Metacognitive Regulation and Attention to Body Signals Strategies to Prevent Academic Exhaustion

In contemporary society, higher education students are confronted more and more with an avalanche of paradigms, models, theories, wider or narrower subject specializations, online learning, face-to-face activities, blended learning, knowledge assessment, competencies assessments, etc. A possible solution for preventing the negative effects of this academic burden is to develop students’ metacognitive competencies. We have developed a study on 133 participants, students in initial or continuous teacher training programs, whose aim was to the level of interrelations between academic exhaustion and the constant usage of regulation strategies and care for the body. A three-section questionnaire was applied using Google form. To test the hypothesis, we have conducted multiple comparisons between and within groups. The descriptive statistics show that the students enrolled in teacher training programs at „Aurel Vlaicu” the University of Arad declared themselves as constantly practicing reflection, planning, monitoring, and evaluation strategies when solving their academic tasks.

Development of Teachers’ Professional Identity as a Second Career in the M.Teach Program as a Lever to Empower the Future Education System

The Dovrat Committee (2004) in Israel, pointed up the need for radical change in teacher training programs and recommended introducing school reform programs, such as the New Horizons and the Courage to Change reforms, implemented in the Israeli education system over recent years. The article reviews future teachers’ needs that necessitate changes in the education provided by teacher training colleges. It describes research examining teachers’ professional identity development and desirable characteristics for the future teacher. Participants were 23 student-teachers studying in an M.Teach degree course. The research investigated their attitudes and perceptions concerning the image of the future teacher.

The Development of Special Education and Inclusion in Taiwan

This chapter provides an example from Asia for professionals interested in how culturally responsive education systems have been established for people with disabilities. The chapter begins with the history of special education in Taiwan, continues with the characteristics of the current special education system, and ends with discussion of issues and future development. Readers will find the history and the special education system developed from point to line and then to plane, to form a holistic, comprehensive model. The government, scholars, and parents together have contributed to the Special Education System. The system was influenced primarily by the US and Japan, but also stemmed from the unique Taiwanese culture itself. In addition, the author described different special education teacher training stages and the demands of higher standards of teacher training programs and the necessity for substantial changes. Finally, the authors identified three issues and trends for future development: service extension to both ends, service quality, and evidence-based practices.

Critical Consciousness Checklist

This chapter aims at providing pre-service and in-service teachers with a tool to analyze the criticality of their lessons. Teacher training programs are focused heavily on reflection of the effectiveness of an educator's classroom. This reflection generally concerns itself with ensuring that students meet learning targets and master the content. This chapter examines reflection through the lens of critical praxis, including positions of power, funds of knowledge, and meaning making. It provides a recommended checklist of questions aimed at facilitating an analysis of the extent to which lessons and activities successfully allow students to inhabit positions of power, access their funds of knowledge, and make meaning. Implications of critical reflective inquiry will enable teachers to more equitably guide students through their education.

Teacher Research as a Form of Critical Praxis

The aim of this chapter is to provide TESOL practitioners, undergraduate, and graduate students in language teacher training programs with both a conceptual framework of teacher research (TR) as a form of critical praxis and a practical guide on how to implement it in language education settings. Subsequent to the description of what TR consists of and how it relates—or it does not—to other forms of research endeavors undertaken by TESOL teachers, the chapter continues with an outline of the procedures and practices to be implemented in TR and concludes with some key recommendations as to the promotion and dissemination of it for a full and effective exploitation of its transformative power.

Internship Students' Comprehension of Pedagogic Competency and of the Learning Theory of Liberating Learning

Indonesian education is challenged with low quality teacher training program management, outdated pedagogy of teaching and learning, a lack of teaching resources, no professional development follow-up for recently certified teachers, a lack of quality control of graduates who enter teacher training courses, and a lack of rigor in teacher training programs. In order to upgrade the quality of education, the government issued a Circular Letter of The Freedom of Learning Policy. This study aimed to determine students’ comprehension of the pedagogic competency and learning theory that liberates learners, which could be used as a basis in developing learning models to accommodate the Policy of Freedom of Learning. The research was a descriptive study with a quantitative approach, and 238 internship students were included who were randomly selected from 7 faculties. The data were collected online using tests and questionnaires. It was found that the mean score of students’ comprehension of pedagogical competency was 41.66, which can be considered low. The mean score of their comprehension of liberating learning theory was 51.43 which can be considered high. In addition, it was found that they agreed with the idealism of the educational leaders about liberating learning; this mindset was developed through taking a Learning Strategy course, Learning Theory course or both. The results of this study can be used to help develop liberating learning models for students. Keywords: comprehension, pedagogic competency, liberating learning theory, liberating learning

Professional Learning Communities: Reflections on Cases in Bahrain, Oman and the United Arab Emirates

This chapter explores the different definitions and, characteristics of international and regional research on a professional learning community (PLC) approach. The chapter discusses models of professional development that are used in international educational systems then it reflects on possible ways for adopting these models in the educational context in Bahrain, Oman and The United Arab Emirates. A focus on the educational context in the countries is included with recommendations for the implications thereof on policy and practice. This chapter has two parts: the first is a literature review that synthesizes key ideas, research, and results in the field of PLCs. The chapter thereby is connecting to ideas from a socio-material practice perspective in the field of workplace learning. This results in a focus on professional responsibility, accountability and experience. The second part includes two detailed cases that illustrate how PLCs are translated into learning and teaching practice in two private schools in Bahrain and Oman, and a third case reflecting on PLC initiatives in The United Arab Emirates. The chapter recommends promoting a PLC approach in educational systems in the Gulf Council Countries (GCC) and globally by focusing on the following practical implementations: expanding its use in pre- and in-service teacher training programs, adapting PLCs’ best international practices to the localized educational context, preparing school principals to lead PLCs in their schools, providing human and financial support to these communities, and working on changing school cultures to become more collaborative by using initiatives such as coaching. A shortage of studies about PLCs, specifically in the GCC region, may lead to a limited spread of improved professional teaching practices applied in GCC schools and the wider network of schools associated with GCC schools. This chapter highlights the importance of a PLC approach and provides examples of how this approach is being used. We suggest that other practitioners, school leaders and researchers may benefit by embracing a PLC approach for increased professional teaching practice, subsequent learner success and improved organizational education outcomes.

Pre-Service Primary School Teachers’ Knowledge and Their Interpretation of Students’ Answers to a Measurement Division Problem with Fractions

During the last decades, research in teacher noticing has increased since its development is considered important in teacher training programs. An issue that needs more research is the relationship between teachers’ mathematical knowledge for teaching in a specific mathematical domain and their ability to notice. This study focuses on how pre-service primary school teachers (PPTs) solve a measurement division problem with fractions and interpret (score and justify) students’ answers to this problem. The participants were 84 PPTs who answered two tasks. Task 1 consisted of solving a measurement division problem with fractions. Task 2 involved interpreting (scoring and justifying) the answers of four primary school students to the problem. Responses to Task 1 were classified based on their accuracy and the procedure used. For Task 2, the scores given along with their justifications were analyzed. The results show that PPTs’ knowledge of division with fractions is limited and that they had difficulties in identifying conceptual errors in students’ answers. This study provides information on the relationships between PPTs’ knowledge of these types of problems and how PPTs interpret students’ answers. This information could aid in adjusting mathematical teaching knowledge in training programs.

Vocal Health Implications for Music Teachers: A Literature Review

The purpose of this literature review was to identify scholarship pertaining to teachers’ vocal health and to discuss implications for music teachers. The review includes studies where researchers have addressed vocal health issues for K–12 teachers of all subjects as well as issues unique to music teachers. Risk factors, measurement, and treatments for teachers’ voice disorders were also explored. Much is written about the prevalence and treatment of voice disorders in the teaching profession, but there is less information about the prevention of the disorders. More research is needed that specifically concentrates on prevention, and vocal hygiene education in teacher training programs should be increased. Education about vocal health is needed, coupled with strategies for ensuring that teachers make the connection between what they learn in vocal hygiene education and how they manage their vocal health on a daily basis.

The Relationship between Mindful Attention Awareness, Perceived Stress and Subjective Wellbeing

It has been suggested that mindfulness is a predictive factor in self-reported perceived stress. The present study aimed to investigate the link between mindful attention awareness, perceived stress and subjective wellbeing without the presence of a complementary intervention to promote mindfulness-based strategies. Methods: The online survey participants (N = 257) were university students enrolled in initial teacher training. Self-report measures included the Mindful Attention Awareness Scale (MAAS), Perceived Stress Scale (PSS) and Personal Wellbeing Index (PWI). Results: PWI was negatively correlated with PSS (r = −0.550, p = .001), MAAS was negatively correlated with PSS (r = −0.567, p = .001) and positively correlated with PWI (r = 0.336, p = .001). The mean score for PSS (M = 20.61, SD = 6.62) was above the reported norm (14.2). Conclusions: The findings suggest that higher levels of mindful attention awareness may be associated with lower levels of perceived stress and higher subjective wellbeing levels and lower levels of perceived stress may be associated with higher subjective wellbeing. The findings confirm that pre-service teachers are a demographic that experiences elevated levels of perceived stress regardless of the stage in initial teacher training programs.