Teacher Training and Technology

This paper examined the contemporary teacher training and professional development in Nigeria as an example of the experiences in developing countries of the world. Against the background of the ascendancy of information and communications technologies in all aspects of human life this study attempted to situate the concept of Information and Communication technology at the centre of the pre-service training and continuing professional development of the Nigerian teacher. A review of some of the major challenges confronting the nation in terms of adopting a technology driven teacher education model was carried out. It also explored the potentials of ICTs for and in teachers’ professional development in Nigeria and developing countries of the world. Consequently, proposing a model of a sustainable teacher training and professional development for Nigeria and other developing countries, within the functional framework of the Information and Communication Technologies was developed to indicate how ICTs could be gradually introduced into the school systems. The study conclude by further highlighting the benefits that Nigeria and other developing countries stand to gain by adopting an ICT driven approach for the pre-service and in-service training and professional development of teachers.

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.

In the age of internet, a series of action plans for teacher education and education information in China have put forward new requirements for teachers, it has also put forward new requirements for the model of teachers' in-service training and professional development. We discuss the Teacher Training and Professional Development under the background of internet from the perspective of in-depth quality evaluation in this paper: To combine the existing evaluation model of Teacher Training and professional development; To summarize the key factors of promoting teacher professional development from the perspective of Teacher Training Project output; To discuss how to make use of the pattern and characteristics of internet to provide support for the key elements of teachers' professional growth. It is expected to provide a good platform for the design and implementation of teacher training and professional development projects under the background of internet.

The process of professional development of a future teacher cannot be successfully carried out without its combination with advanced foreign technologies of professional training and their reflection in domestic state and regional programs of the development of pedagogical education. Progressive achievements of the foreign countries (Germany, France, Canada, Denmark, the Netherlands, Finland, etc.), which demonstrate a high level of professional training of teachers in accordance with world standards; preserve the rich historical traditions of education, which ensures their leading role in the scientific and educational field; have accumulated significant experience of training teachers in new socio-cultural conditions present particular interest. The professional training of future teachers in these countries is used as a flexible element of professional and personal development of a person throughout life. The article identifies the main trends in the training of future teachers in Germany, France, Canada, Denmark, the Netherlands, Finland and others in the context of their personal and professional development and its adaptation to the conditions of professional training of future teachers in the domestic educational space of higher education institutions. Foreign experience in the training of future teachers has opened up new opportunities to improve the system of professional development of future teachers in Ukraine.

Professional development of teachers is essential for successful education in every country due to the technological developments and changes in social and economic textures of the societies. Science achievement of the students may relate to the professional development of the teachers. Due to that fact science teachers need to improve themselves throughout their careers to update their knowledge, skills, attitudes and approaches in light of the development of new teaching techniques and objectives, new conditions and educational research. Trends in International Mathematics and Science Study 2015 (TIMSS) provided valuable data about professional development of science teachers. Therefore, the purpose of this research is to determine and compare the science teachers’ professional development affecting the 8th grade students’ science achievement in Singapore, Korea and Turkey by using the data from TIMSS 2015. The countries in this study have different teacher training and professional development approaches so the examining and comparing practices related to professional development of different countries may give a detailed picture of how beneficial their policies are. In this quantitative research the sample consisted of 5309 Korean, 4257 Singaporean, and 6079 Turkish students and 220 teachers from Korea and Turkey each and 334 from Singapore. It is aimed to find out the relationship between the participation of professional development of teachers and science achievement of the students. In addition to that, the determinants regard to science teachers' professional development affecting the science achievement of the students is determined and compared by using regression analysis. As a result of the study, relationship and the most significant determinant between science achievement and science teachers’ professional development in three countries can be determined.

This paper examines the effects of a professional development programme on the attitudes towards the teaching and learning of teachers in the Anglophone part of Cameroon. The development programme combines a multiplier system with school-based in-service training. The research compares the effects that the training had on the attitudes of three groups of teachers in a control group design: (1) teachers participating in the in-service training, subdivided into (1a) teachers trained as multipliers and (1b) teachers trained by the multipliers, and (2) teachers who did not participate in the training. The study featured a quantitative control group design (n = 292) and is intended to contribute to the discussion on the sustainable effects of in-service teacher training in low-income countries. The data collection was conducted in 13 secondary schools in Cameroon. The results suggest that the programme had effects on the teachers’ attitudes and classroom practices.

ABSTRACT: Professional Development is one of many terms given to the in-service education and training of teachers. In this paper, the authors address the kinds of professional development currently offered in Australia and compare it with the kinds of professional development teachers may require to deal with an era of supercomplexity, where there is uncertainty, insecurity and an unknown and unknowable future. Professional development is seen as involving multiple stakeholders and the influence of governments and other external bodies is also critically examined.

For more than a decade, Uruguay has maintained a considerable investment in digital technologies in primary and secondary education, as well as teacher training centers, through the implementation of the Ceibal Plan (Basic IT Computer Science Educational Connectivity Plan for Online Learning). When the COVID-19 pandemic arrived in Uruguay in March 2020, the government ordered the suspension of all face-to-face classes until June 2020. Then, a progressive return to school was introduced. Fortunately, the country already had a well-established technological infrastructure to rely on. Teachers across all levels of education had to quickly adapt to virtual teaching by adopting strategies that presented significant challenges, and which will make a lasting impact on teacher training and professional development. This article examines Uruguayan standards for the professional development of teachers, with a focus on digital teaching skills for online instruction. Practical examples of Ceibal initiatives are provided to promote the pedagogical use of technologies by teachers. We argue that the emergency that Latin America and Uruguay faced in 2020 led to a fundamental rethink and redesign of teacher professional development courses and institutional support. The COVID-19 crisis has presented an enormous shock to the traditional model of education delivery, and to teacher training programs. Digital technologies are not merely devices for conveying educational content, but rather should be seen as tools for maximizing meaningful learning for students. For this purpose, adequate training and support are essential for teachers to be prepared for future scenarios of even greater uncertainty. Keywords: Teacher Professional Development, Uruguay, Emergency Remote Teaching; Educational Technology; Technology Uses in Education; Compulsory Education; Educational Practices.

The article examines the analysis of historical experience and the modern concept of the future teachers training based on the examples of research on various aspects of teacher education in Ukraine and foreign countries: Great Britain, Germany, and the United States. It is noted that the main element in the content of pedagogical education is the theoretical and practical component in the preparation of the future teacher. The teacher of the 21st century is declared the bearer of social change. Orientation of society towards European standards and values, the best world traditions, require corresponding systemic changes in the field of education as well. The cornerstone of such changes is the improvement of the quality of the educational process in educational institutions, and therefore the quality of teacher training. The author presents the concept of the future teachers training based on the experience of European standards. The progressive achievements of countries that demonstrate a high level of professional training of teachers, in accordance with world standards are of significant scientific interest; they have rich historical traditions of education, which contributes to their leading role in the field of science and education at the regional and global levels; they have accumulated considerable experience in the field of professional training of teachers in new socio-cultural conditions. The key features of the professional training of teachers in the studied foreign countries at the beginning of the 21st century are substantiated: the expansion of the pedagogical practice component in the training of teachers; availability of several alternative ways of teachers training; creation of continuous professional development systems; updating the content of professional teacher training programs; transfer of professional development programs; strengthening of selection rules for pedagogical speciality; delegation of powers regarding certification and professional development. The author notes that the training of a modern teacher must meet the requirements related to innovative activities, the modelling of the structure of such activities of the future teacher is needed, which forms the readiness to perceive, develop or use of the latest educational programs, technologies and does not affect his professional position. No matter how time, values and trends change, a master teacher will always be in demand. Key words: future teacher, foreign experience, concept of training, personally oriented pedagogy, innovative activity.

AI in the education sector has become an intense topic of discussion and there have been mixed feelings about its integration into teacher training programmes.Through the following study,an attempt has been made to understand the impact of integrating AI in teacher training programmes on teachers' professional development and the students' outcomes. The primary method was used to achieve the purpose of this study. 50 educators participated in a survey questionnaire in which they were asked a variety of questions such as their satisfaction levels concerning AI teacher training programme and improvement in their skills and overall student performance.The results were largely positive with slightly negative responses from very few participants.The majority of educators felt satisfied and engaged with AIled training platforms. It was discovered that teachers were positive that their pedagogical knowledge had improved with the utilisation of AI-led tools and teachers were able to share teaching materials with colleagues conveniently.

In the article the basic problems of the pedagogical support of teacher’s professional development in Ukraine and England are analyzed.In the process of future teacher's professional development, qualified teachers should support young teachers, because they do not have an experience, the knowledge of human nature, skills of self- organization and self-regulation.It is very important to know the teachers’ needs in professional development for helping them to solve difficulties, which will appear in their professional life, to expand and extend their knowledge and skills, obtained during their training at the university and provide a basis for constant professional development.A comparative analysis of the needs of Ukrainian and English teachers in their professional development is described. In our view, a comparative analysis of the needs of Ukrainian and English teachers in their professional development might be important since in Ukraine the issue of teachers' professional development has been investigated, but there is still much to be considered. Thus, it will be useful to address the foreign experience in such a question, especially to the experience of Great Britain where teachers continuous professional development is of top priority.Learning International Survey (TALIS) conducted in Ukraine and England is characterized. In Ukraine, the Ukrainian Educational Research Association conducted the survey based on TALIS methodology in 2017. The aim of it is to study the educational environment and conditions of teachers' work: identification of teachers' training and professional development, studying the nature of school's culture, analysis of values and professional ideas of teachers.Three main TALIS questionnaires items are enumerated. The main focus of attention to be taken into account the teachers’ awareness of what mentoring is and what forms and functions are meant by it is raised. The new Conception of Pedagogical Education Development in Ukraine takes into account both pre-service and in-service teachers’ education [5]. It is presented as an internship period. According to the above-mentioned document, novice teachers work under the supervision of experienced teachers.

From the perspective of teacher professional development, this paper have an overview of the status quo of foreign language teachers' professional development and difficulties, which combined with different aspects of Teachers' Professional Development to analyze the Teachers in training and summarized the important role of teacher professional development.At the same time, we explore how to promote professional development of teachers and enhance the cultivation of teachers' training and find out three main ways of college English teachers' professional development.Thereby it presents a reference for learning English as a way of professional development of teachers.

Many low- and middle-income countries face an acute teacher-training crisis, with severe shortages of qualified teachers and under-resourced professional development (PD) systems. These deficits undermine instructional quality and student learning, perpetuating a global learning crisis. This paper draws on the author’s experience supporting teacher development through Rotary International and USAID in 19 African and Asian countries, highlighting program design elements (contextualized training, coaching, and adaptive curricula), implementation challenges (resource gaps, logistics, teacher turnover), and documented successes (improved classroom practices, student engagement, and retention). We then review scalable, systemic strategies proven effective in resource-poor settings, such as sustained mentoring, school- or community-based professional learning communities, and practice-based coaching. These approaches—especially when integrated with technology and teacher agency—can enhance instructional quality at scale.Finally, we discuss implications for underserved U.S. districts, which share barriers like chronic underfunding and staffing shortages. Adapting global equity-driven models (e.g. teacher residencies, peer networks, ongoing coaching) could help these districts invest in teachers as the most critical lever for improving student outcomes. Keywords: Low-Resource Education Systems, Education Policy Reform, Equity in Teacher Training, Teacher Professional Development.

The post-compulsory education sector includes all education beyond the school leaving age, encompassing health care education, higher, further and adult education. The training of teachers for this sector has occurred in two main modes, pre-service and in-service. Pre-service teacher training is aimed at suitably qualified professional and commercial personnel who wish to teach in the post-compulsory sector on completion of a Certificate in Education or Postgraduate Certificate in Education course. In-service teacher training, on the other hand, is aimed at individuals who are already employed as teachers within the sector, but who do not possess a teaching qualification.

This article is part of a common European trend that focuses on the professional development and qualifications of individuals for their employability. The sociological category of “liquid modernity” (Bauman, 2007) as applied to current reality is adopted. Also, the qualitative effects of adaptability (Fernández Aráoz, 2008) as a competence derived from the business world are considered with the following aim: to account for the potential value of adaptation for the ongoing professional development of teaching specialists in bilingual education. Using qualitative-interpretative research, content analysis is performed for an in-depth treatment of data obtained from a heterogeneous sample of in-service teachers. This is done by means of questionnaires and life stories. Results reveal the status of the components of adaptation, articulated by informants as adaptive capacity features and adaptability attributes. The values presented show that adaptive capacity has low structural potential, while there is a lack of balance in adaptability attributes. Finally, guidelines and remediation strategies are offered to agents, institutional bodies and teacher trainers, responsible for the professional development of bilingual teachers.