Designing an evaluation inventory for identifying teachers’ professionalism deficits in the context of transformation of contemporary education

Introduction. The article is devoted to the problem of identifying teachers’ professional deficits in the context of transformation of modern school education. The purpose of this study is to describe a set of diagnostic methods aimed at identifying professional deficits of teachers in the context of transformation of contemporary education, which can be used both by teachers for self-assessment in order to subsequently overcome the detected deficits, and by school leaders to support teachers’ professional growth. Materials and Methods. In order to develop the set of diagnostic methods aimed at revealing teachers’ professional deficits, the author has used the following methods of educational research: conversations, focus-group method, in-depth and narrative interviews, action research, and soft systems methodology. The study involved 25 teachers and 720 students of grades 5-9. Results. The author has clarified the concept of ‘professional deficits’ and analyzed advantages and drawbacks of quantitative methods used in identifying teachers’ professional deficits. The study justifies using the set of diagnostic methods aimed at identifying teachers’ professional deficits in the context of contemporary education. Moreover, it has been proved that the presented evaluation inventory contributes to enhancing teachers’ professional self-assessment and reflection. Conclusions. In conclusion, the author summarizes the research findings about the implementation of the presented evaluation inventory and its contribution to teachers’ continuing professional growth.

Use of Islamic and Local Wisdom Textbook to Train the Religious Character of Prospective Physics Teachers

The research aims to describe the religious character and cognitive competence of physics prospective teachers when they used textbook containing Quranic verses. The Quranic verses were relevant to heat and temperature concept then also relevant to local wisdom of South Kalimantan. The research used to research and development, with the development model of ADDIE. The subjects of this research were 18 students of the 2019/2020 academic year who learned heat and temperature topic in Fundamental of Physics 1 course. The data were obtained through a self-evaluation inventory sheet, observation sheet, and test. The data were analysed quantitatively and qualitatively. The result of the research showed that the religious characters of physics prospective teachers from A1 to A5 domain have average score 4.69 which are in very good category and their cognitive competence of C2 to C6 domain improve quite effectively with average normalised gain 0.68. The conclusion of this research is the textbook can be used to train physics prospective teachers to do religious behaviour.

A Determination of the Construct Validity of Both an Adapted Self-Confidence Questionnaire, the Personal Evaluation Inventory [PEI], (Shrauger & Schohn, 1995) and a Generalised Anxiety Disorder [GAD] Questionnaire (Taylor, 1953)

The objectives in this research were to determine the construct validity of both an adapted self-confidence questionnaire, the Personal Evaluation Inventory (PEI), developed by Shrauger and Schohn, and a Generalised Anxiety Disorder (GAD) questionnaire, which was adapted from the Taylor Manifest Anxiety Scale. The research was conducted in two girls’ primary schools in Saudi Arabia to collect relevant data on the convergent and discriminant validity of the GAD and PEI questionnaires using the Multi-Trait Multi-Method (MTMM) matrix to prove construct validity. Sixty students and two teachers filled in questionnaires, with each student evaluating themselves and, then, their peers. The teachers evaluated themselves, their self-confidence and generalised degree of their anxiety disorder. The results were that the MTMM analysis supported, to a large extent, both convergent and discriminant validity of the analysed data from students and teachers on two traits (self-confidence and generalised anxiety disorder) and across three methods of measurement (self-reporting, peer-rating and teacher-rating). The results were that the Mono-Trait Mono-Method coefficients were relatively high, and there was relative strength in the Hetero-Trait Mono-Method coefficients. The Hetero-Trait Mono-Method coefficients were reasonable for self-confidence and for the generalised anxiety disorder questionnaires, but teacher-ratings for both traits were unexpected. Furthermore, the Hetero-Trait Hetero-Method coefficients were not constant and showed an unstable variance. In conclusion, the PEI and GAD questionnaires possess acceptable construct validity, but that the teacher-ratings for both the PEI and the GAD questionnaires needed modification in order to attain the desirable construct validity.

Patients’ Acceptability of Computer-Based Information on Hypodontia: A Randomized Controlled Trial

Objectives: To compare patients’ acceptability of a hypodontia-specific interactive computer-based education material (ICB-EM) versus a British Orthodontic Society (BOS) hypodontia leaflet. Trial Design: Two-arm parallel randomized controlled trial, 1:1 allocation ratio. Methods: The study was conducted at a specialized secondary care facility in the Greater London area. Ninety-six new hypodontia patients aged 14 y and older were randomly assigned to the control group ( n = 49) receiving the BOS leaflet or the intervention group ( n = 47) receiving the ICB-EM. The main outcome measure was patients’ evaluation of the intervention measured by the treatment evaluation inventory. Results: The analyzed sample comprised 76 participants: control group ( n = 38) and intervention group ( n = 38). The mean age of the sample was 19 y (SD = 7.24) and 20.3 y (SD = 6.9) for the control and intervention group, respectively. The intervention group was significantly more satisfied with the ICB-EM than individuals who received the BOS leaflet ( t = −3.53, P = 0.001). Conclusion: Patients preferred the computer-based information. Knowledge Transfer Statement: Patients attending dental care in the 21st century are adept in the use of computerised facilities for obtaining information. The results of the study will provide valuable evidence for clinicians on the level of acceptability of the patients toward interactive computer based health education as opposed to traditional paper leaflets.