Empowering Pre-Service Teachers for Inclusive Education Through Technology

IGI Global eBooks, Год журнала: 2025, Номер unknown, С. 301 - 336

Опубликована: Март 21, 2025

This chapter discusses the role of technology in empowering pre-service teachers to promote inclusive education. It highlights potential tools like screen readers and adaptive software meet diverse learning needs. Strategies for designing teacher preparation programs are presented, along with reviews assistive technologies innovative educational Virtual Reality Augmented Reality. Finally, addresses challenges integrating inclusivity, offering practical strategies overcoming barriers emphasizing importance collaboration among stakeholders. The concludes actionable recommendations educators, policymakers, researchers effectively integrate support

Язык: Английский

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Teachers’ Competencies in Digital Integration of Learning Contents in Dynamic Classroom Practices: A Review of Teacher Professional Development Needs

Acta Educationis Generalis, Год журнала: 2024, Номер 14(3), С. 18 - 40

Опубликована: Ноя. 1, 2024

Abstract Introduction: Integrating digital tools and resources into classroom instruction has become increasingly essential in modern education. As technology advances, teachers face the challenge of effectively integrating learning content dynamic practices. This paper explores competencies require for this task, aiming to contribute understanding teacher professional development needs integration. Purpose: study aims investigate required by successful integration Methods: A comprehensive literature review was conducted using Preferred Reporting Items Systematic Reviews Meta-Analyses (PRISMA) diagram flow address aim. total 84 articles published from 2000 2024 were systematically reviewed, focusing on publications English that addressed teachers, practices, competencies. Articles did not meet these criteria excluded analysis. Results: The synthesis findings highlighted knowledge base teachers’ identified critical integration, including technological proficiency, pedagogical knowledge, expertise. Additionally, theoretical frameworks such as Technological Pedagogical Content Knowledge (TPACK) SAMR model guided exploration their implications instructional Discussion: study’s extend educational policy, training programs, By identifying provides insights areas further research development. Moreover, discussion delves how can inform design effective programs support practices leverage enhance student outcomes. Limitations: Despite thoroughness process, it is acknowledge certain limitations. focused primarily English, potentially excluding relevant other languages. while PRISMA facilitated a systematic review, some may need be noticed. Conclusions: In conclusion, contributes contents identifies highlights synthesising empirical studies contributions. Ultimately, have outcomes age.

Язык: Английский

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Technological pedagogical content knowledge for twenty-first century learning skills

International Journal of Research in Business and Social Science (2147-4478), Год журнала: 2024, Номер 13(4), С. 468 - 476

Опубликована: Июнь 11, 2024

The advent of Industry 5.0 marks a pivotal moment in global industry, characterized by the fusion advanced technologies and human-centred approaches. Embedding Technological Pedagogical Content Knowledge (TPACK) into teacher training becomes imperative Africa, where demand for skilled professionals is burgeoning. This study delves transformative potential TPACK African educators, emphasizing its role equipping them with skills to prepare students demands. Through systematic literature review spanning from 2000 2024, this research examines TPACK's multifaceted dimensions relevance twenty-first-century learning Africa. It scrutinizes how emerging like artificial intelligence reshape pedagogical practices content delivery educational contexts. Furthermore, it explores ability empower teachers nurturing critical thinking, problem-solving, digital literacy among students, essential navigating complexities 5.0. findings underscore necessity tailored professional development programs integrating curricula. Moreover, stresses importance contextualizing within socio-economic cultural realities classrooms ensure efficacy. Additionally, highlights roles government policies institutions providing necessary support resources widespread adoption educators. advocates paradigm shift education, highlighting centrality preparing educators challenges opportunities. By adept technology integration skills, nations can foster innovative globally competitive learners poised thrive fourth industrial revolution.

Язык: Английский

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Leadership and Challenges: A Phenomenological Exploration of Teacher-Principals in the Philippines

Philippine Social Science Journal, Год журнала: 2024, Номер 6(4), С. 72 - 84

Опубликована: Апрель 5, 2024

This qualitative study employed a descriptive phenomenological approach to explore the experiences of school principals who also serve as teachers in Leyte and Southern Leyte, Philippines. Thirty heads, selected based on experience, marital status, willingness participate, provided insights through Pre-Survey form semi-structured interviews. Thematic analysis (Colaizzi's method) revealed challenges teaching strategies, behavior management, technology integration, parental communication, while strategic management skills included prioritization, planning, stress management. Findings have implications for policy development, professional development programs, curriculum design, benefiting scholars, practitioners, policymakers. The highlights unique teacher-principals, contributing scholarly dialogue educational leadership. Recommendations emphasize ongoing training, self-assessment, collaborative input. By exploring innovative strategies sharing insights, teacher-principals can enhance collective knowledge. offers valuable perspectives leadership, guiding policies practices more effective responsive system.

Язык: Английский

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Enhancing problem-solving skills among pre-service teachers in higher education: A systematic literature review

Journal of Pedagogical Sociology and Psychology, Год журнала: 2024, Номер unknown

Опубликована: Май 2, 2024

Язык: Английский

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Exploring experiences of TVET graduates’ work-integrated learning in a rural ecology: the case of TVET colleges in KwaZulu-Natal

International Journal of Research in Business and Social Science (2147-4478), Год журнала: 2024, Номер 13(5), С. 803 - 812

Опубликована: Авг. 20, 2024

This study investigates the experiences of Technical and Vocational Education Training (TVET) graduates in rural ecology with work-based education (WBE), commonly known as work-integrated learning (WIL). The was conducted at two campuses Umfolozi TVET colleges northern KwaZulu-Natal, focusing on post-graduation experiences. National Certificate (NCV) qualification, introduced January 2007, focal point, offered Levels 2, 3, 4 Qualifications Framework, equivalent to Grades 10, 11, 12. NCV were selected participants explore their encounters during employment. Employing a qualitative case design, utilized purposive sampling identify six participants. Findings revealed systemic challenges faced by graduates, particularly concerning alignment curriculum needs students from areas. Additionally, it noted that college management appeared unaware severity encountered securing in-service training opportunities. These findings underscore need for educational institutions policymakers address issues enhance support mechanisms students, those backgrounds, ensure effectiveness initiatives.

Язык: Английский

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Unveiling effectiveness: A meta‐analysis of professional development programs in science education

Journal of Research in Science Teaching, Год журнала: 2024, Номер unknown

Опубликована: Сен. 26, 2024

Abstract Teacher professional development (PD) is essential to continuously improve teaching skills, adapt diverse student needs, and promote equity inclusion. Only a few studies date have synthesized how PD programs teachers' content knowledge instructional quality, as well students' academic performance. In this meta‐analysis, we aim evaluate the impact of on science teachers their students. We calculate total 514 effect sizes using Hedges' g from 66 published between 2010 2022. The bias‐corrected standardized mean difference (Hedges' ) within‐subject between‐subjects design. overall size 0.772, indicating substantial effectiveness ( s . e = 0.063, p < 0.001, 95% CI [0.647, 0.897]). observe considerable heterogeneity sizes, moderated by dosage hours, duration, active teaching. findings indicate that relatively short periods—less than 48 h—and durations under 3 months may yield most effective for educators. As an alternative, slightly longer engagement exceeding 72 h, coupled with sustained support over 6 months, has proven be second option PD. Furthermore, learning approach within (ḡ 0.794, s.e. 0.066, [0.656, 0.926]) emerged pivotal influence effectiveness. This study provides insights into education research policy understand ensure can designed implemented

Язык: Английский

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TEACHERS’ PERCEPTIONS AND CHALLENGES IN SUPPORTING LGBTQI LEARNERS IN RURAL SECONDARY SCHOOLS

International Journal of Innovative Technologies in Economy, Год журнала: 2024, Номер 3(47)

Опубликована: Сен. 30, 2024

This study explores the perceptions and challenges faced by secondary school teachers in supporting LGBTQI learners within Nongoma Circuit South Africa. Adopting a phenomenological approach, research aims to uncover nuanced understandings lived experiences of regarding learners. The employs qualitative methodology, utilizing purposive sampling select five Life Orientation for in-depth, semistructured interviews. Thematic analysis reveals varied attitudes among teachers, ranging from supportive biased, highlighting significant disparities acceptance understanding. Key findings indicate that while some recognize importance fostering an inclusive environment, others perpetuate misconceptions biases, contributing unwelcoming atmosphere underscores urgent need comprehensive training programmes policy reforms equip with necessary skills knowledge support effectively. Enhanced teacher on issues, along review policies, is recommended promote inclusivity safeguard well-being all These are crucial policymakers, stakeholders developing strategies create more educational environment rural areas. contributes broader discourse equity role safe learning marginalized groups.

Язык: Английский

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TEACHERS’ STRATEGIES FOR DEALING WITH LGBTQI LEARNERS AT SECONDARY SCHOOLS IN THE NONGOMA CIRCUIT

International Journal of Innovative Technologies in Social Science, Год журнала: 2024, Номер 4(44)

Опубликована: Дек. 22, 2024

This study examined secondary school teachers' perceptions of LGBTQI learners within the Nongoma Circuit, focusing on interactions between teachers and students identifying effective engagement strategies. Adopting a phenomenological philosophy, research aimed to understand lived experiences meanings perspectives. A qualitative approach was employed provide flexibility in exploring these experiences. The utilised design uncover nuanced insights into attitudes. sample comprised five Life Orientation educators from schools selected through purposive sampling ensure rich, relevant data. Data were collected via semi-structured interviews analysed thematically. To trustworthiness findings, addressed credibility, transferability, dependability, confirmability. Social constructionism served as theoretical framework, offering sociological perspective human behaviour interactions. Findings indicated range attitudes towards learners, positive acceptance negative biases. highlighted need for enhanced training support create inclusive secure educational environments all students, regardless sexual orientation or gender identity. Thematic analysis revealed diverse viewpoints, underscoring importance targeted teacher policy reviews foster empathetic learning spaces. results suggest crucial steps improving by addressing issues comprehensively programs policies.

Язык: Английский

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Active Learning, Content Focus and Teacher Development Based on TIMSS 2022 in Georgia

Interval Indonesian Journal of Mathematical Education, Год журнала: 2024, Номер 2(2), С. 178 - 185

Опубликована: Дек. 17, 2024

Purpose of the study: This study investigates relationships between active learning, teacher professional development, and content-specific pedagogical knowledge (Content Focus) in shaping mathematics achievement, utilizing data from 2022 Trends International Mathematics Science Study (TIMSS) for Georgia. Methodology: Employing a quantitative research design, were collected 194 teachers through structured questionnaires to examine interplay these instructional strategies. Main Findings: The findings revealed acceptable psychometric properties all constructs, with moderate but statistically significant among variables. Content Focus demonstrated critical role supporting outcomes, highlighting its potential as mediating or moderating factor effectiveness. Despite lack path coefficients, results underscore complexity educational processes, suggesting that contextual factors may influence observed outcomes. Novelty/Originality this contributes understanding how strategies content intersect improve offering actionable insights policymakers educators aiming refine practices development programs.

Язык: Английский

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