Critical thinking, creativity, self-efficacy, and teaching practice in Peruvian teacher trainers

The relationship between dispositions towards critical thinking, creative-innovative performance, self-efficacy and teaching practice was assessed in Peruvian teacher trainers from the Amazonian region of San Martin. Direct and big relationships were found between all variables. A model that explained 42% of the variance of teaching practice is presented, where dispositions towards critical thinking and creative and innovative performance have a direct effect on teacher self-efficacy. In addition, teacher self-efficacy fully mediates the relationship between dispositions toward critical thinking, and partially mediates the relationship between creative-innovative performance and teaching practices. Likewise, results show differences according to sex, work experience, specialization and work place. It is suggested to include other actors to get a holistic view of the teachers’ trainer capacities.

PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN MULTIMEDIA MENGGUNAKAN APLIKASI LECTORA INSPIRE YANG DIINTEGRASIKAN DENGAN CAMTASIA STUDIO BAGI GURU SD DI PESISIR TELUK TOMINI

ABSTRAKPelatihan Pembuatan Media Pembelajaran Multimedia Menggunakan Aplikasi Lectora Inspire Yang Diintegrasikan dengan Camtasia Studio bagi Guru SD Di Pesisir Teluk Tomini. Kegiatan pengabdian masyarakat dilaksanakan di Kecamatan Kabila Bone dengan sasaran adalah Guru Sekolah Dasar. Kegiatan ini bertujuan memberikan pelatih guru-guru untuk membuat media pembelajaran multimedia menggunakan aplikasi Lectora Inspire yang dintegrasikan dengan Camtasia Studio. Metode yang digunakan adalah pengenalan aplikasi dan pelatihan menggunakan aplikasi Lectora Inspire untuk membuat video pembelajaran. Video pembelajaran yang dihasilkan menggunakan gambar, suara, video dan animasi yang dikemas menjadi materi pelajaran yang interaktif. Hasil dari kegiatan ini adalah dari video ini bisa diunggah di media sosial seperti Youtube, Instagram, dan Facebook sehingga mudah untuk dimanfaatkan oleh murid. Kata kunci: lectora inspire; camtasia studio; multimedia; kabila bone. ABSTRACTTraining on Making Multimedia Learning Media Using the Lectora Inspire Application Integrated with Camtasia Studio for Elementary School Teachers in the Coast of Tomini Bay. Community service activities are carried out in Kabila Bone District with the target of being elementary school teachers. This activity aims to provide teacher trainers to create multimedia learning media using the Lectora Inspire application which is integrated with Camtasia Studio. The method used is application introduction and training using the Lectora Inspire application to make learning videos. The resulting learning videos use images, sounds, videos and animations that are packaged into interactive subject matter. The result of this activity is that this video can be uploaded on social media such as Youtube, Instagram, and Facebook so that it is easy for students to use Keywords: lectora inspire; camtasia studio; multimedia; kabila bone.

Students' Learned Helplessness and Teachers' Care in EFL Classrooms

The construct of learned helplessness, as one of the noticeable emotional issues in education, has been investigated and approved its prominent place in education for its stimulus on students' accomplishment, enthusiasm, and commitment in learning. Moreover, the role of teachers as the most crucial issues in the learning viewpoint is at the center of attention since they help learners to be more motivated and provide a supportive context by caring. So, the current review of literature tries to emphasize teachers' care and its effects on decreasing learned helplessness in EFL classrooms. The review of this study underscores the important role of the teachers' care and support in learners' improvement of learned helplessness that can be alleviated in this way. Afterward, some suggestions are offered to illuminate the exercise of teachers, learners, teacher trainers, and syllabus designers.

Development of Vietnamese Pre-service EFL Teachers' Assessment Literacy

<p>The importance of teachers’ assessment literacy has been increasingly emphasised in the literature. However, very little research has paid attention to pre-service EFL teachers’ assessment literacy and how they develop this area during teacher training programmes. Moreover, there is a paucity of research on Vietnamese pre-service EFL teachers’ assessment literacy. This study was conducted in three phases to address these gaps: (1) Phase 1 provided a description of current assessment training at four Vietnamese teacher training universities, (2) Phase 2 attempted to map out pre-service EFL teachers’ confidence levels in assessment literacy, and (3) Phase 3 mainly focused on the development of four pre-service EFL teachers’ assessment literacy during their nine-week practicum at Bach Dang University (pseudonym). Phase 1 relied on individual semi-structured interviews with four Vietnamese teacher-trainers to describe the current status of assessment training for pre-service EFL teachers at four key teacher training universities in terms of: (1) teacher-trainers’ background, (2) course content, (3) method of instruction, (4) support for assessment training, and (5) constraints of assessment training. The teacher-trainers noted their lack of professional development in testing and assessment. The method of instruction varied for different teacher training universities. The results showed a greater emphasis on training in summative rather than formative assessment. Also, teacher-trainers identified two main constraints in the current training programmes including: (i) the lack of systematic innovation in language testing and assessment and (ii) the lack of labour, facilities and time for language testing and assessment training. In Phase 2, a questionnaire of pre-service EFL teachers’ confidence levels in assessment literacy was developed and validated. It was then administered to 365 pre-service EFL teachers. The results indicated pre-service EFL teachers’ high confidence levels in assessment literacy. Moreover, gender and career choice did not influence their confidence levels in assessment literacy while teaching experience and training in language testing and assessment did. However, those who had had more training scored lower confidence levels in assessment literacy. Phase 3 was conducted in two parts to focus on assessment literacy development of four pre-service EFL teachers. Part 1 had two stages. Stage 1 administered the same questionnaire as in Phase 2 to thirty-one pre-service EFL teachers to investigate their confidence levels in assessment literacy over three time periods: before their language testing and assessment course, before their practicum, and after their practicum. The findings showed a significant statistical increase in their assessment literacy confidence levels. In Stage 2, eighteen pre-service EFL teachers in Stage 1 participated in two semi-structured focus group interviews to check if their confidence levels reflected their assessment literacy. The results indicated a need for data triangulation to claim their assessment literacy based on confidence levels. Part 2 employed different research instruments including interviews, observation, stimulated recalls, and questionnaires to examine assessment literacy development of four pre-service EFL teachers over a nine-week practicum. The data indicated three main themes in pre-service EFL teachers’ development in assessment literacy: (1) pre-service EFL teachers’ development in: (i) giving feedback, (ii) designing test items, (iii) administering tests, (iv) observing students’ learning, (v) giving instructions, and (vi) improving their content knowledge, (2) pre-service EFL teachers’ individual differences in their assessment literacy development, and (3) incident-based learning of assessment literacy. Overall, this study offered insights into the dynamic, situated and developmental nature of pre-service EFL teachers’ assessment literacy, which has useful implications for theory, research methodology and assessment training for pre-service EFL teachers. Moreover, the findings are very practical for different levels of administration, and for my role as a teacher-trainer in Vietnam.</p>

Development of Vietnamese Pre-service EFL Teachers' Assessment Literacy

<p>The importance of teachers’ assessment literacy has been increasingly emphasised in the literature. However, very little research has paid attention to pre-service EFL teachers’ assessment literacy and how they develop this area during teacher training programmes. Moreover, there is a paucity of research on Vietnamese pre-service EFL teachers’ assessment literacy. This study was conducted in three phases to address these gaps: (1) Phase 1 provided a description of current assessment training at four Vietnamese teacher training universities, (2) Phase 2 attempted to map out pre-service EFL teachers’ confidence levels in assessment literacy, and (3) Phase 3 mainly focused on the development of four pre-service EFL teachers’ assessment literacy during their nine-week practicum at Bach Dang University (pseudonym). Phase 1 relied on individual semi-structured interviews with four Vietnamese teacher-trainers to describe the current status of assessment training for pre-service EFL teachers at four key teacher training universities in terms of: (1) teacher-trainers’ background, (2) course content, (3) method of instruction, (4) support for assessment training, and (5) constraints of assessment training. The teacher-trainers noted their lack of professional development in testing and assessment. The method of instruction varied for different teacher training universities. The results showed a greater emphasis on training in summative rather than formative assessment. Also, teacher-trainers identified two main constraints in the current training programmes including: (i) the lack of systematic innovation in language testing and assessment and (ii) the lack of labour, facilities and time for language testing and assessment training. In Phase 2, a questionnaire of pre-service EFL teachers’ confidence levels in assessment literacy was developed and validated. It was then administered to 365 pre-service EFL teachers. The results indicated pre-service EFL teachers’ high confidence levels in assessment literacy. Moreover, gender and career choice did not influence their confidence levels in assessment literacy while teaching experience and training in language testing and assessment did. However, those who had had more training scored lower confidence levels in assessment literacy. Phase 3 was conducted in two parts to focus on assessment literacy development of four pre-service EFL teachers. Part 1 had two stages. Stage 1 administered the same questionnaire as in Phase 2 to thirty-one pre-service EFL teachers to investigate their confidence levels in assessment literacy over three time periods: before their language testing and assessment course, before their practicum, and after their practicum. The findings showed a significant statistical increase in their assessment literacy confidence levels. In Stage 2, eighteen pre-service EFL teachers in Stage 1 participated in two semi-structured focus group interviews to check if their confidence levels reflected their assessment literacy. The results indicated a need for data triangulation to claim their assessment literacy based on confidence levels. Part 2 employed different research instruments including interviews, observation, stimulated recalls, and questionnaires to examine assessment literacy development of four pre-service EFL teachers over a nine-week practicum. The data indicated three main themes in pre-service EFL teachers’ development in assessment literacy: (1) pre-service EFL teachers’ development in: (i) giving feedback, (ii) designing test items, (iii) administering tests, (iv) observing students’ learning, (v) giving instructions, and (vi) improving their content knowledge, (2) pre-service EFL teachers’ individual differences in their assessment literacy development, and (3) incident-based learning of assessment literacy. Overall, this study offered insights into the dynamic, situated and developmental nature of pre-service EFL teachers’ assessment literacy, which has useful implications for theory, research methodology and assessment training for pre-service EFL teachers. Moreover, the findings are very practical for different levels of administration, and for my role as a teacher-trainer in Vietnam.</p>

Examining the Interplay between Queerness and Teacher Wellbeing: A Qualitative Study Based on Foreign Language Teacher Trainers

Oftentimes, teachers who identify themselves as LGTBIQ+ may feel unsafe at work, which may upset their wellbeing and destabilize their key psychological traits. Hence, feelings such as insecurity, lack of self-confidence, anxiety, and fear are on loop in their everyday lives. Thus, in this study we pursued an examination of the interplay between sexual orientation and teacher wellbeing in a cohort of seven university foreign language teacher trainers in a Spanish context. To gain insight into this issue, a qualitative study in line with the ecological paradigm was designed for the elaboration of semi-structured in-depth interviews and for the analysis of results. The main findings display teacher wellbeing as a complex interwoven system in which sexual orientation had played a core role in their identities, competences, private and professional relationships, and in the cultural and political spheres. We conclude by stating that although homophobic discrimination was a hard trial to overcome, the psychosocial capital of the participants allowed them to transform this negativity into positive assets such as queer activism in their private and political lives and in their profession as foreign language teacher trainers.

Fostering EFL/ESL Students' State Motivation: The Role of Teacher-Student Rapport

It is maintained that one of the significant determining issues of success is motivation, and enhancing EFL/ESL students' motivation is dominant in cultivating their learning in the classroom. Moreover, teachers are reflected as the most noteworthy figure of any scholastic organization and the positive rapport between students and teachers is significant for learners' state motivation. In line with the investigations of teacher-student rapport, principles from positive psychology (PP), and motivational theories such as self-determination and rhetorical/relational goal theory, the present theoretical review seeks this type of relationship and its effects on learners' motivation. Student-teacher rapport results in progressive practices for learners, as well as superior classroom involvement, and motivation. Subsequently, the helpfulness of findings for teachers, learners, materials developers, and teacher trainers are conferred.

Pengaruh Pelatihan Medicine Ball Sit Up Throw Terhadap Kekuatan Otot Lengan dan Otot Punggung Pada Siswa Putra kelas VII SMP Negeri 4 Bolo

This studi aims to determine the effect of medicine ball sit-up throw training to arm muscle power and back muscle power. The research is quasi-experimentally in which the randomized pretest posttest control group design.Sample were male students SMP Negeri 4 bolo numbered people. The instrument used for research testing arm muscle power is push-up 60 second while the instrument to test the back muscle power is back and leg dynamometer.Furthermore the data analyzed by independent t-test at a significance level of less (α) of 0,05 with SPSS.16.0 Based on the results of independent t-test showed; (1) Variable arm muscle power with significance value 0,000, (2) Variable back muscle power with significance value 0,010. The significant value calculated is less than the value of a 0,05 so the hypothesis research “ Medicine ball sit -up throw effect on arm muscle power and back muscle power” accepted. It can be concluded that the training medicine ball sit-up throw significant effect on the increase in arm muscle power and back power on male students SMP Negeri 4 Bolo I the academic year of 2020/2021. For sports teacher trainers coaches and atheles are advised to use alternate training as medicine ball sit-up throw alternative way to increase arm muscle power and back muscle power.