About Journal

The objective of Journal for Educators, Teachers and Trainers is to disseminate good academic practices and research results of teaching professionals. JETT pretends to become an educational research database to help spreading young researchers works-masters and doctorates students above all- and to serve as an advertising vehicle for works ¨under writing or article handouts¨. Besides, another function for JETT will be the diffusion of new publications through reviews.
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Journal Information

Construct validity: Basic Psychological Needs Scale for Teachers

Rolando Angel-Alvarado; Miguel R.Wilhelmi; Olga Belletich

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 2, Pages 1-10
DOI: 10.47750/jett.2021.12.02.001

Teacher autonomy encompasses pedagogical activities oriented towards planning, instruction, and assessment, as well as administrative tasks required by the education system. Therefore, it is imperative to focus research on teacher autonomy in specific tasks, using data collection procedures suitable to the context. In this study, the aim is to validate an original scale for collecting data on teacher autonomy in classroom settings under criteria established by Self-Determination Theory, in the framework of basic psychological needs. The method comprises a nonexperimental quantitative design, using a random cluster sample that is understood as a probability sampling because participant teachers only work in primary education levels. Results demonstrate that the scale possesses a strong degree of robustness regarding construction, application, and data collection. In conclusion, the validated scale identifies teacher autonomy as an explanatory variable in the model.

Determining Factors for Educating Students for Choosing to Work for Foreign Units: Absence of Self-Efficacy

Nguyen Thanh Hoang; Dinh Tran Ngoc Huy

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 2, Pages 11-19
DOI: 10.47750/jett.2021.12.02.002

Educating our students in developing countries such as Vietnam is becoming necessary. So first of all, this study aims to identify factors that impact on students’ decision to work for a foreign company for those who are studying in the field of social sciences and humanities. Based on 508 responses, the results from linear regression analysis shows that Self-Interests, Self-Outcome Expectations (internal factors), University’s Gains, and References (external factors) were factors that affect student workplace choice. Meanwhile, the factor of capacity (“Self-efficacy”) to perform the task (“Working environment”) has no statistical relationship. This result suggests for educational managers, business managers in general and foreign enterprises in particular to coordinate vocational education for students.

Features of the formation of nonverbal thinking in preschool children with autism

Dybina O.V.

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 2, Pages 20-25
DOI: 10.47750/jett.2021.12.02.003

This article reveals the features of nonverbal thinking in children with autism spectrum disorders. The article summarizes the experience of studying approaches to understanding nonverbal thinking in children aged 5 to 7 with autism spectrum disorders. Of interest is the described dual coding theory, the aspects of which should be the basis for the formation of nonverbal thinking in children with autism. The analysis of psychological, pedagogical and specialized literature allowed us to define the concept of "nonverbal thinking". Special attention is paid to the definition of criteria, indicators and the selection of methods for the experimental part of the study. The study of nonverbal thinking revealed that children with autism can name objects and use them. The practical significance of the study lies in the fact that the proposed means that contribute to the formation of nonverbal thinking in children aged 5 to 7 with this pathology can be used in the correctional and developmental work of teachers, teachers-psychologists, teachers-defectologists and parents who raise their children.

Philosophical motives and spiritual imeratives of russian culture (the context of the axiology of creativity)

Ignatov Mikhail Alexandrovich; Antonova Elena Leonidovna; Resh Olesya Vladimirovna; Sharabarin Mikhail Ivanovich; Anisimova Olga Lvovna

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 2, Pages 26-29
DOI: 10.47750/jett.2021.12.02.004

In the context of the ethical paradigm of spiritual education of young people, "inspired" by the moral philosophy of Russian culture, to substantiate a creative model in which tradition and innovation are combined, and the discursive field of which encompasses music, literature, and philosophy. Russian Russian traditional values are used to conceptualize the integral approach to the understanding and interpretation of the axiology of creativity, which is based on the dominance of Russian traditional values, and, first of all, substantiates the actual integration of "Russian leitmotives" into the modern multicultural environment.; secondly, the task is to increase the priorities in the Russian society and popularize the national spiritual and value imperatives that are important for the formation of a holistic cultural and historical worldview of the Russian youth, and to increase the level of their citizenship.

Internationalization of higher education: motives, factors and problems (based on the results of sociological research)

Nina Volovskaya; Lydia Plyusnina

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 2, Pages 30-36
DOI: 10.47750/jett.2021.12.02.005

The article presents the results of two sociological studies conducted in order to study the motivation for obtaining higher education and the factors of choosing a university by foreign students, identifying problems and developing recommendations for their solution. It was revealed that foreign students generally value higher education, and that the motivational postulates of obtaining an education contain not only commercial goals, but also cultural ones. It has been established that Russian education is highly valued by foreign students in terms of quality, and that foreign students purposefully seek to obtain Russian education. It was determined that Russia is a financially attractive country for foreign students, including attractive in obtaining jobs. The study showed the high importance of the university website and social networks for making a decision on obtaining an education at this university. The results of the study showed that the level of training in higher educational institutions of the city meets the requirements and meets the needs of foreign students as much as possible. At the same time, a number of problems related to teaching foreign students were identified: language problems; learning problems; communication problems; sociocultural and social problems, for the solution of which a number of recommendations are proposed in the article.

Gender analysis of game material of the Soviet era on the example of children's magazines (1920-1980)

Marina Sazonenko

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 2, Pages 37-42
DOI: 10.47750/jett.2021.12.02.006

The work is devoted to the gender analysis of children's games and material for creativity of the Soviet period. The sources used were magazines for children published in the period from the 1920s to the 1980s, such as «Chizh», «Yezh», «Sverchok», «Murzilka», «Pioner», «Yunyy tekhnik» and «Veselyye kartinki». A comparative analysis of this material in different time periods was carried out, taking into account gender attitudes and based on the development of Soviet pedagogical thought.

Parents´ attitudes towards children´s adjustment to a pre-school institution

Marija R. Markovic; Anastasija S. Mamutovic; Zorica C. Stanisavljevic Petrovic

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

The aim of this research study is to examine parents´ attitudes towards the process of children´s adjustment to a pre-school institution, as well as towards separation difficulties which are encountered when a child starts attending kindergarten. Research results provide answers to whether parents are familiar with the problems manifested in the children´s adjustment process, as well as with the possibilities of successfully overcoming such issues. The research included 763 parents of pre-school children in the territory of Serbia. The differences in parents´ attitudes have been analysed relative to their sex, education and age. In the course of research the authors resorted to a five-point Likert scale composed of 16 items grouped into the following categories: factors which influence the process of adjustment, indicators of a successfully completed adjustment process and methods for overcoming the issues raised in the process of children´s adjustment to a pre-school institution. Parents believe that children´s satisfaction when they attend kindergarten is a more significant indicator of a successfully completed adjustment process relative to the absence of crying and deprecation, as well as that for the purposes of overcoming the difficulties which occur when children start attending a pre-school institution parents most frequently introduce pre-school teachers to their child´s habits and traits, and later talk with the child about events in the kindergarten. Research results indicate the presence of statistically significant differences in parents´ attitudes relative to their sex, i.e. they indicate that the adjustment period is more stressful for mothers than for fathers.

Children of parents with mental health vulnerability: implications and family-centered support

Ana Fraga; Ana Maria Serrano; Susana Caires

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

World data shows that symptoms of mental health vulnerability in the population are increasing. This scenario leads to children growing up in contexts whose parents have mental health vulnerability. These children are known as �Sforgotten or invisible⬝. In Portugal, Early Childhood Intervention (ECI), based on family-centered practices, is the main support for these children and families. Nevertheless, the eligibility criteria for services include three risk factors additionally to parents mental vulnerability. This research aims to understand the family context of these children and find existing responses on supporting their development and parenting. Based on a qualitative methodology, semi-structured interviews were made to three mothers with depression, as well as to ECI professionals that support them. The results show that parental mental illness has implications on mothers, children, and the whole family system. It compromises the exercise of parenting, the misunderstanding of parental mental illness, the expression of negative feelings and parentification by children, making them vulnerable to mental illness. These families reveal a higher number of risk factors than protective factors, compromising family´s resilience. Results also demonstrate the need for ECI specialized professional preparation, since this study found gaps concerning knowledge on family-centered practices. Results also suggest the need of coordination between ECI and Mental Health and Psychiatry services, as well as the inclusion of parental mental illness as an independent eligibility criteria for ECI.

Home visiting in early intervention: Professionals perception in the north of Portugal

Cristina Filipa Nunes Borges; Ana Paula da Silva Pereira

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

The Early Intervention carried out in the natural context of the child, particularly at home, has been presenting better and growing indicators of benefits, since it is an environment in which the child and family feel more comfortable and in which the professional considers establishing a more positive relationship with the family. Therefore, the purpose of this study was to understand, from the professionals' point of view, the set of benefits and fragilities for the families and for the professional, of Early Intervention support at home. For that purpose, a qualitative methodology was used, using the semi-structured interview as a data collection tool. Professionals report that families feel safer when they are supported in this context because they consider it a demurer and more private environment, thus allowing a greater proximity to the professional. They also consider that parents should be encouraged and empowered to participate actively in the whole support process, while emphasizing the need to enhance their skills and provide them with information and strategies that encourage them to participate. They highlight as fragility of home support, the difficulty of entering families' homes because they feel that they are invading their privacy.

Socio-cultural values provided to pre-school children using traditional children games

Mustafa Yeniasır; Burak Gökbulut

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

With the development of technology, traditional games which had an essential place in the lives of children began to lose their importance and were replaced by computer games. An examination of developed countries shows that their unique traditional games are being protected and, thanks to conscious families are nurtured by national values; thus, they serve an extremely important function in terms of shaping national conscience. The value of traditional children�"s games can be better understood considering the possibility that especially pre-school children can be affected by the artificial and virtual culture imposed by technological devices. Pre-school period is a period when value education in children begins. Information on values is gained at every stage of life. However, the earliest information is acquired through traditional games in the period when personality begins to develop. In this study, 25 children were presented with Cypriot Turkish children�"s games such as hide-and-seek, house, blind man�"s buff, dodge ball and duck duck goose. Then children were urged to play these games and observations were made which was followed by interviews with children to obtain their opinions on games and game processes. In the study, it was seen that children acquired several values required by social life such as respect, courtesy, helping each other, courage, love, protection, honesty, forgiveness, respect for the environment, patience, and obeying rules.

Response to Intervention in Kindergarten: supporting foundational and comprehension skills with supplemental instruction

Carmen Sherry Brown

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

Response to Intervention (RtI) is a multi-tier approach to the early identification and support of students with learning needs. Although there is not a single definition or agreed-upon way of implementing RtI, the key features of this approach involve gathering information on students�" skills to help teachers plan and organize instruction, providing evidence-based interventions and supports, and monitoring student progress in learning (Gersten et al., 2008). The Institute of Education Service (IES) published practice guides to offer educators specific evidence-based recommendations for supporting reading skills to students in kindergarten through 3rd grade. These guides were used as a framework to plan and implement instructional activities that were intended to support the literacy development of students in a kindergarten class.

Parents´ attitudes towards children´s adjustment to a pre-school institution

Marija R. Markovic; Anastasija S. Mamutovic; Zorica C. Stanisavljevic Petrovic

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

The aim of this research study is to examine parents´ attitudes towards the process of children´s adjustment to a pre-school institution, as well as towards separation difficulties which are encountered when a child starts attending kindergarten. Research results provide answers to whether parents are familiar with the problems manifested in the children´s adjustment process, as well as with the possibilities of successfully overcoming such issues. The research included 763 parents of pre-school children in the territory of Serbia. The differences in parents´ attitudes have been analysed relative to their sex, education and age. In the course of research the authors resorted to a five-point Likert scale composed of 16 items grouped into the following categories: factors which influence the process of adjustment, indicators of a successfully completed adjustment process and methods for overcoming the issues raised in the process of children´s adjustment to a pre-school institution. Parents believe that children´s satisfaction when they attend kindergarten is a more significant indicator of a successfully completed adjustment process relative to the absence of crying and deprecation, as well as that for the purposes of overcoming the difficulties which occur when children start attending a pre-school institution parents most frequently introduce pre-school teachers to their child´s habits and traits, and later talk with the child about events in the kindergarten. Research results indicate the presence of statistically significant differences in parents´ attitudes relative to their sex, i.e. they indicate that the adjustment period is more stressful for mothers than for fathers.

Children of parents with mental health vulnerability: implications and family-centered support

Ana Fraga; Ana Maria Serrano; Susana Caires

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

World data shows that symptoms of mental health vulnerability in the population are increasing. This scenario leads to children growing up in contexts whose parents have mental health vulnerability. These children are known as �Sforgotten or invisible⬝. In Portugal, Early Childhood Intervention (ECI), based on family-centered practices, is the main support for these children and families. Nevertheless, the eligibility criteria for services include three risk factors additionally to parents mental vulnerability. This research aims to understand the family context of these children and find existing responses on supporting their development and parenting. Based on a qualitative methodology, semi-structured interviews were made to three mothers with depression, as well as to ECI professionals that support them. The results show that parental mental illness has implications on mothers, children, and the whole family system. It compromises the exercise of parenting, the misunderstanding of parental mental illness, the expression of negative feelings and parentification by children, making them vulnerable to mental illness. These families reveal a higher number of risk factors than protective factors, compromising family´s resilience. Results also demonstrate the need for ECI specialized professional preparation, since this study found gaps concerning knowledge on family-centered practices. Results also suggest the need of coordination between ECI and Mental Health and Psychiatry services, as well as the inclusion of parental mental illness as an independent eligibility criteria for ECI.

Socio-cultural values provided to pre-school children using traditional children games

Mustafa Yeniasır; Burak Gökbulut

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

With the development of technology, traditional games which had an essential place in the lives of children began to lose their importance and were replaced by computer games. An examination of developed countries shows that their unique traditional games are being protected and, thanks to conscious families are nurtured by national values; thus, they serve an extremely important function in terms of shaping national conscience. The value of traditional children�"s games can be better understood considering the possibility that especially pre-school children can be affected by the artificial and virtual culture imposed by technological devices. Pre-school period is a period when value education in children begins. Information on values is gained at every stage of life. However, the earliest information is acquired through traditional games in the period when personality begins to develop. In this study, 25 children were presented with Cypriot Turkish children�"s games such as hide-and-seek, house, blind man�"s buff, dodge ball and duck duck goose. Then children were urged to play these games and observations were made which was followed by interviews with children to obtain their opinions on games and game processes. In the study, it was seen that children acquired several values required by social life such as respect, courtesy, helping each other, courage, love, protection, honesty, forgiveness, respect for the environment, patience, and obeying rules.

Home visiting in early intervention: Professionals perception in the north of Portugal

Cristina Filipa Nunes Borges; Ana Paula da Silva Pereira

Journal for Educators, Teachers and Trainers, 2019, Volume 10, Issue 2, Pages -

The Early Intervention carried out in the natural context of the child, particularly at home, has been presenting better and growing indicators of benefits, since it is an environment in which the child and family feel more comfortable and in which the professional considers establishing a more positive relationship with the family. Therefore, the purpose of this study was to understand, from the professionals' point of view, the set of benefits and fragilities for the families and for the professional, of Early Intervention support at home. For that purpose, a qualitative methodology was used, using the semi-structured interview as a data collection tool. Professionals report that families feel safer when they are supported in this context because they consider it a demurer and more private environment, thus allowing a greater proximity to the professional. They also consider that parents should be encouraged and empowered to participate actively in the whole support process, while emphasizing the need to enhance their skills and provide them with information and strategies that encourage them to participate. They highlight as fragility of home support, the difficulty of entering families' homes because they feel that they are invading their privacy.

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