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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

Formation of foreign language professionally oriented competence of future foreign language teachers with the use of electronic educational resources

Yevheniia M. Provorova; Tetiana O. Harasym; Andriana R. Zubryk; Olha V. Ladyka; Valentyna A. Shepitchak

Journal for Educators, Teachers and Trainers, 2020, Volume 11, Issue 1, Pages 1-12
DOI: 10.47750/jett.2020.11.01.001

The study tested electronic educational resources recommended and selected for development of language competencies in future teachers. Motivational, cognitive and communicative criteria were chosen as indicators of professional readiness. The research involved relevant methods and forms of improving language competencies and diagnostic methods. Meanwhile the level of the development of professional competencies was monitored with reasonable adjustment of students’ independent work. The choice of electronic educational resources as the main tool of independent work improves the linguistic communicative competencies of students, activates their search, learning and self-organization; motivates to create their own educational trajectory, and improves the academic performance. The use of electronic resources is not an independent technology for teachers’ training; it requires implementation in the educational process. The effectiveness of these methods of organizing the educational process is 25% of the quantitative composition of the experimental groups, so the subject of the study requires development and implementation in the educational field. The effectiveness of application of the results determines practical value of this article. The offered methods can be applied to students majoring in the Humanities, and in independent language study. This research can be used for development of programs and courses in independent, distance and differentiated learning.

The Formation of the Student's Objectivity in the University Educational Process

Kariyev A. D; Kodoeva A. C.; Fadeeva V. V.; Grigorev A. N; Akhmetov T.; Sardarova Z.; Yegenissova A. K.; Zhubangalieva G. G.

Journal for Educators, Teachers and Trainers, 2020, Volume 11, Issue 1, Pages 13-18
DOI: 10.47750/jett.2020.11.01.002

In this article, we highlight and consider one of the directions for improving the system of training specialists in higher education - the formation of student subjectivity in the educational process of the university. It should be emphasized that this task is interdisciplinary and requires the integration of the efforts of many specialists: teachers, psychologists, sociologists, etc. The author describes the main interactive methods used in teaching practice: the “Workshop of the Future” method, the case-study method, the “Decision tree” method, and the educational discussion. Also in the article, the author revealed the goal of interactive learning, which is to create comfortable learning conditions in which each student can feel his success and intellectual competence, which will allow him to simulate life and professional situations from pedagogical practice, to find a solution to the problem based on an analysis of the circumstances and the corresponding situation; to contribute to the formation of professional skills and abilities, to cultivate humanistic values ​​in him, help to create an atmosphere of interaction and cooperation.

Increasing Motivation of Primary School Pupils’ Studying

Viktoriia I. Prokopchuk; Iryna Revenko; Yuliya M. Demchenko; Olga B. Blaga; Vitaliia V. Tarasova

Journal for Educators, Teachers and Trainers, 2020, Volume 11, Issue 1, Pages 19-29
DOI: DOI: 10.47750/jett.2020.11.01.003

The scientific investigation reveals the topic of increasing the motivation of primary school pupils’ studying, which is relevant today and requires careful study. Data from the Institute of Educational Analytics, the German Internet Portal of statistics Statista, the World Bank and the international organization World Population Review have been used in the context of solving the problem of increasing motivation of primary school pupils’ studying in in Ukraine and Germany. The processing of statistics requires the use of methods of theoretical substantiation, analysis and comparison in the study. According to the World Bank’s education quality rating, Germany was ranked as one of the best countries with a high level of education quality in 2015-2017, and Ukraine ranked the 54th and the 56th places respectively. It has been found that today both in Germany and Ukraine an improvement of pupils’ studying at school is observed, it has been found that in the period of 2016-2018 the number of elementary schools in Ukraine decreased sharply, in Germany during 2008-2018 it has been a similar situation. The results of the series of studies have shown the presence in the practice of the activities of educators, psychologists and scientists, specializing in the study of this issue, a significant number of available and potential ways for increasing motivation. It has been studied the reasons for the learning motivation decrease and the factors influencing it, as well as five levels of learning motivation in primary school. In author’s opinion, the ARCS model is relevant nowadays, because it focuses on the motivational aspects of the educational environment and includes four components of motivation. It has been proved, that it is necessary to provide the innovative teaching methods in Ukrainian school during evaluation process. IT programs, that can improve the learning process and increase motivation in primary education has been presented.

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.

Use of the holistic model for training evaluation in a preschool teacher training

Elke Elisabeth Eugenia Kleinert-Altamira; Pilar Pineda-Herrero

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

The present article is a case study which evaluated the transfer of training during a teacher training in a preschool institution in Mexico City. It was taken by preschool educators, teachers and assistants, using the holistic model for training evaluation. The method adopted was the evaluative research and two different instruments were applied. Quantitative, the survey; and qualitative, the semi-structure interview. The obtained data came from three different agents: preschool educators, their principal and the trainers. The results were analyzed trilaterally and show a positive transfer of training from the educators, mainly blocked by the lack of time to introduce new changes to their teaching practice and possibly, due to the absence of support from their principal. Trainers think that regular follow ups are necessary to maintain the transfer of training. For its part, the principal observed that educators with long experience in the field were the less ones with an intention to do a transfer. This research, following the results in Mexico, arrives to the main conclusion that the evaluation of the transfer of training from teachers�" trainings in preschool education is incipient. Thus, suggesting that new researches are necessary to consolidate the effectiveness and impact on this type of evaluation.

Redefining and developing professional competencies for early childhood education and care

Florence Pirard; Marie Housen; Elodie Pools

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

The competences expected from early childhood education and care professionals have evolved significantly in our Western countries following the transformation of services and the affirmation of their educational function. This article is based on action research projects carried out in the Wallonia Brussels Federation (FWB) which integrate an analysis of other education and training systems (France, Flanders, England, Sweden and Quebec). It presents a reflection on the development of professional competencies and their acquisition from the initial training in a holistic approach to education. It notes that a diversity of formations coexists, leading to an absence of clear view on professional skills and profiles. In response to this observation, it proposes a modeling that articulates organizational, relational and reflexive competencies that are needed for the development of a professional posture. That modeling is presented as a grid of analysis that can enable better understanding of the complexity of early education and care in its many dimensions (working with children, families, professionals and the local community). It can be considered as a tool to globally rethink initial and continuing education and training in a systemic perspective.

Early intervention as a dynamic process

Natalia Baranova

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

Early intervention programs in Russia have spanned a short 25-year history. Serving as active participants in the development of Early Intervention programs in various regions of Russia and post-soviet countries and training of professionals has provided us the ability to oversee the progress of the Early Intervention system. This article will go on to present the process through which Early Intervention services have been established and developed. Development of early intervention programs can be considered as a dynamic process, which on the one hand, changes the lives of the families of young children with disabilities, and on another hand, alters the system of support and concrete early intervention services. The development of an early intervention service as a new model of family support is also a dynamic process and these processes mutually influence one another. The article analyzes the process of development on the example of the core principles of early intervention such as: interdisciplinary teamwork, family centered approach, normalization of life, and principle of scientifically reasonable and evidence based practice. Ours observations show that adherence to the principles of early intervention allows for the development of professional teams, thereby providing improvement of quality of the support programs created for children and their families.

Sense of coherence, hope theory and early intervention: a longitudinal study

Michael Einav; Malka Margalit

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

Active participation in early intervention programs requires mothers to overcome their distress, to stay actively engaged in the intervention and to focus effort on promoting their children�"s future. These day-to-day obligations and demands may affect their wellbeing and self-perceptions. A series of studies were performed on an early intervention program in Israel. The goals of the current study were to return to some of the families who participated in the program several years later, in order to examine their perceptions of the early intervention program while comparing personal (hope, sense of coherence and positive affect) and familial (family climate) resources. The sample consisted of 52 mothers of children with special needs who participated in an early intervention program. They were interviewed and assessed twice � during their participation in the program and 5-12 years afterwards. The questionnaires included the hope scale, the sense of coherence, positive affect and family climate variables. The results demonstrated the stability of the mothers�" personal and familial resources at the two periods. The relations between the sense of coherence and positive affect were mediated by hope. The conclusions highlighted the stability of mothers�" resources, and the importance of the mothers�" hope and their early sense of coherence. The educational implications call for embracing hope strategies and empowering parents�" personal and familial resources in order to enhance effective early intervention.

Exploring early childhood education in China: background, development and current issues

Xiaofei Qi

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

China has put great efforts into developing early childhood education and care services. Since 2010 the policy priority has been to develop early childhood education services for 3�6-year-old children before school entry. Evidence of the rapid development of early childhood education in China can be seen in the impressive development of policy, the increase in public investment and the boom in kindergarten participation rates. The demand for qualified early childhood education practitioners is also increasing in China. Private kindergartens are playing a very important role in providing early childhood education services due to the lack of public services. Despite the great progress already made, the development of early childhood education in China is unbalanced and inadequate in terms of its regional and social disparities. There is a huge gap between advanced ideas and kindergarten practices. The consequences of the new two-child policy present a big challenge to the development of early childhood education, and these should be prepared for in advance in terms of providing �Ssufficient⬝ early childhood education services, as well as �Shigh-quality⬝ services to young children and their families.

Use of the holistic model for training evaluation in a preschool teacher training

Elke Elisabeth Eugenia Kleinert-Altamira; Pilar Pineda-Herrero

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

The present article is a case study which evaluated the transfer of training during a teacher training in a preschool institution in Mexico City. It was taken by preschool educators, teachers and assistants, using the holistic model for training evaluation. The method adopted was the evaluative research and two different instruments were applied. Quantitative, the survey; and qualitative, the semi-structure interview. The obtained data came from three different agents: preschool educators, their principal and the trainers. The results were analyzed trilaterally and show a positive transfer of training from the educators, mainly blocked by the lack of time to introduce new changes to their teaching practice and possibly, due to the absence of support from their principal. Trainers think that regular follow ups are necessary to maintain the transfer of training. For its part, the principal observed that educators with long experience in the field were the less ones with an intention to do a transfer. This research, following the results in Mexico, arrives to the main conclusion that the evaluation of the transfer of training from teachers�" trainings in preschool education is incipient. Thus, suggesting that new researches are necessary to consolidate the effectiveness and impact on this type of evaluation.

Situational and personal interaction quality between the caregiver and the child using the GlnA-E evaluation tool

Dörte Weltzien; Janina Eva Strohmer

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

The GlnA-E Evaluation Tool ("Gestaltung von Interaktonsgelegenheiten im Alltag-Evaluation"; see Weltzien et al., 2017) represents the improved version of a video-based observational and reflective tool for research projects in everyday practice. This paper first presents an overview of the theoretical constructs and features (scale and item properties) of GlnA-E's three scales. It then offers situational and personal correlatives of interaction quality in everyday teaching. It turns out that the tool can be employed for a wide range of settings, group situations, and age ranges, and that the caregivers�" interaction-related skills vary widely. A slight positive impact on interaction quality was observed for interactions with younger children (up to four years of age) and so-called "onlookers".

National perspectives of early childhood care

Pilar Gútiez Cuevas; Mónica Jiménez Astudillo; Paloma Antón Ares

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

The present systematic review is about concept of Early Intervention, philosophy, evolution, principles and achievements and the needs to consolidate this action recognizing the role of the family as the focus of this process. In this country, Professionals from three fields � Health, Education and Social services � with competence in early childhood matters assist children from 0 to 6 years and their families. It was carried out a Systematic review of early childhood care in Spain. In this manuscript, analyzed the elements that can interfere on early childhood attention, roles, competences and duties, existing resources, training, regulations and precedents that shows the need of coordination and the family attention as to improve the quality of the attention given. In conclusion, the attention of childhood requires the same conditions for all citizens, with services enough and professionals with a high qualification and also a coordinated job.

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