In-Service Teacher Training Program Development Study to Prevent Peer Bullying

Peer bullying is a problem that is difficult to notice and is increasingly affecting the health of society. Responding to peer bullying requires the determination and intense effort of school administrators, teachers, parents, and other school staff. Teachers who feel more competent about bullying are more likely to intervene in situations of bullying and victimization situations. However, many teachers have difficulty diagnosing bullying, do not know how to cope with bullying, or have trouble applying coping methods. This study aims to introduce the in-service teacher training program to prevent peer bullying. This program was developed using a problem-centered education program design. The content was determined with a thematic approach. The values emphasized by this program, the tools and methods it proposes, and the outcomes of the program reflect the progressive and existentialist perspectives. As a result of the evaluation of the program, it was seen that the in-service training program effectively improved teachers' competencies by increasing their awareness of peer bullying and combating bullying. It is recommended that future studies should be conducted in broad scope, including developing the competencies of teachers in dealing with cyberbullying that increased during online education.

Using Moodle Quiz to respond to emergency: a case study with a tertiary L2 French teacher

This short paper reports on the case of a tertiary level French language practitioner self-training in using Moodle Quiz during the Covid-19 pandemic online emergency remote teaching (Hodges et al., 2020). As no teacher training program included a topic such as ‘how to deal with the pandemic’, switching to online teaching was done under emergency conditions (MacIntyre, Gregersen, & Mercer, 2020). The practitioner had taken advantage of the situation and explored ways of self-training. She took advantage of Moodle Quiz (MQ) affordances. She experimented with different ways MQ could be used to construct a diverse number of quiz activities, embedded with audio and video, infused with elements of constructivism, and aiming at catering for the aims and expected outcomes of the specific students and course. Self-training helped the practitioner face the challenges of online emergency teaching as she developed knowledge, skills, and experiences necessary for creating online interactive activities.

THE DESIGN AND IMPLEMENTATION OF A TEACHER TRAINING PROGRAM FOR IMPROVING TEACHERS' DISASTER LITERACY: INTERDISCIPLINARY DISASTER EDUCATION PROGRAM (IDEP)

The interdisciplinary aspect of natural disasters requires their correlation with more than one discipline and orientation for understanding and teaching the inevitable nature of disasters. This study aimed to design a teacher training program called the Interdisciplinary Disaster Education Program (IDEP) and reveal its effect on improving teachers' natural disaster literacy. Furthermore, teachers' opinions about program were examined. The mixed-method design was used in the study. The study participants consisted of 36 teachers (science, classroom, and social studies teachers) working on different subjects. Data were obtained using the Natural Disaster Literacy Scale and the survey for the IDEP. The data collected from the scale were analyzed using two-way mixed ANOVA. The qualitative data collected from the survey were subjected to content analysis. The results indicated that the IDEP statistically improved teachers' natural disaster literacy. Moreover, the survey results highlighted that different instructional activities (experiments, modeling, workshops, rock/soil analysis, coding, augmented reality, and STEM applications, etc.) related to natural disasters contributed to a lot of professional and personal knowledge of teachers, particularly disaster management. Keywords: disaster literacy, interdisciplinary education, mixed method, natural disaster, teacher training program

Design and Implementation of the Ulul Albab Teacher Training Program at Imtiaz Schools in Malaysia

Ulul Albab education is an education that offers in selected secondary schools in Malaysia. In the context of the teachers at the Ulul Albab schools, the in-service program is essential as the existing pre-service programs do not directly focus on the concept of Ulul Albab education. This qualitative study aims to examine the design and implementation of the Ulul Albab teacher training program at Imtiaz secondary schools. This qualitative study employed the case study method by interviewing six participants using a purposive sampling technique consisting of Ulul Albab program coordinators, Imtiaz secondary school principal, and four teachers at Imtiaz secondary schools who performed Ulul Albab programs. The findings showed that there are several designs of teacher training programs such as Quranic culture, explanation of school mission, benchmarking visits to excellent schools, and the emphasis on holistic education concept. The findings of the study also indicate that the implementation of teacher training programs should be carried out periodically, and consistently by the school and relevant departments. This study has important implications for professional development programs for Ulul Albab teachers during their services, especially on the aspects that have been highlighted in the study findings.

Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates pre-service teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the pre-service teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs.