Teachers’ Professional Development and Intelligent Ways of Coping with It: A Systematic Review in Elementary and Middle School Education

Aroca, Juan Antonio Salmerón; Abellán, Pedro Moreno; López, Silvia Martínez de Miguel

doi:10.3390/jintelligence11010001

Cited by 6 publications

(3 citation statements)

References 30 publications

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“…At the second level (the level of group training), there is a constant development of skills, a gradual expansion of knowledge and skills about the problems of a school physics course, and their creative application in new non-standard situations for some students who have shown an increased interest in these problems. At the third level, individual preparation of students for performing education tasks in physics is carried out during the preparation of lessons and final qualification work (Salmerón Aroca et al, 2023). The creative work of students at the third level consists of creating their own original methodical system.…”

Section: Resultsmentioning

confidence: 99%

Improvement of the Professional and Methodical Training of Future Physics Teachers

Nyssan

2023

JPII

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The relevance of this study is conditioned by the fact that the law on education in the Republic of Kazakhstan was updated in 2020, which allows for considering the training of a future physics teacher from a new perspective. The purpose of this study is to develop and introduce instructional foundations for improving the system of professional and methodical training of future physics teachers in the Republic of Kazakhstan. Several models of this system are considered in detail: structural and multilevel. It has been proven that the basis of the system of methodical training for a future physics teacher is the course “Methods of teaching subjects (physics)”. For this purpose, the following research methods were used: analysis and synthesis, design, logical analysis, and the positions of scientific objectivity, systematisation in the study of the professional and methodical training of future physics teachers in the Republic of Kazakhstan. The paper provides a detailed description of the analysed discipline (goals, objectives, principles of choosing the content and design of pedagogical material, and features of the organisation of the educational process). This study provides vital insights into the development and implementation of improved training systems for future physics teachers in Kazakhstan. By focusing on both theoretical and practical aspects of teacher training and aligning them with labor market demands, it sets a precedent for creating more effective and adaptable educational frameworks. These advancements not only enhance the professional competencies of future physics teachers but also promise to elevate the quality of physics education in the region, ultimately contributing to the betterment of educational standards and practices.

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Section: Resultsmentioning

confidence: 99%

Improvement of the Professional and Methodical Training of Future Physics Teachers

Nyssan

2023

JPII

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“…8 June 2024, no. e-ISSN 2590-3799 Aroca et al, 2022). For instance, professionalized training digital communities need to be created so that IST can learn from each other (Thornton & Cherrington, 2019).…”

Section: The Need For Trainingmentioning

confidence: 99%

Factors Influencing the Teaching Practices of In-service Teachers in Inclusive Education: A Systematic Review

Wu,

DeWitt,

Mohamad Nazry

et al. 2024

j. Quran. Sn. Edtn. Spc. Nd.

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Inclusive education is a new educational trend and its development is being refined in countries worldwide. This study provided a systematic review of the factors that influence the teaching practices of in-service teachers in inclusive education. This study was analyzed using a PRISMA-based systematic analysis approach by searching two databases, Web of Science and Scopus, for relevant literature from 2014 to 2023. Twenty-seven articles were finally selected for inclusion in the study. The results showed that factors influencing the teaching practices of in-service teachers in inclusive education include teachers’ self-efficacy, teachers’ attitudes and teachers’ teaching strategies. Also, the existing literature has revealed a need for more training for teachers in inclusive education. To sum up, it is believed that there is more room to improve the professional development of in-service teachers in inclusive education.

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“…Recognising that this is a professional profile in continuous change, open to the creation of new multidisciplinary spaces, focused on offering tools and not just knowledge, is an essential starting point for the pedagogical renewal of schools in order to become smarter ( Salmerón Aroca et al 2023 ). From this perspective, educational environments are not conceived as hermetic and self-functioning spaces but rather as complementary and necessarily evoking collaboration.…”

Section: Introductionmentioning

confidence: 99%

Smart Schools and the Family-School Relationship: Teacher Profiles for the Promotion of Family Involvement

2023

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Smart schools prioritise work in the educational community, identifying the participation of families as an opportunity, rather than a form of intrusiveness. There are currently a multitude of ways of sharing education with families, ranging from communication to training, with teachers being the driving force in promoting the different roles that families can assume. In this respect, the aim of this cross-sectional, evaluative, non-experimental and quantitative study is to establish the family participation facilitation profiles of 542 teachers working in schools in a multicultural municipality in the autonomous community of the Region of Murcia, in south-eastern Spain. They completed a validated questionnaire with 91 items regarding the different dimensions of family participation, carrying out a cluster analysis to determine the teacher facilitation profiles. The results obtained from the application of the questionnaire show two statistically differentiated teaching profiles. The first of these, with a smaller number of teachers, with fewer years of experience and linked to the pre-primary and secondary stages in public schools, shows less participation in all the modalities considered. In contrast, the profile with the greatest commitment to promoting participation is characterised by having a greater number of teachers, predominantly from state-subsidised centres, that are experienced and linked to the primary stage. In relation to the previous literature, it was possible to confirm the presence of a differentiated profile, finding, on the one hand, teachers interested in the involvement of families and, on the other hand, teachers who do not identify the family–school relationship as a priority. This highlights the need to improve the prior and ongoing training of teachers to raise awareness and sensitise them to the inclusion of families in the educational community.

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Teachers’ Professional Development and Intelligent Ways of Coping with It: A Systematic Review in Elementary and Middle School Education

Cited by 6 publications

References 30 publications

Improvement of the Professional and Methodical Training of Future Physics Teachers

Improvement of the Professional and Methodical Training of Future Physics Teachers

Factors Influencing the Teaching Practices of In-service Teachers in Inclusive Education: A Systematic Review

Smart Schools and the Family-School Relationship: Teacher Profiles for the Promotion of Family Involvement

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