Learning Designing for Establishment Physics Content and Teacher Pedagogic Aspects Through Lesson Study-based In-House Training

Mastering physics content is essential for physics teachers to carry out the learning process in the classroom. After mastering good physics content, teachers must also master the teaching competencies contained in pedagogical competencies. This study aims to demonstrate efforts to increase teachers' mastery of physics content and pedagogic competence. The pedagogic aspect refers to the teacher's ability to prepare practical instructions in a Cookbook Laboratory, Inquiry Laboratory, Problem-Solving Laboratory, and Higher Order Thinking Laboratory. The method used is in-house training based on lesson study. There are three stages of activities carried out, including Plan, Do, and See. Data were collected using observation sheets, interview guidelines, performance instruments, and tests. The study results show that the professional competence of teachers who are members of the Science Teacher Deliberation (MGMP) in one province in West Java has increased, especially concerning materials competencies practiced. In addition, the pedagogical competence of the teachers who are members of the Science MGMP has increased, especially concerning the mastery of organizing science practicums oriented to developing the 21st-century skills of students.

Integrated Teaching Competency Framework for General Education Program: Suggestions and Recommendations for Natural Science Teachers

This article investigated the general structure of teaching competencies and integrated teaching competencies of natural science teachers in high school education, the actual situation of integrated teaching in Vietnam and some other countries in the world, and the designing of assessment templates to recognize difficulties of natural science teachers in integrated teaching. It is shown that natural science teachers are facing various challenges in integrated teaching: a lack of professional knowledge and skills in building integrated topics and teaching with this approach, problems in putting integrated teaching techniques into practice. On this foundation, the article presents a procedure for building an integrated teaching competency framework for natural science teachers, then proposes such a framework. This framework consists of 4 competencies and ten criteria with detailed indicators. Natural science teachers can use this framework to develop tools (checklists, rating scales, or questionnaires) to assess their integrated teaching quality and their “colleagues”, henceforth fostering their competencies as required by the General Education Program.

How Kindergarten Teachers Assess Their Own Professional Competencies

One of the requirements of Education 4.0 is that students and practitioners should be involved in the creation of the content of study plans. Therefore, in the present research we focused on identifying the further educational needs of kindergarten teachers. Teachers’ educational needs were divided into four dimensions: ‘content knowledge’, ‘diagnostic knowledge’, ‘didactical knowledge’, and ‘classroom management knowledge’. In parallel, we discovered how teachers assess the level of their own teaching competencies. Based on the obtained data, we identified that teachers have the greatest need for further education in the dimension of ‘diagnostic knowledge’ and that the need for their further education in this dimension did not depend on the length of practice. In the other three dimensions, a declining trend in teachers’ educational needs has been recorded with an increasing length of practice, declining significantly in three of the four dimensions examined. The study points to the need to create in-service courses for kindergarten teachers to deepen their ‘diagnostic knowledge’ and thus ensure the sustainability of the quality of pre-school education for children. Teachers‘ self-assessment of their own teaching competencies corresponds to their educational needs, which supports the relevance of the findings on the further educational needs of kindergarten teachers. This study aimed to obtain relevant data on which the improvement of the higher education of future kindergarten teachers might be based. At the same time, this would allow the analysis and tailoring of the content of professional development courses to the needs of in-service kindergarten teachers.

A Suggested Model for Teaching EFL to Syrian Refugee Learners in Egypt

Syrian refugee learners are allowed to join Egyptian governmental schools. However, some Egyptian teachers cannot meet Syrian refugee learners’ needs. Most of the teachers are unaware of refugee responsive teaching competencies (RRTCs). Accordingly, the present study attempted to identify Syrian refugee learners’ needs and refugee responsive teaching competencies to suggest a refugee responsive teaching competencies model (RRTCM). The study utilized a pre-post one-group design. The study recruited (n=76) EFL student teachers from October 6 University, (n=21) Syrian refugee learners, and 64 in-service teachers of refugees. For data collection, a refugee learners’ needs assessment questionnaire and a refugee responsive teaching competencies knowledge test (RRTCKT) were developed. Findings revealed that the Syrian refugee learners identified 21 needs involving safety, social, cultural, psychological, personal, and educational needs. The suggested refugee responsive teaching model was effective in developing EFL student teachers’ RRTCs knowledge.

Using cloud computing to develop teaching self-learning competencies among the faculty members at Jouf University

Introduction. Cloud computing is a new model of computing based on network technology where computer-related technologies are provided as services that are permanently available for use. This technology saves faculty members’ time, and increases their interaction and communication with colleagues and students. Moreover, cloud computing solutions help faculty members finish and follow up all the required courses, in addition to allowing the faculty members to store and retrieve information comprehensively and immediately. As a result, using cloud computing provides practical, interactive solutions to deal with the academic tasks which a faculty member needs to perform his/her current academic work.Aim. The current study aimed to uncover the reality of using cloud computing to develop the teaching competencies.Methodology and research methods. The study relied on applying the survey method based on a descriptive approach using two types of questionnaire as the main tools for data collection. The sample of the study includes 48 faculty members and 103 students from the College of Education at Jouf University.Results and scientific novelty. The results showed that self-assessment of using cloud computing to develop self-learning teaching competencies among faculty members is of a high level, while the teaching competencies for the application of cloud computing in self-directed learning among faculty members are of an average level according to their students. The results also demonstrated no significant relationship between these two main types of assessment.Practical significance. The current study is significant in light of the fact that it facilitates to understand the impact of utilising cloud computing to accomplish proficient and educational abilities for faculty members at Jouf University.

Sustainability and Digital Teaching Competence in Higher Education

This article examines the research that explores the relationship between sustainability and digital teaching competence in the university environment, through a qualitative systematic review, which covers 2011 to 2021. It is intended to identify how sustainability is applied in higher education through teaching experiences linked to the use of ICT, where the digital teaching competence is specified and put into practice. In other words, it is about responding to the following questions: What digital skills are being applied to develop educational sustainability in higher education? In which aspects of educational and pedagogical sustainability are they projected? As a work methodology, the PRISMA protocol is applied as the technique of systematic review, using the Scopus and WOS databases as sources of information. Subsequently, a qualitative analysis of the selected articles is carried out using the ATLAS.ti scientific software, using the DigCompEdu model as the basis for the analysis of the information. The results shed light on the panorama of research on digital competence and sustainability and the evolution of scientific production over ten years, as well as the methodology applied in these studies. The DigCompEdu model is found to be useful for registering the modalities of teaching competencies put into practice, manifesting a primacy of pedagogical digital competences over those of professional development and student empowerment. Sustainability development areas are also identified, linked to teaching digital competence, such as inclusion, educational quality or lifelong learning.