training of teachers, particularly in the period of educational reforms (such as the concept of the New Ukrainian School). A complex of psychodiagnostic tools was proposed, allowing for a comprehensive and thorough examination of the personality of future teachers from the perspective of leadership. The study involved students from the II to IV year, from three higher education institutions, aged 18 to 21. Based on the analysis of the components of pedagogical activity, taking into account the structural and content components of leadership qualities in future teachers, the following psychodiagnostic methods were identified: "Self-Actualization Test" by Yu. Alyoshina, L. Gozman, "Method for determining the level of professional orientation of students" by T. Dubovitska, "Assessment of Communicative and Organizational Inclinations - KOS" by V. Sinyavsky and B. Fedorishin, "Diagnostic of Leadership Abilities" by Ye. Zharikov, Ye. Krushelnytsky, "Hall's Test for Determining the Level of Emotional Intelligence," "Behavioral Self-Regulation Style" by V. Morosanova, "Method for studying the level of subjective control (RSC)" by J. Rotter, and the "Questionnaire on reflexivity" by A. Karpova. The empirical study allowed for determining the level of development of leadership qualities in the selected sample. The analysis of the empirical research results revealed that certain indicators are underdeveloped and require improvement. This necessitates further research into the psychological factors that contribute to the development of the aforementioned qualities.