Essentiality of Social and Emotional Skills for Aspiring Educators | Chapter 4 | Current Progress in Arts and Social Studies Research Vol. 3

 

The present study is an analysis of teacher aspirants’ perception of the extent of social and emotional competencies possessed by them and to identify the challenges and concerns in practicing social-emotional skills. Teacher has a significant role in the educational system of a nation. Imparting and maintaining the standards of education is decided through the quality of teachers. Teachers are social engineers who modify, refine and redefine the society for social reconstruction. Teacher competencies in curriculum transaction are a major factor in student achievement. The affective outcomes of learning are regulated through teacher interventions and interactions in the classroom. Aspiring teachers receive a variety of training methods in college and school-based practicals, but in order to teach effectively, their social and emotional abilities must be developed. Education must guarantee the social and emotional growth of the learner. The study reveals that though the teacher candidates possess a satisfactory level of understanding related to social and emotional competencies they fail in applying those skills in classroom contexts due to various personal and social barriers. The teacher education curriculum needs to be revamped with more tools and strategies that equip prospective teachers to excel with social and emotional competencies. More powerful interventions are required to enable them to acquire the skills and develop the social and emotional learning skills of school students.

 

Author(s) Details

Rosamma Philip
Mount Tabor Training College, Pathanapuram, Kollam, University of Kerala, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/cpassr/v3/913

Assessing the Program Satisfaction of Pioneering Graduates of the Bachelor in Secondary Education–Science: Evidence from a Philippine State University | Chapter 8 | Language, Literature and Education: Research Updates Vol. 5

 

Introduction: The Bachelor in Secondary Education (BSE) major in Science is a four-year program that has a good number of chemistry and physics courses to enable the graduates to teach physical sciences courses. After the implementation of the new teacher education curricular program, the BSE major in Science program had its first batch of graduates in the academic year 2021-2022. Yet, studies on the implementation of this new curricular offering have not yet been carried out.

 

Purpose of the Study: This study aimed to determine the program Satisfaction of the Pioneering Graduates of the BSE major in Science.

 

Methodology: This study utilised a descriptive survey as a method of research. This study uses a Likert scale to assess the BSEd-Science program graduates’ satisfaction with the curriculum and instruction, facilities, and student support. This study involved 24 BSE Science graduates from State University in the Bicol Region, Philippines, for the academic year 2021-2022. Data were treated using mean, frequency, and rank. Interviews with college administrators, graduates, and the employers of the graduates were also conducted to gather relevant data that could help in the analysis of results.

 

Results: Results showed that the graduates are “satisfied” with the program’s curriculum and instruction, support to students, and facilities, with a mean of 4.4, 4.37, and 4.01, respectively. The strengths and areas for improvement of the program were identified. The identified strengths of the program are an organised and flexible curriculum, learner-centred and academic freedom, relevant competencies, approachable and competent faculty, and good resources and facilities. The data revealed that the program helps students to develop knowledge and skills, offers a holistic approach, offers hands-on activities that build students’ competence to teach different disciplines of Science, and helps with the growth and development of the learners in a learner-centred environment. The identified themes for the areas for improvement of the program are the improvement of the laboratory room and apparatus, hands-on laboratory activities, and others.

 

Conclusion: Overall, the students are “satisfied” with implementing the new program. Since the program has an organised and flexible curriculum and offers relevant competencies, further improvement of the laboratory room and laboratory apparatus, including hands-on laboratory/culminating activities, must be conducted to enhance the program’s effectiveness further.

 

 

Author (s) Details

Rey-Mark G. Basagre
Central Bicol State University of Agriculture, San Jose, Pili Camarines Sur, 4418, Philippines.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v5/5556

Teacher Education in Indian and Global Perspectives | Book Publisher International

Teacher education plays a pivotal role in shaping the quality of education worldwide. This abstract provides an overview of teacher education from both Indian and global perspectives, highlighting key similarities, differences, challenges, and innovations.

 

In India, teacher education faces challenges such as inadequate infrastructure, outdated curriculum, and a shortage of qualified faculty. Despite these challenges, efforts are being made to reform teacher education through initiatives like the National Council for Teacher Education (NCTE) and the integration of technology into teaching practices.

 

Globally, teacher education is undergoing transformations to meet the demands of the 21st century. There is a growing emphasis on fostering critical thinking, creativity, and technological proficiency among educators. Additionally, international collaborations and exchange programs are enriching teacher training by exposing educators to diverse pedagogical approaches and cultural perspectives.

 

Common themes in both Indian and global contexts include the need for continuous professional development, mentorship programs, and the integration of practical teaching experiences into pre-service training. Furthermore, there is a recognition of the importance of addressing socio-cultural factors and promoting inclusive education to ensure equitable learning opportunities for all students.

 

 

In conclusion, while there are unique challenges and approaches to teacher education in India and globally, there is a shared commitment to enhancing the quality of education through effective teacher preparation. By leveraging best practices and fostering collaboration across borders, teacher education can better equip educators to meet the evolving needs of learners in the 21st century.

 

Author (s) Details

 

Dr. Reena Rai
School of Education and Skill Development, Dr. B. R. Ambedkar University of Social Sciences, MHOW, Indore, Madhya Pradesh, India.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-81-974774-3-0

Teacher Professional Development | Chapter 1 | Professional Development of Outstanding Physics Teachers

 The reform of teacher education in the world is guided by the professional development of teachers, and has achieved remarkable results. Effective teacher professional development is essential for teachers, schools and students. This chapter briefly introduces the teacher education proposals of UNESCO, OECD, as well as the teacher education reform policies of the United States, Britain, Australia, China and other countries.

Author(s) Details:

Haibin Sun,
Institute of Physics and Electronic Engineering, Taishan University, Tai’an, Shandong, 271000, China.

Tingting Liu,
Institute of Physics and Electronic Engineering, Taishan University, Tai’an, Shandong, 271000, China.

Please see the link here: https://stm.bookpi.org/PDOPT/article/view/12276

Teachers’ Perceptions in Shaping Education for Sustainability and Building a Unified School Culture | Chapter 4 | Recent Research Advances in Arts and Social Studies Vol. 2

 A inclusive approach to Education for Sustainability (EfS) remains absent in many instructional settings, with educators frequently working to the side within their disciplines. Education be necessary to involve social, environmental, cultural and economic approaches, accordingly achieving interdisciplinarity, but too the shaping of life stances, values and ideologies. This member aims to explore the role of assistants’ perceptions in advancing a collective school culture towards EfS. In this branch, Nine in-service teachers complicated in European environmental protection programmes were interviewed concerning their experiences, challenges, and advice for improvement. The Findings suggest that private educational policies and scholarships limit the extensive adoption of EfS. There is a pressing need for a exact alignment 'tween EfS teacher education hypothesis, curricular approaches, and implementation before formulating or out for policies.

Author(s) Details:

Amalia Filippaki,
Department of Primary Education, Faculty of Pedagogical Sciences, University of Crete, P.O. Box: 74100, Rethymno, Greece.

Please see the link here: https://stm.bookpi.org/RRAASS-V2/article/view/12532

Professional Development of Outstanding Physics Teachers | Book Publisher International

 The professional development of teachers is the requirement and inevitable trend of the development of modern teacher education. Cultivating teachers with professional standards has become the core goal of teacher education. Many countries have paid great attention to education and have put tremendous effort into constructing the teaching staff. Excellent and outstanding teachers are the core element of quality education services, the exemplary representatives of talents in education and the mainstay of innovation-driven development in education. Excellent and outstanding teachers constantly strive to achieve social justice by creating equal opportunities for students from different backgrounds. This book reviewed the teacher professional development and teacher education policy in the world. The knowledge structure of physics teachers and physics teachers’ pedagogical content knowledge (PCK) are analyzed. Based on the questionnaire survey, the development status of physics teachers’ PCK, the professional development levels of excellent and outstanding physics teachers are obtained. Based on the above research, the training strategy of excellent pre-service physics teachers is further analyzed.

Author(s) Details:

Tingting Liu,
Institute of Physics and Electronic Engineering, Taishan University, Tai’an, Shandong, 271000, China.

Haibin Sun,
Institute of Physics and Electronic Engineering, Taishan University, Tai’an, Shandong, 271000, China.

Please see the link here: https://stm.bookpi.org/PDOPT/article/view/12275

Technological Pedagogical Content Knowledge (TPACK) Based K-4 Learning Transaction Model (K-4 LTM) in Science and Social Sciences: A Descriptive Study | Chapter 2 | Research Highlights in Language, Literature and Education Vol. 8

 This member highlights about Technological Pedagogical Content Knowledge (TPACK) Based K-4 Learning Transaction Model (K-4 LTM) in Science and Social Sciences. Technology has enhance an increasingly fundamental part of students’ lives further school, and even within the classroom it can further help increase their understanding of complex concepts or spur collaboration between peers.As a "conceptual foundation," technological teaching content knowledge (TPACK) has happened developed to characterise the computerized data in system that teachers require for favorable technology unification. An experiment on the TPACK-based Practise Teaching Programme concerning students' knowledge achievement was transported in light of the significance of the concerns. The study has employed assorted method design particularly the embedded mixed means design used to explore the preliminary subjective study to support for a primary all-inclusive study. Further this quantitative study has happened supported accompanying a qualitative study. The sample composed of 40 student-supervisors belonging to science and commerce of the first batch joined B.Ed program of Ravenshaw University and 341 students of CBSE-associated schools of Cuttack City. The experimental plan was executed using an acclimatization of the Solomon Four Group Design. We used Mean, SD, One-way ANOVA, t-test, and added statistical means to analyse the quantitative data acquired from the achievement tests. The study group developed the TPACK-located K-4 Learning Transaction Model (K4-LTM) in response to the pre-help teachers' response.The findings pointed out that the implemented teaching processes affected pre-service coaches’ TPACK development absolutely. There were significant dissimilarities before and after the course exercise concerning Technology Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, and TPACK usually”. In conclusion, further this experiment propelled to institute TPACK based K-4 Learning Transaction Model accompanying its singular features and practicability in the extent of curriculum undertaking. The results of the study have potentials to initiate corrects in teacher readiness more learner in the middle with support of TPACK located instruction.

Author(s) Details:

P. B. Binjha,
Department of Education, Ravenshaw University, India.

B. C. Das,
Department of Education, Ravenshaw University, India.

A. Dansana,
Department of Education, Ravenshaw University, India.

B. K. Das,
Department of Education, Ravenshaw University, India.

Please see the link here: https://stm.bookpi.org/RHLLE-V8/article/view/11491

Pre-service Science Teachers’ Self-efficacy Beliefs of Teaching in Kenya and the United States of America; USA: A Comparative Study | Chapter 12 | Current Research in Language, Literature and Education Vol. 7

This study analysed and contrasted science teacher effectiveness views of primary pre-service teachers in Kenya and the United States by surveying 168 Kenyan and 189 US pre-service teachers using a cross-sectional survey research design. Two key inquiries served as the basis for this study: 1. How will pre-service primary teachers from Kenya and the US differ in their perceptions of their own science teacher self-efficacy? 2. Do gender differences in self-efficacy beliefs exist? The STEBI-B scale, an inventory created by Enochs and Riggs [1], was used to gather the data. The reported Cronbach's Alpha values for Personal Science Teacher Efficacy (PSTE) and Science Teacher Outcome Expectancy (STOE) were 0.90 and 0.76, respectively. The data were analysed using a 2 x 2 factorial MANOVA for both descriptive (means and standard deviations) and inferential purposes (means and standard deviations). The dependent variables were PSTE and STOE scores. Gender and nationality of the individual were independent factors. Results show that gender and country interact significantly. The primary impact on nation was significant, but not on gender. A substantial MANOVA was followed by univariate ANOVA tests that showed statistically significant differences in the PSTE score, with the United States scoring higher on average, and the STOE score, with Kenya scoring higher. The ramifications for teacher education programmes are discussed.

Author(s) Details:

Catherine M. Aurah,
Department of Science and Mathematics Education, Masinde Muliro University of Science and Technology (MMUST), Kakamega, Kenya.

Tom J. McConnell,
Department of Biology, Ball State University, University Way, Muncie, IN, USA.

Please see the link here: https://stm.bookpi.org/CRLLE-V7/article/view/7545

Assessment of the Application of Kirkpatrick Model for Effectiveness of Islamic Education Teacher Programme | Chapter 3 | Modern Perspectives in Language, Literature and Education Vol. 8

 In general, the goal of this research is to assess how well the bachelor's degree in Islamic Education Teachers Programme (IETP) has been implemented in supplying Islamic Education Teachers (IET) in Malaysian schools. The evaluation is based on Kirkpatrick's four-level evaluation model: reaction, learning, behaviour, and result. This approach is frequently utilised since it is simple to implement and could aid in the successful evaluation of an exercise. The focus of the debate is on four levels of assessment: reaction, which includes satisfaction, learning, which includes knowledge, skills, and attitudes, behaviour, which includes individual performance, and result, which includes organisational performance. As a result, the purpose of this research is to determine the extent to which the IETP was used in public universities and teacher education institutions to produce competent and effective IET.

Author (S) Details

Mohamad Zarkhuan Zainol
Universiti Pendidikan Sultan Idris, Perak, Malaysia.

Azmil Hashim
Universiti Pendidikan Sultan Idris, Perak, Malaysia.

Ahmad Yunus Kasim
Universiti Pendidikan Sultan Idris, Perak, Malaysia.

View Book :- https://stm.bookpi.org/MPLLE-V8/article/view/3187

Teach Me How to Be a Teacher of Kindergarten: Expectations of Kindergarten Student Teachers from their Mentor Kindergarten Teachers | Chapter 3 | Selected Topics in Humanities and Social Sciences Vol. 1

 Teaching is a difficult task that requires both practical and theoretical knowledge. Students gain practical experience through practicums in kindergartens or schools. The student teacher receives training under the supervision of an experienced kindergarten teacher or teacher who serves as their mentor. The purpose of this study was to look into student teachers' expectations of their mentor kindergarten teachers. Fifty-four student teachers responded to a specially designed questionnaire. distributed via Google docs, about their mentor kindergarten teachers' expectations It focuses on what student kindergarten teachers anticipate learning from their mentor kindergarten teacher during their practicum experiences. The data analysis was qualitative because it was the most appropriate research method to answer the research question because it was primarily exploratory. It is used to gain a better understanding of the underlying reasons, beliefs, and motivations. The findings indicate that student teachers expect to gain practical knowledge of important skills and tools for their profession, and that the mentoring relationship will be supportive, encouraging, and attentive. The significance of this research is that mentor kindergarten teachers will be more aware of what their mentees expect from this relationship as a result of this study. Especially given that there is no agreed-upon definition of the mentor's role in the literature. As a result, this study can provide useful guidelines.

Author (s) Details

Aviva Dan
Ohalo Academic College of Education, Israel.

Dr. Eitan Simon
Ohalo Academic College of Education, Israel.

View Book :- https://stm.bookpi.org/STHSS-V1/article/view/1529