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This study used a constant comparative qualitative research method to explore formal and informal learning strategies teachers use to develop professionally and the impact these learning strategies have on their professional practices. Participants were selected through snowball sampling, consisting of 20 teachers from five high schools in Taiwan. Three were male, and 17 were female, with an average age of 43. The study found that participants' formal learning strategies include attending workshops and conferences and doing professional courses in colleges or online. Their informal learning strategies include discussions and sharing ideas with colleagues, using the internet to learn and search for information, reading reference materials, and reflecting on teachings and students' feedback. The impact of the learning on participants' professional practices includes improved subject content and professional knowledge, teaching and learning skills, classroom and time man agement skills, teaching and learning aid production skills, and collaboration and information-searching attitudes. [ABSTRACT FROM AUTHOR]

Professional development can be used as a tool to increase teacher confidence and competence. Consequently, it may improve the quality of education available to students. Previous research suggests that many teachers lack the confidence to teach health despite it being an area that they are expected to teach. This paper locates and considers the health specific professional development opportunities that exists for primary school teachers internationally. The authors brainstormed a list of search terms and followed the PRISMA guidelines to search EBSCO databases. The findings were screened and sorted. The review found that educators who value and understand health are more likely to teach health related topics. Professional development related to health that was most effective was characterised as being (1) multidimensional, (2) integrated, (3) adaptable, (4) modelled, (5) collaborative, (6) supported by school leadership, and (6) valued. Despite the importance of health, the review found a lack of professional development for teachers. This may in turn create a barrier to students accessing health education. Thus, professional development programmes for teachers that aim to improve their confidence and competence to teach health in the classroom are urgently required. [ABSTRACT FROM AUTHOR]

As artificial intelligence (AI) technologies are increasingly being adopted in educational contexts, it is essential to understand how key stakeholders perceive opportunities and challenges for responsible integration. This mixed-methods study explored EFL teachers' perspectives on utilizing AI tools for instruction, learning activities, and assessment. An online survey collected both quantitative and qualitative data from 150 EFL teachers regarding their experiences, attitudes, and beliefs about AI's pedagogical role and ethical considerations. Descriptive statistics revealed generally positive views of AI's potential for personalized learning and practice opportunities, though ongoing concerns around risks to human interaction, privacy, and bias. Teachers favored collaborative models, with AI playing a supporting role under educator oversight. Significant gaps in teachers' technical literacy and lack of training or support for integration emerged as barriers requiring attention. While potential applications for standardized assessment were acknowledged, ongoing validation of AI models against human judgment was deemed necessary. Qualitative analysis identified uncertainty around AI's impacts on higher-order skill development and communicative competence. Guidelines delineating appropriate roles and oversight frameworks were seen as imperative to ensure aligned, ethical usage maximizing opportunities. This study provides timely empirical insights to inform the development of policies, tools, programs, and practices facilitating the judicious adoption of AI as a partner in strengthening EFL education worldwide through collaborative human-AI partnerships grounded in evidence-based research. [ABSTRACT FROM AUTHOR]

Background: The most effective approach to food allergy management is to avoid consuming the specific allergens that trigger an allergic reaction. It is crucial to make school environments prepared for the potential of food allergic reactions, including anaphylaxis, which is a rare but documented outcome. The high prevalence of anaphylactic reactions in children makes food allergy and anaphylaxis management important topics in schools. Aim: This study aimed to determine the effects of food allergy and anaphylaxis management education on teachers' food allergy and anaphylaxis management self-efficacy and level of knowledge in Türkiye. Methods: This study used a random experimental design with a pre-test and post-test group. The study was conducted with 84 teachers who worked in kindergartens (school year prior to starting Grade 1) and primary schools in a city centre in eastern Turkey between September 2022 and January 2023. Data were collected through a socio-demographic form and the Food Allergy and Anaphylaxis Management Self-Efficacy Scale for School Personnel. Data analysis was performed using t-tests for independent groups, Chi-square tests and McNamara analyses. Results: The average age of the teachers was 31.08 ± 6.70 years, and the average years of experience in the profession was 6.68 ± 6.99 years. All the teachers wanted to learn about food allergy and anaphylaxis management, 59.5% did not know whether their schools had an emergency action plan for food allergy and anaphylaxis, 63.1% reported not having the necessary emergency treatment medicine for anaphylaxis in their school and 57.1% reported having no educated school personnel to administer the first intervention in case of a serious allergic reaction at school. While the mean scale score of the experimental group was 25.88 ± 7.26 before the training, it was 30.78 ± 6.98 after the training. While no differences were detected between the experimental and control groups' pre-test scale mean scores, the experimental group's post-test scale mean score was found to be statistically significantly higher (d = 0.79, p <.05). The results also indicate that the rates of providing correct responses to questions regarding what the most common symptom in a student with a food allergy is, and what the first intervention should be when a serious reaction develops in a student, increased significantly level. Conclusions: This study found that the health education given to teachers led to an increase in teachers' food allergy and anaphylaxis management self-efficacy. [ABSTRACT FROM AUTHOR]

This study explores the relationship between teachers' entrepreneurial behaviors and their creativity-nurturing behaviors, with a particular emphasis on sustainability in education. While previous studies have typically examined entrepreneurship and creativity as separate concepts, often focusing on their individual dimensions, this study underscores the significance of integrating entrepreneurial and creative competencies to promote sustainable educational practices. By highlighting how teachers' entrepreneurial and creative skills contribute to sustainable education, this study addresses the broader impact these competencies have on meeting the evolving needs and expectations of students, families, and society. This approach supports the development of a more resilient and adaptive education system that can thrive over time. The research involved 1396 classroom teachers from the Mersin province of Turkey. Analysis of the data revealed a strong positive correlation between teachers' entrepreneurial behaviors and their creativity-nurturing behaviors, indicating that teachers who exhibit higher levels of entrepreneurial traits are more likely to engage in practices that foster creativity or that teachers who exhibit higher levels of creativity nurturing behaviors are more likely to engage in entrepreneurial practices among their students. Thus, the importance of the high-level relationship between entrepreneurial behaviors and creativity-enhancing behaviors in improving sustainability in education has been revealed. This study highlights the need to integrate entrepreneurial skills into teaching practices to support a sustainable educational framework. [ABSTRACT FROM AUTHOR]

Introduction: Digital transformation implies changes in professional roles. In this sense, the whole of the teaching staff sees how their identity profile has undergone mutations over the last few years. Therefore, this research has as main objective to analyze the digital identity of teachers in the search to understand the concept in a holistic way. Method: es Regarding this, a systemic review of the pertinent literature has been carried out in the Scopus database. 278 documents have been used and, after the different phases of screening and filtering, 34 studies have been analyzed in depth. Results: The results indicate that the research around this topic has three lines of study focused on the construction of one’s own identity, the improvement of digital competence and the use of virtual platforms for its development. Conclusions: In conclusion, it can be said that, in general, there is a lack of greater depth when it comes to conceptualizing the digital identity centered on the figure of the teacher and on their development as a subject in the virtual world. [ABSTRACT FROM AUTHOR]

Copyright of Continue Education Research is the property of Harbin Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background. The article addresses the issue of developing reflective skills of future teachers during their university training. The object of the research is students' reflective skills determining their disposition to professional pedagogical activity. The purpose of the article is to examine the dynamics of reflective skills development of students majoring in pedagogics through their reflective activities during the learning process. Materials and methods. The methodological basis of the research is reflective, competence-based and system approaches. The author used the following methods: comparative analysis of pedagogical facts on the research topic, testing, pedagogical experiment, and survey. The collection of empirical data was carried out by using various pedagogical tools such as the questionnaire for self-understanding in the process of communication (by William Stephenson); the experimental technique of cooperative reflection (by T.F. Usheva and others); the method of activity analysis (by S.D. Neverovich and others), and the questionnaire for individual manifestations of reflection by A.V. Karpov. The study included 73 students of pedagogical specialties of Irkutsk State University. Results. The results of the study demonstrate positive dynamics of developing reflective skills of students majoring in pedagogics. Organizing the learning process based on reflective activity allowed to develop personal reflective skills in the beginning. The next stage included developing intellectual, communicative and cooperative types of reflective skills. The process of developing cooperative reflective skills turned out to be the hardest to start. Mainly, this process is complicated by problems in reaching agreement of students' activity positions and planning their collective actions. The dynamics of developing reflective skills does not depend on the stage of higher education (studying for bachelor's or master's degree). Students of every stage of higher education demonstrated the same trajectory of developing the four types of reflective skills.

The article substantiates the relevance of the problem, provides a theoretical analysis of scientific sources on the concepts of “values” and “professional values of a modern teacher,” and defines their role in ensuring the quality of higher education during wartime. It was found that teaching in wartime has become a challenge for all the participants in the educational process and a real test for higher education institutions, which enable young people to receive not only knowledge but also psychological support, and maintain a sense of belonging to the Ukrainian community. Ukrainian educators demonstrate lessons of resilience, struggle, and victory to the world daily. Due to their work, Ukrainian youth can continue learning despite numerous challenges and threats. Ensuring access to quality education at all levels has become a priority of state educational policy. This direction includes creating conditions for continuous learning, developing new models of the educational process, supporting teachers and students, and providing access to innovative technologies and educational materials. It is emphasized that the professional values of teachers have gained particular significance in Ukraine's higher education system. Their activities during the war focus on training specialists who uphold and affirm the values of Ukrainian statehood. Teachers not only educate the new generation but also strengthen belief in the future, inspiring active citizenship, readiness to defend their values, and build a peaceful society. Conclusions are drawn that the modern teacher possesses values that determine the success of their professional activities and ensure the quality of higher education. The main values include: respect for the dignity and rights of higher education students, academic integrity, continuous professional growth, innovation and creativity, collaboration and partnership, empathy, and social responsibility; determination, etc. It is worth noting that emotional resilience and balance are crucial for teachers working in wartime conditions.

The article presents the significance of economic education in a person’s life and the need for it from an early age. The stage of development from which education on the basics of economy should start is the preschool age (3-6 years). The age of the ancestors, the initial stage of the child’s consumer socialization, during which its effects and ideas about the world of consumption are shaped. The consumer behavior of preschool children is determined by parents, who can use the purchasing process in the upbringing process. This issue is very relevant, since it constitutes an integral part of each person’s life and it’s also a subject of interest in many fields of social sciences, each of which introduces a different view, hence it’s multidimensional nature. The essence and significance of the process of economic education, including equipping children with knowledge about economics as well as basic ability of its usage in certain life situations were presented based on the research of recent publications collected from the Scopus and Google Scholar databases. The article points out the existence of tools that could be used in the methodology of preschool teacher’s work. The offered examples taken from pedagogic practice could help teachers with implementing methods of efficient economical education in the field of preschool pedagogy. The findings presented in the article point towards the need for economic education of preschool children and show its integral and timeless nature. One of the tasks of economic education in kindergarten is to shape the foundations of economic culture, which emphasizes the relationship between economic education and morality.

Family adjustment is crucial for the child’s school obligations. This quantitative study was conducted to determine the significant relationship between the family adjustment of primary school pupils and their academic engagement. The pupils’ level of family adjustment was found to be positively and significantly related to their academic engagement (r = 619, p

The aim of this research is to analyze the description of educators' dedication to the quality of education through use of teaching factories as a way to close the competency gap required by the industrial sector to study at private Islamic vocational schools in Bekasi Regency. The research method used a qualitative descriptive with three-stream analysis of data reduction, data presentation and drawing conclusions from the results of observations and in-depth interviews with participants including school principals and teachers as heads of the teaching factory program and the Bekasi District Education Office as supervisors of the implementation of the teaching factory program. A tree diagram used to explain the structured flow of the results of observations and in-depth interviews. The findings showed that the dedication of teaching staff at the Bekasi Regency Islamic Private Vocational School in achieving the learning quality of the teaching factory program was still very low. Where it is necessary to encourage school principals and related agencies to be able to innovate learning facilities that are relevant to the industrial world at the same level. Encouragement of compensation and opportunities at the next level of education. Efforts to encourage the teaching factory program to emphasize the importance of learning facilities in schools as a means of industrial practice in the classroom. Other efforts include the rights and obligations in building teacher dedication to achieve competent.

Abstract Teachers need to be more competent in understanding and implementing the value of energy-saving ethics, which affects the process of instilling its value in students. In fact, there are many subjects in Indonesia's national and religious education curriculum that contain the value of energy-saving ethics. The purpose of this research is to design a training and competency development program for Islamic school (madrasah) teachers integrated with the boarding school system (pesantren). The design stages included needs analysis, textbook analysis for Islamic Religious Education, Science, and Language in grades VII-IX, competency analysis, and curriculum and syllabus design. At each stage, we conducted interviews with Islamic Religious Education teachers, energy conservation instructor, curriculum development experts, and linguists. We also carry out benchmarking based on the curriculum and syllabus documents developed by training institutions. The research results led us to design a training program that emphasizes the ability to internalize religious ethical value messages related to energy-saving learning. The implementation uses a place-based education approach and a blended learning format that is highly flexible in terms of resource availability for teachers and schools. We discuss the implications of the research results, emphasize the use of local green energy issues and resources as learning resources, and establish partnerships with universities and human resource development institutions, as well as local teacher learning communities in the energy field. Abstrak Guru harus lebih kompeten dalam memahami dan menerapkan nilai etika hemat energi sehingga memberikan dampak pada proses penanaman nilai tersebut kepada peserta didik. Faktanya, banyak mata pelajaran dalam kurikulum pendidikan nasional dan agama di Indonesia yang mengandung nilai etika hemat energi. Tujuan penelitian ini adalah desain program pelatihan dan pengembangan kompetensi guru sekolah Islam atau madrasah yang terintegrasi dengan sistem pondok pesantren. Tahapan desain meliputi analisis kebutuhan, analisis buku teks pelajaran Pendidikan Agama Islam, sains, dan bahasa kelas VII-IX, analisis kompetensi, serta desain kurikulum dan silabus. Pada setiap tahap, wawancara dilakukan dengan guru sekolah, instruktur konservasi energi, ahli pengembangan kurikulum, dan ahli bahasa. Benchmarking dilakukan juga berdasarkan dokumen kurikulum dan silabus yang dikembangkan oleh lembaga pelatihan. Hasil penelitian mengarahkan kami untuk mendesain program pelatihan yang menekankan pada kemampuan internalisasi pesan nilai etika agama terkait pembelajaran hemat energi. Penerapannya menggunakan pendekatan place-based education dan format blended learning yang sangat fleksibel dalam hal ketersediaan sumber daya bagi guru dan sekolah. Kami membahas implikasi hasil penelitian, menekankan pada penggunaan isu dan sumber daya energi hijau lokal sebagai sumber belajar, dan menjalin kemitraan dengan perguruan tinggi dan lembaga pengembangan sumber daya manusia, serta komunitas belajar guru lokal di bidang energi. How to Cite: Rohmatulloh, Rohman, A., Rosenda, D., & Nadia, M. A. (2024). Improving Energy-Saving Competencies: Needs Analysis and Training Program Design for Islamic School Teachers. TARBIYA: Journal of Education in Muslim Society, 11(1), 47-64. doi:10.15408/tjems.v11i1.40160.

The purpose of this study was to investigate the impact of the difference in évaluation practices in teaching from one teacher to another, depending on the scientific qualification of physical education and sports teachers in secondary education in Algeria. For this purpose, we relied on the descriptive-analytical approach, in which we distributed a questionnaire on assessment practices in teaching to a research sample of 416 physical education and sports teachers in the secondary stage who were selected randomly. After collecting the results and processing them statistically, it was found that the assessment practices in teaching among physical education and sports teachers in secondary education in Algeria differ from one teacher to another depending on the variable of scientific qualification. Consequently, the study recommended the need for qualitative and comprehensive training for physical education and sports teachers in the field of modern assessment and its strategies.

The paper considers the theme of tutorship, which is one of the cross-cutting issues in Konjaku Monogatari-shū, a 12th century collection of setsuwa didactic tales. The authors reveal what types of tales are chosen for the collection and in which manner they are recited, from the legends about Buddha Shakyamuni himself to the stories of common laity skilled in some art. Buddha Shakyamuni himself, the teacher of all teachers, also studies, and, at the same time, his teachers act as his students, which shows the continuity and infinity of the chain of interdependent emergence of things. Buddha sets an example for all other teachers in that his whole life is mentoring. He helps everyone with whom he interacts to get rid of illusions, even in those moments when he is not directly interpreting his teachings. In all tales, the relations of a master and his disciple are seen as conditioned by the law of retribution, they are very close and intimate; the two people must be congenial in talents and needs to be in such relations, be it in the area of transmitting the Buddhist Law, or merely training in some art. The theme of continuity of tradition, transmission of Buddha’s teaching is very important for Konjaku. It is discussed from different points of view in all three sections of collection – the Indian, Chinese, and Japanese ones. The timeless chain of masters and disciples is formed, and every participant – a link of this chain – should be ready to receive the Law, to become a disciple and, in time, a master. Following the pattern set by Buddha, in some tales, a master and a disciple can exchange their roles, in other ones, the disciple is not a person, but a whole nation. There are also stories about a supernatural being, for instance, a ghost or a god, becoming a teacher. In some cases, the disciple is a character assigned to display wisdom of his master. The ways in which wisdom is imparted can also vary widely, with some stories specifically emphasizing the unexpected actions of mentors, through which their students experience first-hand what they had previously been unable to understand through the efforts of mind. Personal aspects of master–disciple communication are also examined in Konjaku, and examples of bad relationships are provided as well.

The article examines the problem of the teacher’s professional growth due to continuous selfeducation and personal development in the conditions of martial law. The aim of the article is to outline the pathways of self-educational activities for teachers and the approaches to enhancing the professional level of educators, implemented at Alfred Nobel University under martial law conditions. In the course of the research, methods of analogy, retrospective and semantic analysis, SWOT analysis, generalization, and specification of scientific principles and the regulatory framework related to teacher self-education were employed. A SWOT analysis of interpretations of the concept of “self-education” was conducted, and it was found that self-education is a necessary component of professional activity which is determined by social order and is a factor in the personal and professional growth of a specialist. Emphasis is placed on self-education of the teacher as the leading form of improvement of pedagogical skill and professional competence, which consists in assimilation, renewal, dissemination and deepening of knowledge, generalization of experience through purposeful, systematic self-education activities aimed at self-development and self-improvement of the individual, satisfaction of personal interests and objective needs of the educational institution. It was found that the conditions of the martial law in Ukraine and changes in educational orientations made corrections both in the content of teachers’ self-education and in the forms and types of their self-education activities. Some approaches to raising the professional level of a teacher, which were implemented at Alfred Nobel University under martial law conditions, namely acquiring competencies to preserve and restore mental health, providing psychological support to participants in the educational process, improving information competence, implementing effective ways to improve the quality of education in online learning, and mastering new learning/teaching methods, are considered. The content of the developed and implemented comprehensive program of care for human mental health, including a marathon of online meetings with domestic specialists and lecturers from European countries, aimed at mastering the competencies to ensure one’s own psychological health and improve the psycho-emotional state of higher education students in wartime conditions, is disclosed. The expediency of particular directions of development has been substantiated including teachers’ mastering various software, the ability to work on various educational platforms, and the use of interactive applications; cooperation and interaction with domestic and foreign higher education institutions in order to gain experience for the further implementation of the best European practices in the educational process; internships, participation in international projects, thanks to which teachers found and implemented effective ways to improve the quality of education in online learning, and mastered new methods of learning/ teaching. The feasibility of implementing special measures to support the self-educational activities of teachers under martial law conditions has been confirmed, with a focus on the targeted development of key professional competencies related to continuous professional self-development. The conclusions emphasise the need for purposeful self-education of the teacher, thanks to which a new invaluable experience of providing quality education in wartime conditions is formed.

Mastering the basic competencies of a physical education teacher is one of the keys to learning. This research aims to determine how to achieve the competency of elementary school physical education teachers spread across the city of Semarang. The method used in this research was a qualitative method with an interaction analysis model and supported by the presentation of percentages. This research involved 20 elementary school physical education teachers spread across Semarang. Data analysis was carried out using data collection techniques, data reduction, data display, and drawing conclusions. The overall interview results were reduced, and the data was presented as a percentage of teacher achievement in pedagogical competence of 80% in the good category. Personality and social competency have the same value, 50%, in the good category, and professional competence results were obtained at 70% in the good category. It is concluded that harmonization is needed to master basic teacher competencies. This study contributes to all researchers interested in developing physical education teacher competence to create new models and strategies to support them in increasing their teacher competencies.

This systematic literature review focuses on the elements that contribute to teachers’ workload and its impact on their well-being. In general, researchers have conducted several pertinent studies on the issue of teachers' workload, therefore it is not a particularly new one. Regretfully, the majority of past research did not include the wellbeing of teachers. Hence, the present study reviewed 15 past studies on the teacher’s workload factors and its impact on their well-being. Two databases, Web of Science and Scopus, were used for the review. Eight issues or themed emerged from the thematic analysis of this review, including 1) physical to online teaching and learning; 2) increased working hours; 3) non-teaching tasks; 4) appreciation and respect; 5) stress; 6) physical and mental condition; 7) uncertainty and 8) burnout. 22 sub-themes have emerged from the eight main topics, and several recommendations were made for the benefit of future researchers at the conclusion of this study. The findings explained the effect that cause by heavy workload which should be addressed quickly to help the educators’ well-being. [ABSTRACT FROM AUTHOR]

The study's goals were to find out how much culturally responsive leadership headmasters are employed and how many professional learning community (PLC) are set up in small schools. It also looked into the relationship between these two variables by using a questionnaire in a quantitative survey design, which was administered to 546 respondents out of 754 that had been distributed. Descriptive statistics were used to study the level of perception of all variables, and inferential statistics used Pearson's correlation coefficient to study the relationship between the variables. The findings of the study showed that school headmasters practiced a culturally responsive leadership style, and teachers also participated a lot in PLC. Teacher participation in PLC had a significant relationship with culturally responsive leadership at the 0.05 significance level. The results of the study also showed that culturally responsive leadership accounts for 48.7% of the variance in teacher participation in PLC. This finding greatly suggests that culturally responsive leadership practices are important in contributing to teachers' practices in PLC, which in turn will improve student learning. [ABSTRACT FROM AUTHOR]

Copyright of Knowledge: International Journal is the property of Institute for Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article substantiates the relevance of the problem, provides a theoretical analysis of scientific sources on the concepts of "values" and "professional values of a modern teacher," and defines their role in ensuring the quality of higher education during wartime. It was found that teaching in wartime has become a challenge for all the participants in the educational process and a real test for higher education institutions, which enable young people to receive not only knowledge but also psychological support, and maintain a sense of belonging to the Ukrainian community. Ukrainian educators demonstrate lessons of resilience, struggle, and victory to the world daily. Due to their work, Ukrainian youth can continue learning despite numerous challenges and threats. Ensuring access to quality education at all levels has become a priority of state educational policy. This direction includes creating conditions for continuous learning, developing new models of the educational process, supporting teachers and students, and providing access to innovative technologies and educational materials. It is emphasized that the professional values of teachers have gained particular significance in Ukraine's higher education system. Their activities during the war focus on training specialists who uphold and affirm the values of Ukrainian statehood. Teachers not only educate the new generation but also strengthen belief in the future, inspiring active citizenship, readiness to defend their values, and build a peaceful society. Conclusions are drawn that the modern teacher possesses values that determine the success of their professional activities and ensure the quality of higher education. The main values include: respect for the dignity and rights of higher education students, academic integrity, continuous professional growth, innovation and creativity, collaboration and partnership, empathy, and social responsibility; determination, etc. It is worth noting that emotional resilience and balance are crucial for teachers working in wartime conditions. [ABSTRACT FROM AUTHOR]

To date, discussion regarding autism in education has been primarily concerned with autistic students, and research usually relates to pedagogical practices that can be implemented by neurotypical teachers to support them. Seldom does the conversation around autism in the classroom consider autistic teachers, which automatically negates lived experience which could provide critical insights into inclusive education. This review examines literature which is concerned with the lived experiences of autistic teachers in education settings from early childhood to high school, with the purpose of illuminating the understanding of autism in schools. This study finds that autistic teachers are more prevalent than traditional ideas about education have suggested, with many teachers deciding to hide their autism due to negative stereotypes and discriminatory behaviour. This study focuses on the range of strengths and challenges that autistic teachers experience and highlights a gap in the literature exploring lived experience of autistic teachers, conducted by autistic researchers. The study concludes that autistic voices are essential for addressing disconnects between inclusive education theory and practice; a disconnect which creates barriers to success for autistic people in society. [ABSTRACT FROM AUTHOR]

Education encompasses learning experiences occurring in various environments throughout life and can be interpreted as teaching organized in schools as formal educational institutions. Teachers play a crucial role in educating students to develop good character by using varied methods to create an engaging learning atmosphere. One increasingly popular method in educational practice is Active Learning. Learning interest significantly influences the learning process. At SMA Negeri 1 Simpang Kanan, students' interest in Civics, particularly the topic of National Integration, is still low, resulting in poor learning outcomes. This research aims to understand how to increase the interest of 10th-grade students at SMA Negeri 1 Simpang Kanan in the topic of National Integration and to identify factors causing the lack of interest. The research employs a qualitative method with data collection techniques including interviews, documentation studies, and observations. The results show that using Active Learning methods can improve students' learning outcomes in the topic of National Integration, positively impacting their learning interest. [ABSTRACT FROM AUTHOR]

The ongoing technological, socio-cultural and economic changes affect the work of early childhood education teachers. Therefore, educators should acquire new competences and develop the existing ones. The aim of this article is to review the latest trends in the learning of early childhood education teachers based on the analysis of foreign research in this area. This will allow for expanding knowledge and formulating practical tips for educators and educational decision-makers on the possibilities of using various methods and training programs. [ABSTRACT FROM AUTHOR]

The article was created on the basis of exploration conducted in accordance with the methodology of historical socio-pedagogical research. The initiator and promoter of this research was Helena Radlińska - the creator of Polish social pedagogy. Post-war experiences of moral crisis, to which prof. Helena Radlińska drew attention in the years 1946-1947, can today activate and inspire pedagogical communities, especially socio-pedagogical ones. Every war implies negative consequences in the economic and energy spheres. These processes are the subject of numerous analyses, debates and activities in the international arena. Much less attention is paid to the social effects of war. In this context, the selected subject of the moral evil of war appears to be an important and consistently relevant issue. It is therefore worth analysis, research, and discourse leading to corrective actions based on intentional influence in the sphere of moral education (moral upbringing). The aim of the article is to present Helena Radlińska's concept of counteracting the moral consequences of the war from a historical perspective. It may also be an encouragement for further scientific research aimed at searching for theoretical and methodical foundations for the practice of activities included in the field of upbringing, educational, caring, assistance and cultural activities, as well as promoting the culture of truth, goodness, and beauty in everyday social life of the 21st century. The last paragraph of the conclusion, which outlines the types and kinds of issues for further analysis and scientific research, maybe an inspiration. [ABSTRACT FROM AUTHOR]

In this study, a scale was created to measure the gamification ability levels of teachers. The rating system is a 5-point Likert scale. The scale has 36 items and 4 variables. The research's study group is made up of 526 instructors who are employed during the academic year 2022-2023 in kindergarten, primary schools, secondary schools, and high schools connected to the Ministry of National Education. By looking at the levels of exploratory and confirmatory component analysis, item discrimination levels, and meeting the goal, the validity of the scale was examined. Stability analyses and internal consistency coefficients were used to examine the scale's reliability. The investigation concluded that the scale is a viable and trustworthy measurement tool that may be used to assess teachers' degrees of self-efficacy with regard to gamification. [ABSTRACT FROM AUTHOR]

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

John Dewey wrote widely about education and educational philosophy and it follows that there is a plethora of secondary source material addressing those large topics. Dewey spoke about the roles of the teacher (educator) and student (pupil/child) and their general relationship, yet there is a gap in scholarship addressing exactly what the nature of that relationship was (formal, familial, etc) and what it entailed. This paper addresses an important issue in Dewey scholarship: Dewey's conception of the teacher-student relationship. The guiding question is "What does John Dewey specifically write about the conception of the teacher-student relationship, its dimensions, and nature of that relationship?" Through a textual analysis, I provide a cohesive vision of Dewey's treatment of teacher-student relationships in an attempt to clarify and excavate a theory of teacher-student relationships emanating from Dewey. In order to understand the role of the teacher and student in the teacher-student relationships in Dewey's work, this article addresses the central themes that emerge as the central aims of education in Dewey's work: education as (1) social; (2) Democratic; and (3) cooperative and experiential. Through this textual analysis guided by these themes, a unifying vision of the teacher as a "sympathetic observer" is revealed. While the aim is to understand the teacher-student relationship in this paper, the textual analysis yields evidence that the teacher is primarily responsible for fostering this educational relationship, and as such, relationship is the central focus within this work. [ABSTRACT FROM AUTHOR]

The purpose of the study was to determine teachers'-readiness in multimedia instruction of selected public elementary teachers of Makati, Philippines. The study verified teachers' level of readiness in multimedia instruction; examined pupils' level of interest in multimedia; tested the significant difference between teacher-readiness in multimedia instruction when grouped according to profile; determined significant relationship between pupils' interest and teachers' readiness in multimedia instruction; and identified problems encountered by the teacher in relation to multimedia instruction. The study used descriptive exploratory research design adopting both quantitative and qualitative approaches. The researcher used the purposive sampling method in choosing the teacher and pupil respondents of this study. Instruments of data collection were questionnaires, focus group discussion and interviews. The study employed statistical package to treat the data. The statistical tools used were frequency, percentage, mean and standard deviation, t-test, one-way Analysis of Variance, supported by Post-Hoc Analysis using Scheffe and Pearson r Coefficient of Correlation. The result of the study showed that teacher-respondents were mostly ready for multimedia instruction in terms of the use of multimedia device, mastery operation in microsoft application, and computer literacy. Others are ready in internet application and data management while the rest are slightly ready in advance computer applications. With the application of multi-media in instructions, the pupils were found very interested. The study further revealed that age, gender, and educational attainment have nothing to do with readiness in multimedia application, however, its usage was significant with length of service, level of literacy, internet application and data management. Likewise, target respondents have encountered problems. Generally, it can be inferred that those teachers and students who are ready who are ready to multimedia instructions are also those who are interested in its use. This study proposed the school management to 1) procure the multimedia devices; 2) that ICT managers adopt the proposed multimedia training design (TechY-Teachers) and to develop skill in media technology. [ABSTRACT FROM AUTHOR]

As the world slowly recovers from the COVID-19 pandemic, it is clear that we will not be returning to the world we once knew. Instead, we are adapting to a "New Normal" - a world where we must learn to coexist with the virus. This new way of life vastly differs from what we were accustomed to, and every aspect of our lives has been impacted. Teachers have a significant role in shaping the future of education, and they, too, have been affected by the pandemic. In this study, we sought to understand the challenges and issues public elementary school teachers face in the Philippines due to the pandemic. We employed a qualitative phenomenological research design, selecting nine participants who shared their experiences. Through our analysis, we identified seven themes, including lack of communication, parents' low levels of education, insufficient time for printing modules, teachers' out-of-pocket expenses, difficulty in assessing learners' academic performance, the need for professional growth, and teachers' positive response to the changes. Despite their challenges, these teachers remain resilient and motivated to adapt to the new normal. Despite the difficulties, they continue to work hard to ensure their pupils receive quality education. [ABSTRACT FROM AUTHOR]

This paper provides insights into the experiences of children with disabilities in an Ethiopian context during prolonged school closures due to the COVID-19 pandemic. Drawing on data gathered through telephone surveys from parents of children with disabilities who had been attending school prior to closures and teachers working in different educational settings, we discuss children's learning journeys during closures, motivations to return to school and the implications of this on current educational reform efforts in Ethiopia. Our findings highlight the significant merits of including children with disabilities explicitly in wider education reform efforts; the many positive gains seen in parental desires to send their child back to school; and the need to recognize and strengthen the role of schools as spaces for promoting children's socio-emotional well-being. Schooling of children with disabilities in Ethiopia was significantly impacted due to the lack of accessible learning materials available at home and in schools Caregivers expressed that returning to school was a strong priority for their child with disabilities Teachers and caregivers noted significant negative impact of closures on children's social and emotional well-being, with many reporting heightened feelings of sadness, loneliness, isolation, and diminished interest in learning and playing among their children. Caregivers and teachers felt that more could be done to support families and schools during such times, especially with better allocation of resources. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The implementation of the integration of the Natural Sciences and Social Sciences (IPAS) curriculum in elementary schools is one of the significant changes in the Indonesian education curriculum, which is expected to improve the quality of education and prepare students to face future challenges. However, the implementation of IPAS also faces a number of obstacles and challenges that need to be overcome. This research aims to identify the main obstacles faced by schools in implementing IPAS. The research will use a mixed methods approach combining qualitative and quantitative methods. The data we collect will be analyzed using statistical software and qualitative analysis techniques to identify key patterns and findings. The results of this research will provide valuable insights that can support efforts to improve basic education in Indonesia, and bridge the gap between learning policies and practices in elementary schools. In future research, it is hoped that it can sharpen the discussion of science and science learning in elementary schools which not only discusses the material but also approaches to learning.

Background & Objectives: Cephalometric tracing education in orthodontics necessitates a thorough review of human anatomy. Juggling expertise in two fields poses a challenge for professors. A collaborative solution, such as the team teaching model where two professors jointly instruct students, was explored in this study to investigate its impact on teaching cephalometric tracing to dental students in Zanjan during 2021-2022. Materials & Methods: This quasi-experimental study involved the participation of all 67 dental students across two semesters in 2021 and 2022. In a shared classroom setting, the orthodontist traced the cephalogram image on the whiteboard, and immediately the radiologist described the related bones using software. This interactive teaching approach persisted throughout the class. At the conclusion of each session, students were given a teaching satisfaction form and a researcher-developed questionnaire containing anatomy questions. Descriptive statistics, including frequency and percentage, were employed, and a Paired T-test was conducted for analytical statistics (p-value = 0.05). Results: The overall satisfaction percentage of students was 79.75% (563 of 706 response).The highest level of satisfaction was related to the satisfaction with the teaching method. The highest level of dissatisfaction was related to saving time. A comparison of the mean scores of the pretest and posttest showed no significant increase in learning. Conclusion: Student satisfaction with team teaching is notably high, particularly in relation to the teaching method. However, challenges related to time efficiency were identified as a drawback of this teaching model. Taking into account the study's limitations, it was concluded that team teaching did not significantly impact the learning rate.

Job satisfaction significantly impacts teachers’ overall well-being and mental health. Research reveals a strong connection between employment status and mental health, with teaching being a particularly stressful profession. The COVID-19 pandemic exacerbated these challenges, with the shift to online education and limited support causing heightened stress, anxiety, and depression. This study analyses scientific literature exploring the link between job satisfaction and mental health (depression, stress, and anxiety) in teachers. By examining relevant articles in major databases like Web of Science, PSYNDEX, PsycINFO, MEDLINE, EMBASE, and Google Scholar, the research identifies numerous sociodemographic and institutional factors contributing to teachers’ mental health struggles, including workload, teaching experience, job satisfaction, gender, and the nature of online education. The findings highlight the urgent need for educational policymakers to develop policies prioritizing teacher well-being, especially during times of crisis. This involves addressing factors affecting job satisfaction and implementing strategies to promote mental health support for educators.

The relevance of the research is due to the need to implement the principle of cooperation and interaction of the subjects of the educational process, and to use the creative approach in the situation of modernizing higher education. The purpose of the research is to identify indicators, criteria, and development factors of university teachers’ pedagogical conservatism. The study hypothesizes that the state of pedagogical conservatism among teachers of higher educational institutions: 1) may be correlated with the level of integral satisfaction with professional activity; 2) indicates the presence of factors contributing to its development. The study participants: the teaching staff of 9 Russian universities (N = 1754, aged from 25 to 65, including 25% of men, 75% of women). The research methods (tools): methodology "Assessment of pedagogical conservatism of teachers of a higher educational institution" (I. B. Avakyan) was used in order to study indicators and criteria of pedagogical conservatism, as well as to identify its development factors, integral job satisfaction test (by A. V. Batarshev) was used to assess the integral indicators of satisfaction of university teachers with their pedagogical activity. Results. The study has revealed the development factors of university teachers’ pedagogical conservatism. These factors comprise psychological unpreparedness for innovative activity, including a set of variables that are presented in the study, and emotional burnout. A positive correlation has been found between a group of indicators of pedagogical conservatism and components of integral satisfaction with pedagogical work (habitual ways of performing the activity and general satisfaction with work). The study has also revealed the inverse (negative) correlation between the other group of pedagogical conservatism indicators and satisfaction with pedagogical activity (low motivation for success and overall job satisfaction). The main conclusions. On the one hand, indicators of pedagogical conservatism contribute to the increase in the level of satisfaction with pedagogical activity, which ensures the preservation of pedagogical experience in conditions of internal psychological balance. On the other hand, they contribute to dissatisfaction with their own activities and to the state of professional stagnation. The obtained results can be used as the basis for systematic psychological and pedagogical support of the university teachers’ professional activities in accordance with educational stan dards.

The progress of an institution is greatly influenced by the quality and professionalism of the Madrasa head in leading or empowering the entire madrasah organization, especially madrasa personnel, both educators and education staff. To make all this happen, the Madrasah Principal must have quality leadership in managing all school personnel so that their competence and potential can develop. Leadership of the Madrasah Head as Manager in improving Teacher Pedagogical Competence, namely: Involving teachers in training, Providing freedom for teachers to innovate to improve their skills, Using study time effectively at school, Guiding and providing direction to teachers, Keep up with developments in science and technology. Supporting factors for the leadership of the Madrasah Head as Manager in Increasing Teacher Pedagogical Competence are: Professional madrasa head, High teacher motivation, Adequate Facilities and Infrastructure. and Inhibiting factors for the leadership of the madrasa head as a manager in increasing the pedagogical competence of teachers at namely: a). Mindset (minset), b). A less creative way of teaching

This research aims to understand the recruitment system for educators and educational staff at SD IT Ma'arif Padang Panjang. The method used in this research is qualitative with a descriptive qualitative design. The subject of this research is the Staff of Wakaf Ma'arif Foundation Padang Panjang. Data collection is conducted through method triangulation, where data in the form of relevant documents obtained from the website and school files, then the accuracy of the documents is checked through interviews. The results of this research indicate that the recruitment, selection, and placement process at SD IT Ma'arif Padang Panjang adopts a one-stop approach. The initial steps involve identifying and analyzing the needs of educators and educational staff, followed by the foundation's announcement of job vacancies, administrative selection, written tests, Quran reading tests, psychological tests, and interviews. Subsequently, the results of the interviews are analyzed, and the announcement of accepted applicants is made. Afterward, the process of job placement, issuance of employment contracts, and a three-month training program are carried out.

Error management culture and withdrawal behaviors can be related within the framework of job satisfaction. While job satisfaction is affected by error management culture, it affects withdrawal behaviors. On the other hand, each school has its own culture and teachers' perceptions can be differentiated in terms of school level. This study examined teachers' perception of error management culture and psychological withdrawal behaviors in terms of school level and determined the relationship between them. It was conducted with a correlational research model. The data was collected from a total of 440 teachers working in public schools in Türkiye, selected by convenient sampling. In this study, “Error Management Culture Scale in Schools” and “Psychological Withdrawal Behaviors Scale” were used to determine teachers' views. The findings reveal that according to the school level variable, teachers' perceptions of error management culture and psychological withdrawal behaviors in schools differ significantly. The results of error management culture and psychological withdrawal were against the teachers working in high schools. There is a low-level, negative significant relationship between error management culture and psychological withdrawal behaviors. The current study suggests that an effective error management culture in schools contributes to increased job satisfaction and motivation and reduces the withdrawal behaviors of teachers.

Objectives The aim of the article is to analyze the functioning of the teacher in the contemporary social and educational reality. Material and methods Literature analysis method Results The authors pointed to the theories of analysis of the social structure, the social role of the teacher, professional identity, competence, and attitude to educational policy. The authors also highlighted selected reasons for teachers' insecurity in creating their professional role. Conclusions Modern education faces both problems related to its location within the changing social structure, as well as in defining the social role of the teacher, his sense of professional identity, competence or attitude to educational policy. Hence, the call for continuous research covering the functioning of the educational environment especially in terms of: - proper management of educational changes; - analysis of the social effects of changes in the educational system; - forecasting the desired directions of education in connection with the needs of the labor market; - diagnosing the sources of teacher job insecurity; - optimization of activities in the creation of the education system by analyzing the reported needs of teachers, students, their parents and other stakeholders.

Introduction. At present, with the priority of education in the country’s public policy, it is important to analyze existing approaches to the categories of methods and forms of education. Theoretical analysis allows us to see contradictions in the interpretation of these concepts. Comparative analysis makes it possible to identify significant guidelines for the teacher in choosing methods and forms of education in working with children, and to highlight the most significant positions. Consideration of the problem made it possible to identify various approaches to the definition of forms and methods of education, and the basis for their classification. Conclusion. The grounds for choosing methods and forms of upbringing are highlighted: the activity of the child himself, the manifestation of his subjective qualities in activities, communication in the definition and manifestation of an independent position; the interaction of a teacher with children should be of a value-semantic nature; communication with pupils and forms of interaction with them should stimulate the processes of self-education and self-development, self-awareness and self-attitude, self-realization and self-regulation; the use of methods and forms of education is important for collective formation, the formation of ties and relationships between pupils, the teacher and children, the manifestation of the common goal of joint life.

An educational philosophy is the totality of a person's beliefs, values, and understanding of effective teaching and learning. Thus, it is essential to know the level of consciousness on their understanding of educational philosophy doctrine in their teaching style. This article will deploy a descriptive quantitative method. The subject of the quantitative research was English Language Teachers who have taught in Elementary, Middle, High School, Vocational and Course Institutions. The examination and result of the data show that many teachers combine different genres for their teaching style in the classroom. Based on the results from the quantitative research, it is concluded there are no various genres of education philosophy to choose. Considering every child has unique personality, the suitable educational approaches or ideas are necessary for them to succeed in their future careers. The originality of this research is less of research analysis or identification of consciousness on English teachers' understanding of educational philosophy, especially in East Kalimantan, Indonesia. [ABSTRACT FROM AUTHOR]

The article presents the actual situation of kindergartens with children from immigrant families. The studies were inspired by previous research implemented by Krystyna Błeszyńska, who, in 2010, examined the opinions of school staff and administration on the functioning of educational institutions with foreign students. Nowadays, as a result of the war in Ukraine, the number of immigrants in Poland has increased significantly. Furthermore, many adult immigrants have arrived with their children; this social phenomenon is also noticeable in kindergartens. The undertaken research concerns the perception by teachers and kindergarten management of the situation in which kindergartens suddenly and unexpectedly have become multicultural kindergartens. Based on the study, it was determined what phenomena and problems occurred in the kindergarten, to what extent teachers assess their competencies in solving them, what needs have arisen as a result, and the extent to which the staff of the institutions expect support. [ABSTRACT FROM AUTHOR]

The teacher is bound to the word. The word can be a carrier of information, but also, e.g., a mood, forming relationships in the classroom. Through the word, the teacher interacts with others, especially pupils. The word can teach, educate, learn, share, but it also has a negative aspect when it does not interest, does not develop, deceives and leadsto quarrels.Theword has(no) power, not only in the school environment. The paper shows whether and how dialogue takes place in a selected school practice. Non-participant observation has been chosen as the method to investigate dialogue in schools. It was observed how communication takes place, how and what questions are asked, how they are answered, the atmosphere in the classroom, the role of the teacher, etc. This provided concrete information on how dialogue takes place in practice, what its attributes might be. The specific context of the teaching situation was captured in order to make recommendationsfor developing effective communication and relationships in a school environment where group diversity is natural and desirable. [ABSTRACT FROM AUTHOR]

The objective of this research was to analyze the most frequent causes of work-related stress among teachers of the Julio Moreno Espinosa and Bethel Educational Units in Santo Domingo, Ecuador. We opted for a quantitative approach with a non-experimental cross-sectional design and descriptive scope. The entire population, composed of 66 teachers from both institutions, participated in the study. The methodology included the use of surveys and a questionnaire validated by the Spanish Institute for Safety and Hygiene at Work (INSHT) with 56 items. Data analysis was carried out using descriptive statistics and SPSS, revealing that teachers could present acute episodic and chronic stress, mainly originated by the stressors: activities related to students, adaptation to changes, valuation of external people and needs for improvement within the context of their practice. These results underscore the importance of promptly addressing certain challenges perceived by teachers, providing a starting point to improve their professional performance and promote the overall development and well-being of the educational community. [ABSTRACT FROM AUTHOR]