The article focuses on the Technological Pedagogical Content Knowledge (TPCK or TPACK) framework among in-service music teachers in primary schools. Narrative research has allowed us to identify the ...environment and important others that lead to the release and maintenance of sparks of interest in using technology within various educational models and supporting influential solutions. Longitudinal studies and identification of informal environments within learning ecologies have allowed us to formulate the optimal paths to achieving TPACK competence. The study of a specific group of music teachers encourages comparative research between various teacher groups; this means comparing TPACK-competent arts teachers with teachers of other subjects.
The current study examines the association between different components of school climate (teacher-principal and teacher-parent relationships, parents' involvement in school activities, connection ...between school and the local services) and teachers' competences and knowledge regarding the adoption experience. Participants were 573 teachers (95.7% women; mean age = 47.06, SD = 8.66, ranging between 25 and 65) residing in three Italian regions characterised by rates of international adoptions that are higher than the national average. The association between school climate and teachers' knowledge and competences on adoption was evaluated via independent multiple logistic regression analyses. Findings show that three of the components of school climate under examination are associated to teachers' knowledge and competences regarding the adoption experience. Thus, interventions aimed at improving school climate hold promise for promoting teachers' capacity to handle the challenges of the adoption process.
Introduction. The article examines factors for a potential increase in student motivation to theory class attendance. Scientific research presents various factors for students’ non-attendance, ...beginning with personal reasons and nuances of study organization and ending with the teacher approach to their work. This article looks specifically into the factors controlled by the teacher , more precisely, their competences.
Materials and Methods. The qualitative study was conducted in the academic year 2018–2019, through the analysis of study motivation opinions of Vilnius Gediminas Technical University students majoring in technology studies. The article presents the analysis of one aspect of the conducted survey, i.e., what teachers could or should do to motivate students to attend theory classes.
Results. The processed data indicated that students link motivation to study to three primary teaching competences: the didactic, communicative and personal ones. According to students, the teaching staff’s didactic competence should include the ability to create a reasonable balance between theory and practical application, the capability to visually present and impart focal points of the study material, the capacity to plan out lectures, the skill to apply interactive studying methods, and the potential to motivate students by introducing accumulative bonus grades.
Discussion and Conclusion. While there was a clear differentiation between three teacher competences, the weight placed on each one differs. The didactic competence carries the most weight, and teachers should, therefore, reflect on whether they establish an optimal state of balance between theory and praxis; prepare visually appealing lectures, and consistently and structurally convey the study material, etc.
Abstract
While augmented reality (AR) can offer many advantages in education, one reason for the difficulty of integrating it in instructional practices is the lack of teachers’ AR competences. ...Therefore, there is an increasing need to address the required competences needed by teachers to effectively integrate augmented reality (AR) in their teaching. This study develops and validates a comprehensive augmented reality competences scale for teachers. The suggested instrument encompasses skills related to the creation, use and management of augment reality resources for teaching. The scale was validated on a sample of 150 educators from 45 countries teaching in primary, secondary or tertiary levels. Confirmatory factor analysis demonstrated valid results in terms of model fit criteria, factor loadings, validity, and reliability. The final scale is composed of 11 items and 4 competence components. Teaching subject, general digital skills and previous AR class experience revealed significant differences across the scale components, while gender and age did not reveal any significant associations. Educators in higher education institutions self-reported higher competence level for designing, developing, and modifying AR resources compared to secondary and primary levels. The scale can be used by educators to self-assess their AR competences, teacher professional development institutions and policy makers to develop training programs in AR and software companies to develop AR experiences that can empower educators.
This research aimed to discover the implementation of e-leadership for school principals during the COVID-19 pandemic and its effect on school performance through changes in teacher behavior. ...Quantitative research was used where it involved 8 public high schools with 150 respondents. The results showed that: (1) the implementation of e-leadership for school principals during the COVID-19 pandemic was at a very high level for the dimensions of the vision of continuous learning and professional development of teachers, and at a high level for the dimensions of classroom supervision and teacher performance assessment; (2) none of the independent variables have a correlation with the dependent variable greater than >0.50. The correlation between the independent variable and the dependent variable is at a simple stage for teacher behavior and a low stage for teacher performance; (3) the result of measurement model test with Confirmatory Factor Analysis (CFA) shows that the loading factor of each indicator is greater than 0.60, which means that the indicators are valid for measuring the variable; (4) the results of the structural model test show that the principal’s e-leadership variable, scientific competence (pedagogical knowledge and pedagogical content knowledge), personality competence and e-skills have a positive and significant effect on teacher behavior with a value of ***
p
= < 0.05. Teacher performance also has a positive and significant effect with a value of ***
p
= < 0.05 which makes H-1–H-9 accepted. Proportionally, e-leadership remains the main variable compared to other variables which gives the largest contribution to improving teacher performance through changes in teacher behavior by (0.280), scientific competence variables (pedagogical knowledge and content knowledge) and teacher personality, respectively, contribute to improved performance through changes in teacher behavior of (0.083) and (0.152). The e-skill competency variable of teachers contributes to increased performance through changes in teacher behavior of (0.177). The practical implication of this research is that principals need to change their roles and leadership styles from conventional to electronic-based learning leadership styles to realize effective online learning.
Zusammenfassung
Hohe pädagogische Qualität in Kindertageseinrichtungen ist ausschlaggebend für die kindliche Entwicklung. Ausgehend von dieser Bedeutsamkeit hat sich in den letzten Jahrzehnten eine ...umfangreiche nationale sowie internationale Forschungsliteratur zu Voraussetzungen, Struktur, Weiterentwicklung und Auswirkungen der frühpädagogischen Qualität entwickelt. Diese unterschiedlichen Forschungsstränge, theoretischen Annahmen und Forschungsbefunde wurden jedoch nicht in einem einheitlichen theoretischen Modell integriert. Dies hat zur Folge, dass für viele Forschungsfragen unterschiedliche Modelle herangezogen werden müssen. Im Mittelpunkt des vorliegenden Beitrags steht daher eine theoretische Auseinandersetzung mit den Annahmen zu Dimensionen und Beschreibungen der frühpädagogischen Qualität sowie ein Überblick des empirischen Forschungstandes. Den Ausgangspunkt bildet dabei das international wie auch in Deutschland bewährte strukturell-prozessuale Modell frühpädagogischer Qualität (Roux und Tietze
2007
). Auf Basis des Forschungsstands werden blinde Flecken in diesem Modell identifiziert, durch andere theoretische Modelle angereichert und eigenständig erweitert. Die Diskussion mündet in einen Vorschlag eines integrierten Modells frühpädagogischer Qualität.
In an era of violence and incoherence, which is a tangible expression of liquid modernity, it is paramount and dutiful to educate youths based on a vision of the concept of citizenship that tends ...toward the ethical renewal, one capable of displaying new social horizons and in line with the achievement of the 2030 Agenda goals. The need for renewed social resilience has led to new reflections on ethical, intercultural, democratic and global competences, deeply linked to models of global citizenship education. Educating for global citizenship and becoming globally informed citizens implies confronting the multiple instances of globalisation, plurality and multiculturalism, as well as strengthening the processes and skills that are agents for change and are at the core of educational ethos and of the very idea of citizenship. Globally competent teachers have the task of helping students to develop not only cognitive and critical skills, but also empathy, interconnectedness, ability to take on responsibilities, openness to other cultures, action-oriented attitude and lack of prejudices. The transversal curriculum of Civic Education (CE), articulated into Learning Units (LU), aimed at enhancing the dimension of co-ownership, which remains hardly achieved despite being largely sought for, raises a question: can the transversal teaching of Civic Education, introduced in all Italian schools of all levels, educate to the “true” Global Citizenship?
Based on the descriptive method of qualitative educational research, the present study explores music teaching at the stage of early adolescence in terms of general-school music teachers’ viewpoints ...on factors defining the planning and implementation of music teaching. The study was based on qualitative analysis of data gathered in interviews with 18 teachers from nine countries (Slovenia, Argentina, Australia, USA, Turkey, Poland, Russia, Italy and Germany). The research found that music teaching based on authentic musical communication through the activities of playing, creating and listening to music was favoured by the interviewees. Among the factors affecting the presentation of music teaching at the stage of early adolescence, the quality of curricular bases and the professional competence of music teachers were emphasised. In this context, the research findings showed that music curricula in the international context do not provide a suitable curricular base for the implementation of music teaching. The problem becomes especially salient when the competences of music teachers are insufficient for the transference of the curricular platform to musical praxis through authentic ways of musical teaching. The research findings provide an insight into the complexity of the factors involved, including authentic music teaching, the music curriculum and teachers’ competences, which determine the planning and implementation of music teaching at the stage of early adolescence. In addition, the findings provide a basis for further research in a broader context and for the development of guidelines for curricular updates and the modernisation of music education in general schools.
In order to discuss various ways of learning as part of teacher education, it is important to clarify the learning mechanism of each student. However, no research focusing on mindset has been ...conducted in teacher education research in Japan. In this study, as a first step to clarify the teachers’ mindset concerning science, differences between implicit theories of intelligence and preservice teachers’ mindset about teaching competences were explored and their perceptions about the competences necessary for science were analyzed. The results of the research can be summarized in the following four points: (1) Preservice teachers believe that teacher competences can grow more than intelligence. (2) First-year university students have greater belief that teacher competences can be developed than do second-year students. (3) Preservice teachers consider having the ability to experiment; having abundant class contents or peripheral knowledge; and raising the interest, motivation, and curiosity of children as teacher competences necessary for science. (4) Second-year university students value the need for children-centered classes, which may have created a difference in their mindset about teaching competences compared to first-year students.
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