Teacher Training and Education

La relación teoría-práctica es uno de los temas más relevantes y recurrentes en el campo de la didáctica porque es tan amplio, complejo y difuso que es imposible darle una respuesta definitiva. En este artículo se examinan las posibilidades y límites del mismo en el nuevo marco definido por el Espacio Europeo de Educación Superior que ha provocado cambios significativos en aspectos relevantes de la formación inicial del profesorado. De éstos,  los más destacados son  el aumento del tiempo de prácticas en centros escolares y la formación por competencias. Se concluye que este proceso de reforma debe ir acompañado de procesos de cambio en las aulas universitarias y su profesorado, y se ofrecen posibles líneas de trabajo para facilitar este cambio.

　本論は，教科専門地理学の立場から，社会科指導における最小限必要な資質能力の一つとして地域教材開発力を捉え，教員養成段階における，その育成方途として教科専門と教科教育の架橋の必要性をまず示した。地域教材開発力の育成が求められるのは，社会科教育及び地理学プロパーの先行研究，さらに各種教員へのアンケート調査にみるように，地域学習に対する教員の嫌悪感が大きく，教材開発力不足から指導に難しさを感じているためであった。両者の架橋では先行する教科内容学の分析から社会科の内容に関わる諸科学の基礎概念と研究アプローチが有効なものの，講義時間の確保がなされなければさまざまな欠落が出ざるを得ないことを指摘した。それゆえ，限られた時間において，社会科指導における資質能力の育成をはかるという点でいえば，地域教材開発力の育成が架橋の一方向性として重要であると思われる。教科専門と教科教育の架橋では，先行研究の分析と大学院生等による地域副読本作成の経験から，「教科専門に関わる諸科学の基礎概念と研究アプローチの入力→その定着化のための場面設定→授業構成への転換による出力の場面設定」というプロセスが授業構成力の基礎的育成という点で有効なのではないかという仮説を有するようになった。同時に，それは学生に教科専門・教科教育・教職科目の学習を統合させる契機ともなるという点で，予定調和論へのささやかな対応策の一つになるのではないかとも考えられる。これらの検討が残された課題である。

Dentro de un proyecto del CONICET que estudia la formación como transformación subjetiva (Manrique, 2011 - 2020) interesa particularmente el estudio de dispositivos alternativos de formación que la promuevan. En este marco, se diseñó un dispositivo de formación en cascada –“Entre docentes”. La formadora de formadores acompañaría en el diseño y puesta en práctica por parte de dos formadoras de docentes en formación, de un dispositivo de formación para docentes en ejercicio. El dispositivo cumpliría la función de acompañar el desarrollo del rol de formadora de docentes de estas dos personas a cargo, y también acompañar el propio proceso de formación de las 9 participantes, docentes en formación en la exploración de los conflictos de su práctica.  La particularidad de este dispositivo de formación es que se vale del Psicodrama Grupal de la Multiplicidad. Para este trabajo nos proponemos describir este dispositivo que se caracteriza por articular la investigación con la formación de formadores y la formación docente a partir de una metodología lúdico-expresiva, corporal y dramática. Incluiremos una descripción formal del dispositivo y su estructura, de los temas que se abordaron y sobre todo haremos foco en la metodología utilizada en función de las expectativas de formación desde el punto de vista de las formadoras.
Palabras clave: formación docente; formación de formadores; psicodrama; conflictos; prácticas pedagógogicas

Кожевникова М.Н. Концепция учительской философии образования // Учитель наедине с собой, сб. науч. статей / Ред.-сост. М.Н. Кожевникова. -СПб.: Изд. «Лема», ФГНУ ИПООВ РАО, 2014. -С. 78 -131. _________________ Концепция учительской философии образования Автор -М.Н. Кожевникова

The book is about Bond's two precious years as a kid with his father. I couldn't keep the book down once I started reading because I was feeling the pages and emotions of the words. I knew what little kid Ruskin would have been doing while the father took him out for the treats. I suppose I was reading what I was never able to write and express myself, too busy writing about love which can be expressed in words.

Learning history requires an understanding so that history can be understood more meaningfully. Not just remembering the facts of the past, but also connecting them with the present. To strengthen students' historical understanding, historical learning media are needed that are interesting for students. This research aims to design of learning media for pop-up scrapbooks and describe their eligibility for use in high school. This research is the Research and Development level of the first, with a focus on designing learning products. The results of the study showed that the design of the learning media pop-up scrapbook following core competencies and basic competencies in the Kurikulum 2013. The results of validation by material experts in stage I with a percentage of 81% (Very Strong), stage II of 95% (Very Strong), there was an increase of 14%. The results of validation by learning media experts in stage I are 76% (Strong), stage II of 97% (Very Strong), there is an increase of 21%. The results of the responses of students to the design of instructional media by 97% (very strong). It was concluded that the history of learning media in the form of pop up scrapbooks should be tested as a medium of learning history to strengthen the students' historical comprehension abilities in high school.

This curriculum design focuses on the roles of primary learners: the child, the parent(s) and the teacher with regard to early childhood education.  Its research emphasizes the need for curriculum goals to extend into the populations of teachers and parents. It addresses the evaluation process program leaders might engage in to achieve a high-quality early childhood program.  Additionally, the paper discusses common challenges to creating and sustaining high-quality programs and highlights the need for effective ongoing professional development.  Finally, the paper suggests that engaging the parent community in an initiative to educate them to advocate for the health, wellness, and educational success of their child can serve as the one of the most effective means of improving early childhood education.  This project was developed in the context of a suburban preschool which is a ministry of a Lutheran Church.

The objective of this study is to explore the role of the application of ICT tools in Mathematics teaching. Learning and conversation technologies (ICT) are an integral part of daily life, including the teaching-learning process. Mathematics is considered the queen of all sciences. For a long time, the role of mathematics was reduced to the purely academic domain. But at present, the role of mathematics is not limited to the purely academic domain. It has entered the field of technology and industry. This paper will highlight the importance of the integration of knowledge and communication technologies (ICT) into the teaching and learning of mathematics in Teacher-Training College and School level. The methodology of the research is a different type involving an interpretative, conversation, observation and study secondary sources, like books, articles, journals, thesis, university news, expert opinion, and websites, etc. Finally, meaningful suggestions are given.

Universalization of free and compulsory primary education is a gigantic target for a nation like India. To make quality education available to every child at primary level requires a large amount of investment in terms of finance and human resource. The targets set for this purpose has been given top priority and programmes like Sarva Siksha Abhiyan have been launched under the guidelines of the National Policy on Education (1986). Despite the large amount of resources being dedicated to this cause, there is still a large gap that needs to be narrowed to meet out the target of 1:30 teacher-student ratio. For this purpose the directors of State Planning launched the Basic Training Certificate (BTC) and Special Basic Training Certificate (SBTC) training programmes to muster a larger teaching force and fulfil the requirements for the success of the mission. The candidates for both these programmes not only differ in their qualifications but also in their career prospects as teachers. Being involved in a similar job of teaching primary children, they should perform at par with each other. However, there seems to be some variances in their overall performance. Thus, it becomes imperative to understand if there is any difference between the two groups of teachers on parameters like teaching attitudes and job involvement. The results of this study confirm that there was a difference in teaching attitude of BTC and SBTC trained teachers and that the job involvement of BTC teachers was greater as compared to SBTC teachers.

This study focus on the “The effect of 3rd standard of (NPST) National Pakistan teaching
standard (Islamic moral values and ethics) on the student’s personality” describe the
importance of Islamic moral values and ethics the main objectives of this study are;.
Assessing the significance of the factor required for development of student under the ethical
and Islamic values, develop and build the student’s personality/discipline in the lightning of
Islam and ethics,  analyze and observe the status of ethical behaviors of students in learning
and the society. Students face many challenges and problems they don’t know about their
behavior and their moral values and ethics properly. The area of this study in high school
attached with G.E.C.E (w) hyd. Where the population was 12 and the selected students are 8
and all teachers this research focused on qualitative method and purposive sampling used in
this study. This study is limited at grade 6high school attached with G.E.C.E (W) Hyd the
most important aspects of a Muslim's life is to have a high moral standard. The main findings
of this study those teachers not aware about how to use varieties of strategies they just teach
in a traditional way this study focused that if the teachers are used Islamic ethic and value so
teach the students in effective manner then definitely would be possible. The recommendation
is teachers or administrator should arrange Islamic programs like lectures and quiz programs
for increasing the knowledge of students at elementary level. In the morning assembly the
recitation and explanation of Quranic Surahs should be necessarily included. And also should
give awareness about Islamic history is also observed among the students of elementary
schools. Islam has a rich history so some of the historical eras of Muslims like the period of
Holy Prophet Sallallahu Alaihi Walihi wasallam and Caliphs, should be taught to the students
of all classes, so that they can aware about the stories of their bravery and can feel proud of
being as from Islamic society.
Keyword: ethical, Islamic, NPST, standard, student’s personality, social life, skills , values

Along with social needs, the education system is changing every moment in every single day. B. Ed. course is mandatory to get a job in school, and it's necessary for an untrained teacher. Currently, the number of private, Government autonomous & Government-Aided B.Ed. colleges have modified to prepare for conduct two years B.Ed. course in West Bengal. But all B.Ed. colleges have not enough sufficient infrastructure to conduct the program. The progress and development of a nation largely depend on its teachers' community because of their noble and massive contributions in nation-building. They have remarkable contributions in making and shaping each and every person of the society. NCTE formulated the National Policy (Recognition Norms and Procedure) Regulations 2014, in India, where the B.Ed. the course period is two years in India. The researchers choose various factors to measure the level of Infrastructural Facilities of in-service and pre-service teacher trainees on the basis of five dimensions that are a) Teaching-learning resources, b) Fee, c) Library facility, d) Administrations and e) Appropriate physical infrastructure. For this paper, researchers have developed a five-dimensional questionnaire used to find out the infrastructural facilities of Trainee Teachers in two-years B.Ed. programme. The questionnaire had a total of 19 questions for Trainee Teachers. Researchers choose 274 trainee teachers from Govt. aided and private B.Ed. colleges in two different Universities. The main objective of the present study is to find out the Infrastructural satisfaction of trainee teachers in various teacher training colleges in West Bengal, India. The methodology of the study is a mixed type involving interpretative, analytical study of documents, survey questionnaire, interview, observation, and study secondary sources, like books, articles, journals, thesis, university news, expert opinion, and websites, etc. Finally, meaningful suggestions are offered.

The aim of the current study was to examine Swedish and Turkish teachers’ perspectives on values education. Qualitative interviews with 52 teachers were conducted and analyzed. Values education was mostly about compliance with societal values and norms. The learning goals or values in values education were mainly on how to treat others and on self-responsibility. Teachers did not take a critical approach. A main method of values education reported by the teachers was to be a good role model in everyday interactions with students. Values education was largely described as an everyday practice embedded in the stream of social interactions. Furthermore, an everyday language was used when the teachers described values and values education. There was a lack of professional knowledge in this domain.

This is but the transcription of a short talk whose concern is how to do philosophy with teenagers. That this is far from being utopistic should be clear (however see https://www.academia.edu/44499768/Anche_i_bambini_pensano_2020_).
This time I tried to elaborate on how an adult can (and should) combine a necessary improvisation and a meassure of professionality. This is far from being clear, it seems...

Comics, which attract attention with their adaptation to changing conditions in the historical process, are increasing their popularity both in current life and in the field of education. They can be used as a powerful supplementary teaching tool concretizing abstract concepts, especially in lessons such as Science. They can also be used to convey abstract concepts to students in an entertaining way. From this point of view, the study aimed to reveal the general characteristics, structure, elements, and historical development of comics at a theoretical level. The study, which adopted a qualitative research design, was based on a wide range of a literature review focusing on comics in an educational context as alternative resources to use in science education. The data collected were coded, grouped, and reorganized as a report to present within the context of science education for the teachers who might plan to use comics in their classes, and researchers who might scrutinize the influence of comics in teaching science at different levels.

Given the importance of teacher beliefs in shaping classroom behavior, this study set out to examine the levels of Teacher-Self-Efficacy among preschool teachers in Nairobi and Kiambu counties Kenya. It was grounded on the self-efficacy theory by Bandura which focuses on teacher self-beliefs. The study adopted a descriptive survey method for data collection. The target population was 8211 preschool teachers in Nairobi and Kiambu counties. The sampling frame was the 2751 pre-schools in Nairobi and Kiambu counties which were clustered into sub counties and stratified random sampling was used to get ten sub counties. From each sub county, twenty pre-schools were randomly sampled with proportionate allocation from both public and private pre-schools. From each preschool , one teacher was randomly sampled for inclusion in the study. Data was collected using a modified Ohio State Teacher Efficacy Scale (OSTES) developed by Tschannen-Moran and Woolfolk-Hoy in 2001. One hundred and ninety-four preschool teachers filled a questionnaire which had been piloted on three preschool teachers not used in the study. The data was analyzed using descriptive statistics. The findings reveal high self-efficacy levels among preschool teachers in Nairobi and Kiambu counties. It is envisaged that the findings from this study may inform policy at National Centre for Early Childhood Education (NACECE) and District Centres for Early Childhood Education (DICECE) in order to increase the levels of Teacher Self-Efficacy. The researcher recommends TSE scores should be used as a basis for hiring preschool teachers.

This research touches upon two areas in foreign language didactics; that of translanguaging and that of teacher education, and proposes an e-course for pre- and in-service English language teachers who wish to implement translanguaging practices in their classroom. It investigates pre-service and in-service EFL teachers’ attitudes towards translanguaging practices within the Greek context, and explores their need for further training on the incorporation of translanguaging strategies in their classrooms. The outcome thus of this study is an empirically-developed e-course based on the principles of distance training and learning, using a platform which has enabled pre- and in-service teachers to further their training in a pleasant and user-friendly manner. The content of the course has been informed by a needs analysis conducted by the researcher and after its development, it was implemented, evaluated and assessed. Finally, the evaluation of the course offers valuable data for potential improvements. Hence, this e-course may serve as a guide for EFL course developers who aspire to design courses with regard to the practices of translanguaging.

Background: It is necessary to provide teacher education system which enables teachers to develop their ability and competence to deliver science and technology. Objective: This study aims to describe the implementation of the Total Quality Management (TQM) model to support work culture qualities at Primary School Teacher Education (PSTE) in Lambung Mangkurat University (LMU). Method: This study adopted a qualitative approach by using case study method. This study applied an analysis of in-depth interview, participant observation, and documentation with the head of PSTE program, 10 lecturers, 10 staffs, 10 students and 10 elementary school principals as the participants. Those participants were interviewed based on their experiences, involvements , knowledge, and views about profile and history of PSTE program, including its vision, missions, lecturer recruitment system, enrollment requirements, target students, leadership, educational management, human resource management, information management , customer satisfaction focus as well partnership management. Data were analyzed using Miles and Huberman Model which included data collection, reduction, representation and verification. Results: The finding of this study shows that TQM has been implemented at PSTE in LMU by emphasizing on customer satisfaction focus, keeping the commitment to all faculty members, improving competency, and building partnerships with a variety of outside parties or stakeholders. However, several difficulties still persist such as total involvement in faculty members, quality measurement, and continuous improvement. Conclusion: The TQM implementation model is needed to support quality work culture consisting of staff involvement, leadership, partnership, reward system, and organizational quality. All these components must be based on a system of values, norms and culture formulated in the form of a vision, missions, and several objectives which must be understood by members of the organization.

This research on the challenges and rewards of teacher education in English Further Education, formed part of a PhD thesis which gave voice to teacher educators in FE, an under-represented and under-researched group in the literature on teacher education. Although the research explored the professional development needs of teacher educators working within the English FE system, it also identified rewards and challenges in the teacher educator role, in order to get a broader view of their motivation for entering and remaining in the role; and also to examine the ways in which teacher educators cope and thrive in a difficult context.  The review of the literature indicated that many of the teacher educators’ experiences were shared in schools, colleges and Universities, locally and internationally.  During interviews, a survey and a focus group, the teacher educators' impassioned and insightful comments celebrated the positive aspects of the role, as well as explaining the myriad ways in which they mediated the multiple challenges they faced: managerialism, fast-paced and continuous policy changes as well as lack of time and support for research.

Have you ever studied really hard, felt prepared to take a test at school or college, and, when the result came out, you were disappointed? Many students face this problem daily. What might be reason for it? Is it possible to study better, that is, to do it more efficiently? Although this is a complex question, involving several factors, I would like to propose a discussion about some components of a possible 'utopian formula' that may be hindering your performance.

Ensuring Early Childhood Care and Education (ECCE) is one of the focus themes of Education for All movement conceived at the World Conference (1990) and World Education Forum (2000). Countries have keenly pursued ECCE, the first goal of Education for All and prepared well to fulfil their commitments towards this. The commitment envisages to ensure that all children, irrespective of gender and social group, get access to quality ECCE that enable them to attain necessary skills, knowledge, values and attitude. But in many countries, the progress towards Education for All goal is not enough and India is one of them. Eventually, the goal was considered to be achieved in long-term through the improved implementation of quality components of ECCE and acquiring the holistic approach to improve the functioning of ECCE programs. Realising this, the provision of 'quality ECCE' became one of the vision for education by 2030 as per the 'Incheon Declaration, Education 2030', accepted during the World Education Forum, 2015. This paper explores the synchronisation between global target for achieving quality ECCE and preparedness of India.

El objetivo principal de esta investigación fue analizar la incidencia del estudio de los criterios de idoneidad didáctica en la reflexión sobre prácticas docentes en futuros profesores de Matemáticas. La investigación es cualitativa con método de estudio de caso. Esta se realizó en el grupo de estudiantes durante el segundo semestre de 2018. El análisis de los datos se enfocó en la identificación y comparación de elementos referentes a distintos indicadores de idoneidad presentes en dos reflexiones realizadas por los participantes. Los resultados de la investigación muestran que, luego de estudiar algunas nociones teóricas del EOS y contar con una guía para realizar una práctica reflexiva, los participantes logran exponer ideas más claras y ordenadas, además de realizar justificaciones sobre sus juicios de valor. Se concluye que, en la primera fase, los participantes no contaban con las herramientas necesarias para realizar una práctica reflexiva, mientras que, en la segunda reflexión, hay evidencia sustancial para asegurar que, con el uso de una guía basada en los criterios de idoneidad del enfoque ontosemiótico, se favorece considerablemente el ejercicio de estudiantes que logran organizar sus ideas y prestan atención a una mayor cantidad de elementos de interés en Educación Matemática.

This study aimed to examine the individual digital portfolios of three classes of students in a Teacher Education Institution (TEI) in the Philippines to assess their knowledge, skills and other learnings gained from the assessment courses they enrolled in. They were at different stages in their teaching career, namely: pre-service teachers in an undergraduate assessment course; in-service teachers in a master’s program in elementary education; and in-service teachers in a doctoral program in science education. They were all taught in a blended learning mode by one course professor within two school years. A thorough exploration of students’ written journals and other contents of their digital portfolios showed the power of portfolio for assessment for, as, and of learning. However, a continuum of professional standards on assessment for teachers at different career stages is recommended for a more appropriate curriculum and assessment of their learning.

This book contributes significantly to the conversation about inclusion as a critical component of school culture. Educating All recounts
Christopher McMaster’s experience as a critical ethnographer in a school community, given the task of not only studying the institution’s
culture, but of creating change as well. The school used a whole-school framework known as the Index for Inclusion, which addressed students
identified as having «special» or learning needs. The outcome of this process was the realization that the faculty and the system were not
adequately providing optimum services to «special needs» students. By incorporating the special needs unit into a larger department and by
utilizing it as a teaching center rather than a classroom, the staff and school leadership were able to produce a better alignment of value and
practice and to provide a re-interpretation of just what is meant by «mainstream».

This paper addresses issues related to the effectiveness of teacher education in Pakistan in the North West Frontier Province (NWFP), through a small scale collaborative research study in two state secondary schools, one girls' and one boys'. The aim was to explore how newly qualified teachers manage their transition from student teachers to classroom teachers. In teasing out the relationship between teacher training experiences and classroom practice, we highlight the importance of greater consideration of the social and professional contexts of the school within training programmes as a means to make sustained improvements in the quality of classroom teaching and learning.

Dans cet article est présentée une discussion sur la question des relations entre recherche et formation des enseignants en didactique de sciences. Le cercle en expansion « enseignement – formation des enseignants – didactique des sciences – recherche »  produit d’une façon continue des mêmes problèmes adaptés à l’époque et aux contextes des systèmes éducatifs divers. Comme problèmes primordiaux et intemporels se posent ici les rôles des enseignants et des chercheurs dans ce cercle.      

In this article, a discussion on the question of the relationship between research and teachers training in science education is presented. The expanding circle “teaching – teachers training – science education – research” product on an ongoing basis the same problems adapted at the time and the contexts of the various educational systems. As essential and timeless problems are raised here the roles of teachers and researchers in this circle.

The aim of this research is to determine the relationship between secondary school teachers' self-efficacy perceptions and their attitudes towards the profession. The research was carried out by using relational screening model among descriptive survey models. The target population of the study consists of teachers who work in the secondary schools in Kahramanmaraş province of Turkey in the education year of 2015-2016. The sample of the research consists of 384 teachers working in 15 secondary schools in the central districts of Dulkadiroğlu and Onikişubat. In the scope of the research, in order to determine the professional self-efficacy perceptions of secondary school teachers, the "Teacher Self-efficacy Scale" which was developed by Tschannen-Moran and Woolfolk Hoy (2001) and adapted to Turkish by Çapa, Çakıroğlu and Sarıkaya (2005); to measure their attitudes towards the profession, the "Teacher Attitude Scale" which was developed by Döş and Atalmış (2016); and to determine the personal characteristics of the participants, the "Personal Information Form" which was developed by the researcher are used. The statistical analysis of the data was implemented with SPSS 21.0 program. According to the results of the research, it was seen that the professional self-efficacy perceptions of the secondary school teachers were "quite adequate" and their professional attitudes were at the level of "totally agree". Finally, it is observed that secondary school teachers' perceptions of professional self-efficacy and attitudes are related at the medium level and positively; meaning that self-efficacy perceptions significantly and meaningfully predicted their professional attitude levels.

Learner performance in science is cause for concern in South Africa. Science teachers’ pedagogic content knowledge plays a significant role in learner performance. This paper examines teacher pedagogic content knowledge in a key area of the Natural Science curriculum in the Senior Phase of the General Education and Training (GET) band, namely the Periodic Table. Understanding how the periodic table of elements is organized and how to read information from it is fundamental for understanding chemistry [1]. This study forms part of a larger study that compares the pedagogic content knowledge of South African and Zimbabwean teachers concerning the Periodic Table.  A qualitative approach was used to collect data from secondary schools science teachers inKwaZulu-Natal. The data indicates that pedagogic content knowledge of teachers concerning the Periodic Table is limited due to factors such as inadequate preparation of lessons by teachers, inappropriate deployment within the school, limited availability of resource materials and support from the department of education. Based on the findings, teachers will be observed teaching lessons on the Periodic Table so that an assessment can be made of their pedagogical content knowledge, in order to design and implement strategies to improve teacher PCK, thus improve teaching and learning of science.

This paper explores the issue of providing support for English teachers in Japan through intensive teacher training workshops. The design and features of the workshops are outlined along with a summary of how additional support can be made available through an online Teacher Support Center (TSC) and practical teaching handbooks.

The main aim of this qualitative case study is to contribute with insights into teacher educators’ digital competence in teaching Art and Design subjects in teacher training institutions (TTIs) in Uganda. The study employed semi-structured interviews and non-participant observations to gather qualitative data from teacher educators (TEs), teacher trainees (TTs) and administrators at two teacher training institutions in Uganda to answer the following research questions (RQs) in order to achieve its main goal. RQ1: In what ways are teacher educators using digital technology when teaching art and design in Uganda? RQ2: How do art and design teacher educators develop their digital competence in Teacher Training Institutions in Uganda? RQ3: What challenges do teacher educators encounter when teaching art and design with digital technology in Uganda? On the basis of these RQs and theoretical concepts from van Dijk (2005), Mishra and Koehler (2006), data was analysed from which three research articles (referred to in this thesis as; Article I, II and III respectively) each addressing one of the RQs were published. Briefly, the findings in Article I indicate that, TEs occasionally use digital technologies in basic and low creative means to teach in A&D classrooms. This may be attributed to insufficient access to adequate digital resources (hardware, software and internet), insufficient digital skills and knowledge relating to pedagogical use of digital technologies in A&D classrooms. The findings further confirm teacher educators’ limited awareness of the relationship between technology, pedagogy and content knowledge (TPACK) in teaching Art and Design subjects. The lack of TPACK among TEs explains the low creative use of digital technologies in teaching A&D lessons in Uganda’s TTIs. The findings in Article II indicate that art and design TEs develop digital competences through both formal and informal approaches. The formal approaches include continuous professional development (CPD) and pre-service training, whereas informal approaches include collaboration, self-teaching and repetition. Apparently, teachers’ digital competences (TDC) gained through formal approaches did not relate specifically to the teaching of art and design subjects, making it inadequate and difficult to apply in real classroom practice. Further, the findings suggest to a larger extent that TEs develop moderate TDC, necessary for practical use in the classroom, through informal approaches. The findings in Article III reveal numerous motivational challenges (linked to negative attitude, lack of self-confidence, lack of time, inadequate digital competence and fear for loss of creativity) and challenges related to material access such as; lack of adequate access to digital technologies, unreliable electricity supply, technological failures and lack of adequate technical support. Article III further provides and discusses alternative strategies employed by TEs such as peer support, continual practice, improvisation, lobbying for technical and financial support, and advocating for BYOD to cope with the existing challenges. To sum up, the study findings generally reveal that, teacher educators’ digital competences (TDC) remained operational and were not specific to the teaching of art and design subjects, thus being inadequate and difficult to apply in real art and design classroom practice. Due to numerous motivational and material challenges encountered TEs in addition to limited awareness of the relationship between technology, pedagogy and content knowledge, TEs can only occasionally use digital technologies in limited creative ways (basic use) to teach in A&D classrooms.

Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta’leem and ta’deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2001 and 2012 curricula to map curricula elements that potentially contribute to Islamic personality development through IRE classes. Crucially, this article seeks to investigate whether the 2001 and 2012 curricula for Flemish public secondary education are in line with these central IRE concepts. We observe that the 2012 curriculum does contain relevant anchor points to work on tarbiyah, ta’leem and ta’deeb and to strengthen an Islamic personality in Muslim pupils. Hence, we argue that there is an urgent need for a new, adequate and sufficie...

Es una investigación acción, que tiene como objetivo el desarrollo de un programa de formación con acompañamiento en competencias para la investigación e innovación, a través de la formación de comunidades de aprendizaje, dirigido a profesores de la Universidad Especializada de las Américas. Es un estudio de campo, descriptivo, que permite la reflexión y el análisis de las fortalezas y debilidades del proceso de formación de investigadores, desarrollado en el último año en la Universidad. Se promueve la cultura científica, a través de la formación y acompañamiento de comunidades de aprendizaje e investigación durante la realización de estudios científicos; las comunidades están conformadas por profesores-investigadores con intereses en una misma línea de investigación. Los resultados indican que lo realizado logra opiniones positivas de los participantes hacia la investigación y su gestión en la universidad, además de describir percepciones positivas de los profesores- investigadores participantes hacia el aprendizaje del conocimiento científico.


It is an action research whose objective, is the development of a training program with accompaniment in competences for research and innovation, through the formation of learning communities, directed to professors of the Specialized University of the Americas. It is a field study, descriptive, that allows the reflection and analysis of the strengths and weaknesses of the process of training of researchers, developed in the last year in the University. Scientific culture is promoted through the formation and accompaniment of learning and research communities during scientific studies; The communities are made up of professors-researchers with interests in the same line of research. The results indicate that what is done achieves positive opinions of the participants towards the research and its management in the university, besides describing positive perceptions of the participating professors - researchers towards the learning of scientific knowledge.

Discussed below are seven classroom strategies that are frequently encouraged by teacher trainers and/or administrators and are assumed to be useful. However, when examined more closely what one sees is that they are actually highly ineffective and tend to encourage negative effects on the classroom climate, students' psychology and level of function and order in the class. We need to therefore stop suggesting teachers use them, and if they have been suggested to you, you might politely decline and instead consider implementing better alternative practices that will get you long-term positive results such as those described below.

En este trabajo se presenta un análisis global de los resultados obtenidos en un estudio exploratorio sobre el conocimiento didáctico-matemático que poseen futuros profesores de Educación Básica para enseñar matemáticas elementales. Para ello, fueron analizadas las prácticas matemáticas de 157 docentes chilenos en proceso de formación, a partir de la aplicación del cuestionario CDM-Matemáticas Elementales, compuesto por seis ítems de respuesta abierta, que evalúa aspectos parciales e iniciales de dicho conocimiento. Los ítems del cuestionario se fundamentan en los ejes temáticos propuestos por el currículo escolar chileno y tienen una estrecha relación con los contenidos matemáticos de números y operaciones, patrones y álgebra, medición, geometría, datos y probabilidades. Los resultados muestran que el nivel de desempeño obtenido por estos futuros educadores es limitado respecto del conocimiento didáctico-matemático para las distintas categorías que lo componen, al alcanzar una media de las puntuaciones de 24 puntos sobre un total de 42. Así también, los ejes temáticos que presentan mayor dificultad son el de medición, datos y probabilidades. Se concluye que es necesario generar programas de apoyo a la formación del profesorado, con el propósito de abordar de manera exitosa la enseñanza de la matemática elemental en el aula de Educación Básica.