La formación docente es esencial dentro del proceso de educación inclusiva permitiendo responder a la diversidad de los estudiantes a partir de estrategias que promuevan su aprendizaje y participación. Este estudio analiza la formación en inclusión de 253 docentes de instituciones públicas mediante el Cuestionario de Valoración Docente de la Inclusión Educativa (CEFI-R). Los resultados indican niveles bajos de formación en las dimensiones concepciones, apoyos y metodologías. Lo que sugiere que no existe una preparación integral del profesorado para la inclusión y los planes de formación deben abordar desde aspectos conceptuales hasta la implementación de ajustes en el aula. (AU)
Teacher training is essential within the inclusive education process, allowing students to respond to diversity through strategies that promote their learning and participation. This study analyzes the inclusion training of 253 teachers in public institutions, through the Cuestionario de Valoración Docente de la Inclusión Educativa (CEFI-R). The results indicate low levels of training in the conceptual dimensions, supports and methodologies. This suggests that there is no comprehensive preparation of teachers for inclusion and training plans should address conceptual aspects to the implementation of adjustments in the classroom. (AU)
Humans , Teacher Training/statistics & numerical data , Cross-Sectional Studies
La formación docente es esencial dentro del proceso de educación inclusiva permitiendo responder a la diversidad de los estudiantes a partir de estrategias que promuevan su aprendizaje y participación. Este estudio analiza la formación en inclusión de 253 docentes de instituciones públicas mediante el Cuestionario de Valoración Docente de la Inclusión Educativa (CEFI-R). Los resultados indican niveles bajos de formación en las dimensiones concepciones, apoyos y metodologías. Lo que sugiere que no existe una preparación integral del profesorado para la inclusión y los planes de formación deben abordar desde aspectos conceptuales hasta la implementación de ajustes en el aula. (AU)
Teacher training is essential within the inclusive education process, allowing students to respond to diversity through strategies that promote their learning and participation. This study analyzes the inclusion training of 253 teachers in public institutions, through the Cuestionario de Valoración Docente de la Inclusión Educativa (CEFI-R). The results indicate low levels of training in the conceptual dimensions, supports and methodologies. This suggests that there is no comprehensive preparation of teachers for inclusion and training plans should address conceptual aspects to the implementation of adjustments in the classroom. (AU)
Humans , Teacher Training/statistics & numerical data , Cross-Sectional Studies
BACKGROUND: With suicide as a leading cause of death, the issue of children and adolescent suicide risks is in the spotlight today. To empower teachers in primary and secondary schools to serve as gatekeepers and to ensure the safety of children and adolescents, the systematically tailored and localized Life Gatekeeper suicide prevention program was designed for Chinese schools. OBJECTIVE: With the ultimate goal of preventing child and adolescent suicide, we aim to outline a research protocol for examining outcomes of the recently created standardized school-based Life Gatekeeper program in reducing teachers' stigma, increasing their knowledge, willingness to intervene, and perceived competence. METHODS: Participants will be recruited from eligible primary and secondary schools. Cluster sampling will be used to randomly assign each school to either the intervention group or the control group. The primary outcomes are stigma against suicide, suicide literacy, perceived competence, and willingness to intervene with suicidal individuals, which will be measured using the Stigma of Suicide Scale, the Literacy of Suicide Scale, and the Willingness to Intervene Against Suicide Questionnaire, respectively. Measurements will be taken at four time points, including pre-intervention, immediately after the intervention, 6-month follow-up, and 1-year follow-up. CONCLUSIONS: The current study features innovative implementation in the real world, by using a randomized controlled trial design to examine the effectiveness of a school-based gatekeeper program among primary and secondary school teachers, following a sequence of defined and refined steps. The research will also investigate the viability of a school-based gatekeeper program for primary and secondary school teachers that could be quickly and inexpensively implemented in a large number of schools.
Health Knowledge, Attitudes, Practice , School Health Services , School Teachers , Social Stigma , Suicide Prevention , Teacher Training , Humans , China , Adolescent , Child , School Teachers/psychology , Teacher Training/methods , Randomized Controlled Trials as Topic , Suicide/psychology , Time Factors , Male , Female , Adolescent Behavior , School Mental Health Services , Program Evaluation , Child Behavior
BACKGROUND: ADHD is the most common childhood neurodevelopmental disorder. The symptomatology makes the management of ADHD particularly demanding in school, so teachers' training programs have been widely implemented. Nevertheless, these interventions could lead teachers to concentrate on the dysfunctional elements of these students, exposing them to the risk of stigmatisation. Conceptualising stigma and inclusion as narrative processes, the present study observed how teacher ADHD training texts, endorsed by the Italian government, impact on the inclusion process of students. METHODS: The research analysed a corpus of N = 31,261 text occurrences and focused on three areas: (1) ADHD as a clinical condition; (2) the impact of ADHD characteristics in the scholastic setting; (3) interventions to manage ADHD criticalities in school settings. To observe the interactive processes fostered by the narratives under scrutiny, we used Dialogic Science and MADIT methodology, since they allow us to measure the language use modalities through an index: the Dialogical Weight (dW). The value of dW ranges between 0.1 (min) and 0.9 (max) and is linked to the potential outcomes of inclusion for students with ADHD. A low dW accounts for narratives entrenched in personal beliefs presented as absolute truths, undermining inclusion of students with ADHD. In contrast, high dW signals language interaction relying on sharable elements, able to foster social unity and diminish stigma. RESULTS: The results yielded a critical discursive configuration, both in general and for the three distinct areas. We measured an overall Dialogical Weight of 0.4dW and, for the three areas (1) = 0.3dW; (2) = 0.3dW; (3) = 0.4dW. The analysed text does not maximise the triggering of inclusive interactions, as they rely on individual references and present one's narrative as the sole plausible perspective: reinforcing already existing positions and exposing to the risk of stereotyping of the pupils. CONCLUSIONS: The study highlighted how the ADHD training materials analysed, focusing on a purely informational and clinical approach, lose in effectiveness with respect to generating inclusive school settings. Finally, to promote the inclusion of these pupils, elements are offered for outlining an approach based on fostering active participation by all roles involved.
Attention Deficit Disorder with Hyperactivity , Narration , Students , Humans , Attention Deficit Disorder with Hyperactivity/psychology , Students/psychology , Students/statistics & numerical data , Child , Social Stigma , Male , Italy , Female , School Teachers/psychology , Schools , Teacher Training/methods
INTRODUCTION: Epilepsy is the most common neurological disorder among humans after headaches. According to the World Health Organization, approximately 50-65 million individuals were diagnosed with epilepsy throughout the world, and around two million new cases of epilepsy are added to this figure every year. METHODS: Designed as descriptive and cross-sectional research, this study was performed on 132 elementary school teachers. Training on epilepsy and epileptic seizure was given to teachers. The pretest and posttest research data were collected with the face-to-face interview method. In this process, the epilepsy knowledge scale was used as well as a survey form that had questions designed to find out about teachers' personal characteristics. The Statistical Package for Social Science 25.0 was utilized in the statistical analysis of research data. In the research, the statistical significance was identified if the p-value was below.05 (p < .05). RESULTS: Of all teachers participating in the study, 59.1% were female, 90.2% were married, and 47.7% witnessed an epilepsy seizure before. The mean of teachers' pretest epilepsy knowledge scores was 8.43 ± 4.31 points before the training while the mean of their posttest epilepsy knowledge scores was 12.65 ± 2.48 points after the training. The difference between the means of pretest and posttest scores was statistically significant (p = .000). After the training, there was a statistically significant increase in means of scores obtained by teachers from each item of the epilepsy knowledge scale (p < .05). CONCLUSIONS: As there was a statistically significant improvement in levels of teachers' knowledge about both epilepsy and epileptic seizure after the training, it is recommended that the training about the approach to epilepsy and epileptic seizure be given to all teachers, and additionally, including these topics in the course curricula of universities is recommended.
Epilepsy , Health Knowledge, Attitudes, Practice , School Teachers , Humans , Epilepsy/diagnosis , Female , Male , Cross-Sectional Studies , Adult , Turkey , Seizures/diagnosis , Middle Aged , Teacher Training/methods
BACKGROUND: In the United States, many classroom teachers also teach physical education (PE). However, there is a dearth of evidence- and standard-based PE programs designed to support classroom teachers to deliver PE effectively in schools. METHODS: The purpose of this study was to establish proof-of-concept for the Pocket PE 3-5 digital app in school settings with 10 third- to fifth-grade classroom teachers. We assessed fidelity of program implementation, measured via observations of PE quality. Students used wrist-worn heart rate monitors during Pocket PE 3-5 lessons to measure time spent in moderate to vigorous physical activity. Program feasibility was primarily assessed through teacher-reported surveys of usability, satisfaction, and acceptability and exit interviews. RESULTS: Mean PE observation scores were 18.6 (SD = 1.5) on a scale of 5 to 20. On average, students spent 56.7% (SD = 13.1%) of class time engaging in moderate to vigorous physical activity. Mean survey scores, reported on a 5-point scale, were 4.5 (SD = 0.6) for acceptability, 4.8 (SD = 0.4) for usability, and 4.7 (SD = 0.7) for satisfaction. Teachers liked how easy the app was to use but mentioned some technological challenges. CONCLUSIONS: This program evaluation study established the proof-of-concept for the Pocket PE 3-5 elementary school PE program.
Mobile Applications , Physical Education and Training , Program Evaluation , School Teachers , Humans , Physical Education and Training/methods , Child , Female , Male , Exercise , Teacher Training/methods , Students , Schools
Objetivo: Validar el Inventario de Actitudes Negativas del Profesorado hacia la Atención del Alumnado con Diabetes Mellitus tipo 1 (INAPAD) y estudiar su fiabilidad mediante los coeficientes Alfa de Cronbach y Omega de McDonald. Material y método: Este estudio describe el proceso de diseño y validación de la escala enfermera INAPAD en una muestra de 382 docentes en las etapas de Educación Infantil, Educación Primaria, Educación Secundaria Obligatoria, Bachillerato y Formación Profesional en una provincia española. El INAPAD pretende valorar diversas dimensiones actitudinales sobre la atención educativa al alumnado con Diabetes Mellitus tipo 1, incidiendo tanto en el perfil docente y profesional del profesorado, como en las características y necesidades específicas de este alumnado. Por su parte, la validez de constructo se ha evaluado mediante análisis factoriales exploratorios por componentes principales y rotación varimax. Resultados y Conclusión: Los resultados obtenidos informan de la viabilidad del INAPAD para ser utilizado como un instrumento útil para el diagnóstico del prejuicio o predisposición del profesorado hacia la atención del alumnado con DM tipo 1 y, por ende, para predecir el éxito de las medidas psicopedagógicas y los cuidados del niño y adolescente con diabetes. (AU)
Objective: To validate the Inventory of Teachers' Negative Attitudes towards the Care of Students with Diabetes Mellitus type 1 (INAPAD) and to study its reliability using Cronbach's Alpha and McDonald's Omega coefficients. Enfermería GlobalNº 74 Abril 2024Página 195Methods: This study describes the design and validation process of the INAPAD nursing scale in a sample of 382 teachers in the stages of Early Childhood Education, Primary Education, Compulsory Secondary Education, Baccalaureate and Vocational Training in a Spanish province. In order to validate the INAPAD, its reliability has been studied using Cronbach's Alpha and McDonald's Omega Coefficients. Hence, the construct validity has been evaluated through exploratory factor analysis by principal components and varimax rotation. Results and conclusion: The findings obtained inform the viability of the INAPAD to be used as an effective instrument for the diagnosis of prejudice or predisposition of educators towards the care of learners with type 1 DM and for the prediction of the success of psycho-pedagogical measures and of the care for children and adolescents with diabetes. (AU)
Humans , Health Education , Chronic Disease , Diabetes Mellitus, Type 1 , Teacher Training , Spain
PURPOSE: The purpose of this study was to gain teachers' insight and evaluate a teacher training intervention on movement integration (MI). METHODS: An embedded mixed methods study was used to combine post-intervention qualitative and quantitative data from 12 teachers. RESULTS: Four themes were generated: employable strategies, increased student engagement, value of additional support, and space, time, and behaviour management. These themes illustrate the intrapersonal, institutional, and public policy barriers that impact MI implementation. CONCLUSION: An evidence-based teacher MI implementation intervention that utilizes best practices can address intrapersonal barriers to MI use but does not alleviate institutional and public policy barriers.
School Teachers , Humans , School Teachers/psychology , Female , Male , Teacher Training/organization & administration , Adult , Program Evaluation , Middle Aged , Qualitative Research
INTRODUCTION: Peer teaching is a valuable approach whereby students engage in reciprocal teaching and learning. However, there is limited literature on preparing students for this role, known as Peer Teacher Training (PTT), and exploring its long-term impact. This study investigates the impact of a previously implemented PTT programme on participants' application to clinical practice and their preparation for a future educator role. METHODS: A convergent mixed methods approach was used involving questionnaires and semi-structured interviews after a mean time interval of seventeen months post-course. All participants who had previously undertaken the programme (n = 20), were invited to join. RESULTS: Fifteen respondents completed the questionnaire, with twelve participating in one-to-one interviews. Participants demonstrated sustained improvements in perceived understanding and application of educational principles with greater confidence to teach upon entering the workforce. Interviews highlighted enhanced preparation for future educator roles, reflective teaching practices, influence over career choices and a wider benefit of the PTT to patients, peers, and students. DISCUSSION: This study demonstrates the long-term benefits of a PTT through sustained improvements in participants' confidence and perceived competence in teaching skills. Future work should focus on integrating PTT into the medical curricula and expansion to include other healthcare professional students.
Teacher Training , Humans , Curriculum , Learning , Students
Objetivo: Na perspectiva da formação continuada de professores universitários, o presente trabalho visa discutir os resultados obtidos através da aplicação de um tutorial virtual, com vistas à inovação da prática pedagógica docente. Método: Trata-se de um relato de experiência envolvendo a utilização de mapas mentais e cartilhas educativas em ambientes virtuais, no contexto do Ensino Remoto Emergencial (ERE), na Universidade Pública na Bahia. Resultados: Para tanto, por meio de trabalho colaborativo, foram realizadas atividades síncronas e assíncronas. Dois ambientes de aprendizagem foram utilizados, Google Classroom e Meet. Diferentes possibilidades para utilização dos mapas mentais e das cartilhas educativas foram apresentadas, considerando estudos anteriores da equipe proponente. Ademais, foram discutidas possibilidades para uso destas ferramentas didáticas durante o ERE. A atividade de capacitação docente envolveu doze professores universitários, os quais foram estimulados a inovarem as suas práticas pedagógicas, por meio da utilização das Tecnologias Digitais da Informação e Comunicação (TDICs). Conclusão: Diante da capacitação, os participantes atuaram como sujeitos reflexivos e ativos na vivência do processo de ensino-aprendizagem em ambientes virtuais. O tutorial, por meio de um processo educativo participativo, proporcionou ações de trabalho em equipe, com foco na inovação da prática pedagógica docente e na melhoria do processo de ensino-aprendizagem.
Objective:From the perspective of the continued training of university teachers, this work aims to discuss the results obtained through the application of a virtual tutorial, with a view to innovating teaching pedagogical practice. Method: This is an experience report involving the use of mind maps and educational booklets in virtual environments, in the context of Emergency Remote Teaching (ERE), at the Public University in Bahia. Results: To this end, through collaborative work, synchronous and asynchronous activities were carried out. Two learning environments were used, Google Classroom and Meet. Different possibilities for using mental maps and educational booklets were presented, considering previous studies by the proposing team. Furthermore, possibilities for using these teaching tools during the ERE were discussed. The teaching training activity involved twelve university professors, who were encouraged to innovate their pedagogical practices, through theuse of Digital Information and Communication Technologies (TDICs). Conclusion: During the training, participants acted as reflective and active subjects in experiencing the teaching-learning process in virtual environments. The tutorial, through a participatory educational process, provided teamwork actions, focusing on innovation in teaching pedagogical practice and improving the teaching-learning process.
Objetivo: Desde la perspectiva de la formación continua de docentes universitarios, este trabajo tiene como objetivo discutir los resultados obtenidos mediante la aplicación de una tutoría virtual, con miras a innovar la práctica pedagógica docente. Método: Se trata de un relato de experiencia sobre el uso de mapas mentales y folletos educativos en ambientes virtuales, en el contexto de la Enseñanza Remota de Emergencia (ERE), en la Universidad Pública de Bahía. Resultados: Para ello, a través del trabajo colaborativo, se realizaron actividades sincrónicas y asincrónicas. Se utilizaron dos entornos de aprendizaje, Google Classroom y Meet. Se presentaron diferentes posibilidades de uso de mapas mentales y folletos educativos, considerando estudios previos del equipo proponente. Además, se discutieron las posibilidades de utilizar estas herramientas didácticas durante el ERE. La actividad de formación docente involucró a doce profesores universitarios, quienes fueron incentivados a innovar en sus prácticas pedagógicas, mediante el uso de las Tecnologías de la Información y la Comunicación Digital (TDIC). Conclusión: Durante la capacitación, los participantes actuaron como sujetos reflexivos y activos al vivir el proceso de enseñanza-aprendizaje en ambientes virtuales. La tutoría, a través de un proceso educativo participativo, brindó acciones de trabajo en equipo, enfocando la innovación en la práctica pedagógica docente y la mejora del proceso deenseñanza-aprendizaje.
Teacher Training , Education, Continuing , Information Technology , Faculty , Digital Technology
PURPOSE: Cognitive science is essential to designing, implementing, and evaluating instruction for enhancing student learning. However, there may not be sufficient focus on the principles of cognitive science, as some educators hold learning beliefs that may be considered cognitive myths. PROCEDURES: This review article analyzes examples of five learning myths (learning styles, pure discovery learning, digital natives, extrinsic motivation, multitasking) and five research-based learning strategies (dual coding, direct instruction, summarization, retrieval practice, spacing). It details the research evidence for each to explain those misconceptions of learning and also those underutilized or misunderstood but effective strategies shown to benefit student learning. CONCLUSION: Educational practices related to learning myths are widespread in education with potentially detrimental effects on student learning. We recommend that colleges of education be restructured to ensure greater emphasis on cognitive science in educator preparation programs to better promote research-based instructional strategies to meet students' learning needs.
Teacher Training , Humans , Learning , Students , Curriculum , Cognitive Science
Objetivo: Testar uma intervenção educativa para professores de creche sobre primeiros socorros, quanto aos desfechos de conhecimento e habilidade. Métodos: Estudo quase-experimental do tipo antes e depois, realizado em dez creches municipais públicas no Piauí, no período de setembro a outubro de 2019. A amostra foi composta de 36 professores e a coleta de dados foi realizada em três etapas: pré-teste acerca do conhecimento e habilidades em primeiros socorros; aplicação de atividade educativa teórico-prática; e pós-teste. Os dados foram analisados a partir do teste de Wilcoxon. Resultados:97,2% são do sexo feminino, a média de idade é de 41,47 (± 9,48) anos, 86,1% são apenas graduados e 13,9% têm pós-graduação. Ademais, 97,2% não realizaram curso de primeiros socorros e 58,3% já haviam presenciado alguma necessidade desse tipo de atendimento. Os participantes apresentaram aumento do conhecimento após a intervenção nos seguintes itens: acionamento de socorro (p=0,000); detecção e conduta na parada cardiorrespiratória (p=0,000; p=0,002); e conduta em hemorragias (p=0,001). A habilidade técnica dos profissionais apresentou aumento em todos os passos do atendimento em vítimas de parada cardiorrespiratória com p<0,05 na totalidade de itens avaliados. Conclusão: Após a intervenção, observou-se aumento do conhecimento e habilidade dos professores sobre situações de primeiros socorros. Descritores: Primeiros Socorros; Educação em Saúde; Professores Escolares; Capacitação de Professores.
Objective: To test an educational intervention for kindergarten teachers on first aid, regarding the outcomes of knowledge and skill. Methods:Quasi-experimental study of the before and after type, carried out in ten public municipal kindergarten centers in Piauí, during September to October 2019. The sample consisted of 36 teachers and data collection was carried out in three stages: pre-test on knowledge and skills in first aid; application of theoretical-practical educational activity; and post-test. Data were analyzed using the Wilcoxon test. Results:97.2% were female, the average age was 41.47 (± 9.48) years, 86.1% were only graduates and 13.9% had graduate degrees. 97.2% did not take a first aid course and 58.3% had already witnessed some need for this type of care. Participants showed an increase in knowledge after the intervention in the following items: emergency response (p=0.000); detection and management of cardiorespiratory arrest (p=0.000; p=0.002); and management of bleeding (p=0.001). The technical ability of professionals showed an increase in all stages of care in victims of cardiorespiratory arrest with p<0.05 in all items evaluated. Conclusion:After the intervention, there was an increase in teachers' knowledge and skill about first aid situations. Descriptors: First aid; Health education; School teachers; Teacher training.
Health Education , First Aid , Teacher Training , School Teachers
OBJECTIVE: To evaluate the impact of the training on teacher capacity to implement Posem el Focus, a socio-educational intervention adapted from Lights4Violence to prevent the gender-based violence during adolescence. METHOD: Evaluation study of a training using qualitative methodology in Terrassa, 2019-2021. The socio-constructionist perspective was used to understand the impact of teacher training and its translation into educational practice. A purposive sampling of teachers (n=32) was carried out. A descriptive-interpretative analysis of the discourses was carried out based on the written productions of the participants in the training and their answers to some open questions. An explanatory theoretical framework was developed. RESULTS: Teachers reported acquiring concepts, developing new skills and modifying some attitudes. Teachers stated theoretical understanding of the sex-gender system, intersectionality and explicit and implicit violence. However, they reproduced gender stereotypes, did not understand the inclusive approach and pointed out not identifying implicit violence. Teachers perceived the training as useful and felt empowered to implement the intervention. No differences were identified in discursive production with respect to gender or age. CONCLUSIONS: Teacher training ensures minimum knowledge and facilitates the acquisition of some skills, although it does not achieve in-depth changes in attitudes. It is concluded that the training enables teachers to implement Posem el Focus, although it is recommended that it be reformulated.
Gender-Based Violence , Teacher Training , Adolescent , Humans , Attitude , Violence , Health Status
In late 2021, the United States had a total of 1.2 million individuals confined in state and federal prisons, with approximately 1.1 million of these people being men. Although existing research provides evidence that engaging in yoga programs within prison settings can enhance the well-being of incarcerated individuals, with several studies supporting this claim, knowledge regarding the specific effects of participating in a yoga teacher training program during confinement is still lacking. The purpose of the present investigation was to evaluate the effect of completing a prison-based 200-hour trauma-sensitive yoga teacher training program on the perceived physical, mental, social, and spiritual wellness of men in prison. We hypothesized that men who successfully completed the training program would report notable improvements in all four dimensions of wellness. Focus groups, participant workbook reviews, and demographic surveys were used to understand how participation in yoga teacher training influenced men's perceived wellness. Participants identified a variety of wellness gains associated with yoga teacher training. These gains have the potential to contribute to improved individual health, improved relationships with others, and safer communities.
Meditation , Prisoners , Teacher Training , Yoga , Male , Humans , United States , Female , Prisons
Despite significant advances in the epistemological frameworks that guide teacher education in Colombia and elsewhere, it continues to be governed mostly by traditional Eurocentric paradigms. Decolonizing teacher education requires epistemological moves to resignify the plurality of local knowledges and praxis. This article aims at reporting a qualitative research project carried out with three student teachers of a teacher education program with emphasis on English, at a public university in the northeast of Colombia. The main objective was to explore and reflect on how EFL pre-service teachers incorporated knowledge of local communities as resources for language teaching and learning during the practicum. Data were gathered over a three-semester period through pre-service teachers' lesson plans, materials, a final academic report, and a semi-structured interview. Data were analyzed based on the principles of thematic data analysis. Findings revealed that student teachers approached knowledge from an ecological perspective coming from different ways of knowing, seeing, being and living in the world. At the same time, the ecology of knowledges helped them to overcome the challenges they faced during the project.
Teacher Training , Humans , Language , Learning , Faculty , Colombia
Childhood is a period characterized by a constant increase in sedentary time (ST) but also provides a great window of opportunity for children to learn how to limit ST. As a result, school-based interventions aimed at reducing and preventing children's ST are increasingly becoming more widespread. A previous review found that school-based multi-component interventions appeared to be more effective in comparison to those based on a single component. However, this conclusion was based on just 11 studies published before 2016 and needs to be verified due to the currently growing number of studies on this topic. The objective of this systematic review is to update the evaluation of the effectiveness of school-based interventions published since the previous review according to the PRISMA guidelines. Studies published between August 2015 and August 2023 containing objective measures of ST were analyzed. Of the 18 studies identified, 11 (61.1%) reported significant positive results. Multi-component studies were slightly more effective than their single-component equivalent (63.7% vs. 57.1%). The components that proved the most effective of the multi-component studies were the implementation of sit-to-stand desks (100%), and teachers' training (77.8%). The combination of these two components is the most promising method to limit ST in the school context. Future research should determine how sit-to-stand desks can be introduced into the class environment and how courses can be adapted to this material.
Sedentary Behavior , Teacher Training , Humans , Child , Learning , Schools
INTRODUCTION: In recent decades, especially in higher education, blended learning has become the most commonly used active teaching strategy. Because of the COVID-19 pandemic, blended learning, which combines face-to-face and online components, is believed to overcome the shortcomings of conventional teaching methods, particularly in face-to-face interactions. Based on PRISMA guidelines, this study follows the protocol for a systematic review of blended learning applications in mathematics teacher education. This systematic review study aims to comprehend the potential of blended learning for various mathematical topics, the common blended learning models, and the benefits and challenges this teaching approach presents for educational stakeholders. METHODS: Searches will be performed in various electronic databases, including Scopus, ScienceDirect, Taylor & Francis Online, Mendeley, Google Scholar, and ERIC. Selected studies that satisfy the inclusion criteria will document the use of various blended learning models in a range of mathematical topics as well as the advantages and disadvantages of this method of instruction. The data extraction process will be carried out independently by various authors, and the results of the data synthesis will be reported per the chosen studies, methodological considerations, and key findings. DISCUSSION: This review will provide information about the application of blended learning and its benefits and challenges in mathematics teacher education to support educational stakeholders in mathematics teacher education.
COVID-19 , Teacher Training , Humans , Pandemics , COVID-19/epidemiology , Systematic Reviews as Topic , Learning , Review Literature as Topic
Many studies indicate the importance of including the instructional illustrations (pictures, drawings, concrete objects etc.) in childhood education learning materials and employing them in a way that suits the psychological and cognitive levels of young children. In this context, the current study aimed to develop a list of standards to be considered and adopted in designing instructional illustrations, and to reveal the perceptions of childhood teachers about the extent to which these standards are considered in instructional illustrations used in children's learning materials. The participants were childhood education teachers in the Jordanian region of Irbid, who were randomly selected. Two hundred thirty-four teachers completed the questionnaire online. The scale consisted of a total of 34 items distributed over four dimensions. The results showed that the scores of teachers' estimation about employing design standards in the instructional illustrations used in childhood education came at low levels, ranging from average to low, and did not reach high ratings. The study also revealed that there is an impact attributed to teaching experience on teachers' perceptions about the extent to which these standards are employed in instructional illustrations, while there is no impact of gender, academic qualification, or the classes taught by the teachers.
Educational Personnel , Teacher Training , Child , Humans , Child, Preschool , Learning , Educational Status , Teaching Materials
