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This study aims to examine the lesson plan development processes and related experiences of prospective teachers, and determine the potential effects their lesson plan development efforts on their perceived TPACK. The research was conducted as part of a 14-week Mathematics Teaching course. During the course, prospective teachers underwent a six-week training program focused on designing technology-supported mathematics lessons, followed by an eight-week period dedicated to developing lesson plans for different topics and objectives within the mathematics curriculum. Data for this case study was collected from sample of 44 prospective teachers through participant diaries, observation notes, interviews, and pre- and post-lesson administration of the Turkish version of Schmidt et al.'s (2009) TPACK scale. Qualitative data was thematically analyzed to complement quantitative analysis using a t-test. The findings indicate that engaging in lesson plan preparation activities during mathematics teaching courses positively influenced prospective teachers' perceived TPACK levels. Specifically, an increase in TPACK levels was observed after attending the course. Furthermore, several factors have been identified that enable prospective teachers' perception of TPACK to be positively affected. These findings suggest the need for technology-supported course design within the mathematics curriculum of teacher training programs. Providing elective courses that offer prospective teachers additional opportunities to develop lesson plans is recommended. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to investigate the relationship between prospective teachers' cultural profiles and service quality expectations in a pedagogical training program in Greece. Design/methodology/approach: Using the EppekQual scale and an alternative Hofstede's cultural scale, 113 prospective teachers in a Greek training program were surveyed. The study uses descriptive statistics, correlation analysis and multiple regression, validating measurements through confirmatory factor analysis. Findings: Prospective teachers exhibit a low-power orientation and a preference for feminine values. Rejecting hierarchy correlates with quality expectations, especially in the curriculum dimension, emphasizing student-centric education. A positive correlation with acceptance/avoidance of uncertainty is observed, notably in learning outcomes and administrative services. The cultural aversion to ambiguity shapes individuals' prioritization of all quality dimensions. A realistic long-term perspective correlates positively with expectations in learning outcomes, aligning with Greek culture's emphasis on security. Contrary to expectations, a predilection for feminine values positively impacts service quality expectations, particularly in curriculum, learning outcomes and academic staff dimensions. The hypothesis related to individualism/collectivism is not substantiated, indicating a negative association with the curriculum dimension. Practical implications: Tailoring program designs to embrace student-centric and collaborative learning environments is recommended. Acknowledging cultural aversions to uncertainty, program flexibility and clarity are essential. Integrating career planning and mentorship aligns with realistic long-term perspectives. The need for a balanced approach to personal and intellectual development is also suggested. Originality/value: This study uncovers specific cultural dimensions that shape quality expectations within a Greek teacher training context. [ABSTRACT FROM AUTHOR]

Copyright of Research in Sports Science is the property of Aves Yayincilik Ltd. STI 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.)

Despite receiving more attention and obtaining a well-established status in second language (L2) teaching research during the last three decades, L2 pragmatics remains an excluded topic in English as a foreign language (EFL) teaching in many investigated contexts. Adopting a qualitative case study design, this paper examines what seven EFL teachers from different Vietnamese high schools perceive about L2 pragmatics and instructional pragmatics and reflect on their teacher preparation programs in these regards. The findings reveal that the participating teachers were not taught about L2 pragmatics and instructional pragmatics during their professional education, resulting in their little content and pedagogical knowledge of L2 pragmatics. This leads to their general exclusion of L2 pragmatics teaching in their classroom practices. The uncovered stories from these teachers provide essential implications for teacher education programs in Vietnam and its similar contexts. Importantly, they add more understanding to the relationship of teachers’ knowledge and their practices of L2 pragmatics teaching, a current understudied research area with specific reference to teacher cognition of L2 pragmatics. [ABSTRACT FROM AUTHOR]

Background: During the pandemic, Italian school teachers quickly shifted from face-to-face to online teaching. Starting from the first lockdown in 2020, and the following two school years, teachers faced many challenges in delivering teaching through in-person, online, and hybrid teaching modes. Purpose: This study is aimed to explore Physical Education (PE) teaching strategies and practices in primary school, in-person and online teaching. Materials and methods: Fifty-six Italian teachers (M=4, F=52; Mage=52.27; SD=7.19) from 4 primary schools were involved. A cross-sectional online survey and a mixed-method approach were used to collect data among Italian Primary School teachers. Participants filled in an online questionnaire composed of two sections: 1) socio-demographic and professional information and 2) two subscales of the MESI Questionnaire, to assess teaching strategies and teaching practices in distance education instructional delivery and in the face-to-face classroom. Results: In online teaching, 94.64% of teachers adapted teaching strategies to distance learning technologies. PE formally continued to be taught by teachers without the support of external PE specialists, suspended during the lockdown. However, only 13 teachers performed online PE activities. Discussion and conclusions: From the 2022-23 school year, PE staff teachers were included in the final grade of primary schools and progressively, over the years, in the other grades. Efforts in pre-service and in-service teacher training programs should focus on strengthening PE online teaching methods, as well as the use of distance learning technologies, teaching methods and practices in interdisciplinary teaching, and teaching methods supported by cooperative networking. Furthermore, in order to promote full inclusion in digital and real learning environments, it seems crucial to focus on improving students' communication and interpersonal skills. [ABSTRACT FROM AUTHOR]

Preparing teacher candidates for teaching in the 21st century is a great challenge for universities. Teacher training programs must provide trainees with both theoretical and practical knowledge and opportunities for developing professional competences in the digital world. The aim of this study is to explore the perceptions of a group of pre-service teachers from a Catalan university on whether their training program and internship enabled them to develop their digital teaching competence. While developing this study, we deployed various qualitative and quantitative instruments of data collection and analysis. Results reveal there are weaknesses in their current training practices but also suggest that a process of change is taking place.

Copyright of Educatia 21 is the property of Babes-Bolyai University, Faculty of Psychology & Educational Sciences 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 Voces y Silencios is the property of Universidad de los Andes 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 aim of this study is to provide suggestions for eliminating the existing problems by systematically reviewing the studies on the curricula established on the basis of the participation of students with special needs in physical education classes and the inclusion of these students in the lesson. In this direction, the literature was searched through an online search engine for the research. Accordingly, three databases named Academic Search Complete, Sport DISCUSS and ERIC were searched. 22 articles selected according to the Prisma method of Moher et al. (2009) were included in the study and articles that met the determined criteria were analyzed using the continuous comparative analysis technique. According to the results the problems experienced by the students with special needs are generally due to socialization with their peers in the school environment, especially within the scope of physical education lessons, equipment, school - architectural structure, teacher and curriculum. The solution to these problems depends on meeting the educational and physical activity needs of students with special needs, being together with their peers and society, meeting their own needs and increasing their ability to live without being dependent on others as much as possible. The most suitable environment for these to be achieved is the school environment, where disabled people first meet with other individuals, unlike their family members. For this, first of all, the needs of students with special needs should be determined. In this regard, teacher training programs of universities should be expanded. In addition, the cooperation of the teacher, counselor, school psychologist and family is important.

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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 Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Objective To explore the practical effect of Harvard Medical School's T2T (Training-to-Teachers) Program for young clinical teachers and to improve the construction of medical discipline teaching echelon. Methods Twenty-six teachers from Peking Union Medical College Hospital were selected to participate in the T2T Program. The project consisted of medical education module of online courses, webinar, online test, capstone project, and workshop. At the end of the project, the feedback results of real-name questionnaires of all participating teachers were used to evaluate the practical effect of T2T Program. Results All the teachers undertook certain teaching tasks. Program members gave a high appraisal to the whole program: more than 90% of the members agreed that they had learnt the advanced medical education concept (96.2%), curriculum design method (96.1%), the practical teaching methods and teaching evaluation strategy(96.1%),and most of them agreed that they had learnt the practical design method for teaching and scientific research (69.3%) and that the content of the course arrangement was reasonable (65.3%). Among all the program curricula, members considered that the offline workshop (73.1%) and capstone project (69.2%) were the most fruitful parts. After the end of the program, all teachers intended to improve the current teaching situation based on what they had learned. 80.8% of the teachers would try new practical teaching methods, and 65.4% of the teachers would write teaching articles based on the content of the program. Conclusions In general, the T2T Program has achieved its goal, which is of great guiding significance for the establishment of a new medical education talent training system in China and the improvement of teaching quality.

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado 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.)

This paper examines the way in which five Chilean universities have implemented the mandatory initial diagnostic assessment in pre-service teacher training. The law states that the outcomes of this assessment will be used to enhance students’ learning processes. In addition, universities are entitled to autonomy to define what to evaluate and how to carry it out. Considering the purpose and scope of this evaluation, the aim of this paper is to better understand how these assessments have been implemented by universities and how institutional settings have affected the way in which universities have put this assessment into practice. In order to explore this phenomenon, the research employed a multiple case study approach. In this context, semi-structured interviews were carried out with institutional representatives, along with analysis of a set of diagnostic assessments and their psychometric test results. Drawing upon the triangulation of the information generated, the paper concludes that the most important elements affecting the implementation of this initial diagnostic assessment are, on the one hand, professionals’ technical skills and, on the other, the resources that teacher training programs or faculties have. There was a lack of relationship between the assessment and the admission profiles and training programs. [ABSTRACT FROM AUTHOR]

Teaching in higher education has been a constant topic in academic life over the past decades. Teacher training programs in Romanian universities are addressing only teachers in secondary education. The present article is presenting two projects piloting project based courses and interactive methods in courses and seminars in order to achieve academic qualifications such as some strategies for critically observing the own teaching process.

The objective of this research is to analyze the Pedagogical Residence Program instituted by the Brazilian Federal Government as a social policy, in order to point out contributions and setbacks in relation to its implementation in Brazilian federal universities. By means of a bibliographic survey, it is qualitative approach reasearch and it uses the critical theoretical references based on the discussions of Nóvoa, Contreras, Marcelo Garcia, Mellouki and Gauthier to support the analysis related to the understanding of teacher education and public policy social programs. We use notes from Antonio Nóvoa (2009) to think about the creation of a teacher training program considering the contemporary challenges. Studies show the need to redefine the pedagogical residence program so that we can advance in favor of a larger project for teacher education in Brazil.

This paper presents the results of the Institutional Program for Teaching Initiation Scholarships (Pibid) public notices analysis, which were published between the years 2007 and 2020, pointing out the changes that occurred in these public notices, in order to verify possible trends. The methodology used was document analysis, based on a qualitative and quantitative approach. The results show that, despite the positive impact that Pibid has in undergraduate courses, in basic education schools and in teacher training, the Program has been going through a process of shrinking, fragmentation and instrumentalization. [ABSTRACT FROM AUTHOR]

The purpose of the current study is to investigate the contribution of teacher training programs to the development of reflective thinking in pre-service teachers and the state of their using reflective thinking skills according to the ALACT model. Although the study carried out is quantitativelyfocused research, the methods of qualitative research were used to show how the participants used the examined variable. Therefore, the study was conducted using an exploratory mixed design. The study participants are 277 first-year and fourth-year pre-service teachers (211 females and 66 males) attending a state university. The participants of the qualitative dimension of the study are 20 fourthyear pre-service teachers selected through the convenience sampling method. As data collection tools, the "Reflective Thinking Tendency Scale (RTTS)", reflective thinking writings, and teacher training programs were used. According to the ANCOVA results, there is no significant difference between the pre-service teachers who are in the first year of their undergraduate education and the pre-service teachers who are in the last year of their undergraduate education. It was also concluded that the fourth-year pre-service teachers did not experience any reflective thinking process in the majority of their applications, and the ones who experienced such a process experienced it at the basic level (1st-3rd level). In light of the findings of the current study, it can be suggested that reflective thinking skills should be emphasized more clearly and that teacher training programs should be structured according to various reflective thinking models such as ALACT. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Fine Arts Education Research (UGSEAD) is the property of Turkish Educational Research Association (TERA) 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.)

This paper deals, in general, with the educational reform processes initiated in the 1990s, emphasizing the place occupied by the multilateral organizations, Unesco and the World Bank, in the organization of the World Conference on Education for All of 1990. The effects and application Of the guidelines drawn at the Jomtien Conference would influence the formulation and revision of all Brazilian educational legislation, including, especially, in teacher training processes and in programs including PARFOR.

With this research, it is aimed to evaluate professional teaching knowledge courses considering the opinions of the academic instructors and pre-service teachers. Phenomenology was used in the research designed in accordance with the descriptive research method. The study group of the research was determined by criterion sampling method. The main criteria were Nomenclature of Units for Territorial Statistics, the establishment dates of the universities and the availability of four common departments in the universities. Based on those criteria, 116 academic instructors and 328 pre-service teachers participated in the research. Semi-structured interview form was used. Content analysis was made for the data gathered. On the basis of findings obtained from the research, it was determined that the objectives of professional teaching knowledge courses were different and those courses attained the objectives at knowledge and comprehension level in general. Besides that, findings related to the content of professional teaching knowledge courses were emerged from the data, with titles such as the currency of content, new course subjects proposed to be added, and the relationship of the course to the PPSE (Public Personnel Selection Examination). It was determined that professional teaching knowledge courses were usually delivered by the presentation of courses for teaching-learning process through the method of teaching strategy and lecturing. Additionally, it was seen that the pre-service teachers gave a lecture in some courses. It was also realized that the process of measurement and evaluation of professional teaching knowledge courses were generally managed with the consideration of result-oriented measurement and through multiple-choice measurement instruments. [ABSTRACT FROM AUTHOR]

Copyright of IUG Journal of Educational & Psychological Studies is the property of Islamic University of Gaza 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 Revista Latinoamericana de Estudios Educativos (1900-9895) is the property of Universidad de Caldas 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 aim of this study is to reveal the changes in the success of the students who entered the teaching programs between 2003-2016. In the research conducted with the screening model, the data were obtained from the success rates obtained from the student selection and placement center preference guides. The research is limited to 20 universities and 16 types of teaching programs. The years in which each exam system is valid have been compared within itself. As a result, it has been observed that generally students who have medium or higher achievement in teaching programs are taken. However, after 2011, the class teacher; After 2012, students with low-level science programs started to be accepted. Between 2012-2014, primary school mathematics teacher, in 2013 and 2014, low achievement students were included in mathematics teaching programs. Guidance and psychological counseling, teacher training for the mentally disabled, pre-school teacher, and Turkish teacher programs did not fall below the average level. [ABSTRACT FROM AUTHOR]

Copyright of Revista CPC is the property of Revista CPC 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.)

A significant part of an intern teacher's practical knowledge is developed when they realize through their own work what they're in fact learning. We explore the initial and continuous training of Science teachers who were members of PIBID (Programa Institucional de Bolsas de Iniciação à Docência) on a Biology major program at a public university in the state of Paraná. Our theoretical and methodological references were based on the concepts of Inquiry Based Learning and of the Reflective Teacher. Lesson plans from the PIBID members were analyzed and their coherence with real world situations was evaluated. The obtained results are part of a thesis presented at UEM (Universidade Estadual de Maringá) entitled "Um estudo sobre a formação inicial e continuada de professores de Ciências: o Ensino por Investigação na Construção do Profissional Reflexivo". The findings allow us to infer that Inquiry Based Learning was not fully implemented and developed by the PIBID members who participated in the research. Regardless this, the research participants could appropriate from methodologies and practices which favored reflections on the role of a Science teacher. Finally, we suggest that teacher training programs better integrate lecture practice and education research with the goal of better shaping future reflective teachers. [ABSTRACT FROM AUTHOR]

Scholars, psychologists, and teachers from around the world have been dealing with the topic of giftedness for many years. Also in Slovakia, development of giftedness is a highly topical issue and gifted education has earned its place in the current curricular documents issued by the Ministry of Education. The national curriculum specifies education objectives, teaching plans, requirements for personnel, organizational and materialtechnological requirements for gifted education. However, the personnel requirements are problematic not only in Slovakia, but also in other countries. Most attention is paid to identification and development of gifted children, but very little consideration is given to the training of teachers for gifted children. The lack of justifying teacher training does not guarantee sustainability of gifted education. The aim of this paper is to map and describe gifted education, teacher training programs and qualifications for teachers of intellectually gifted pupils in Slovakia, Austria, Belgium and Finland. These countries were chosen because of very different perceptions of the gifted education and teacher training. These systems are compared and a proposal for sustainable teacher training is offered. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty 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.)

For decades, scholars have claimed the importance of implementing comparative and international education courses in teacher education programs. Although there are countless benefits of doing so, information or evidence about offering comparative and international education in the teacher education curricula, is negligible. To date, it is uncertain how many teacher education programs include such a course. The current article aims to describe how and why CIE became a required graduate level course within a teacher education program in Chicago. It also discusses the various pedagogical approaches, theories, themes, and content that were selected for the framework of this course. Lastly, the article brings forth teachers' comments and views regarding the benefits of incorporating comparative and international education in teacher education programs and how after completing the class, they perceived themselves to be more effective and globally competent teachers [ABSTRACT FROM AUTHOR]

Se presentan aquí los resultados de un estudio documental, apoyado en entrevistas a directivos académicos, profesores y estudiantes, de los fundamentos epistemológicos, didácticos y pedagógicos de ocho programas de formación inicial de profesores de ciencias para los niveles básico y medio del sistema educativo colombiano.In this paper, we show the results of a study focusing on the epistemological, educational and pedagogical foundations of eight Teacher Training Programs in Science, for Elementary and High School levels in the Colombian Educational System.

Copyright of Ilkogretim Online is the property of Ilkogretim Online 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 Electronic Turkish Studies is the property of Electronic Turkish Studies 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.)