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

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.

Flipped classroom and digitization: an inductive study on the learning framework for 21st century skill acquisition

Malini Mittal Bishnoi

Journal for Educators, Teachers and Trainers, 2020, Volume 11, Issue 1, Pages 30-45
DOI: 10.47750/jett.2020.11.01.004

While increasingly demands have been made on Higher Education Institutions for revamping curriculum designs and instructional pedagogies to adapt to the 21st century digitized learning and skill environment, the COVID-19 pandemic underscored this adaption as the singular solution to maintain the learning continuum. The inverted or flipped classroom has emerged as an enabling learning framework offering a convergence of technological advancements with active and collaborative learning. This study investigates the correlation between the flipped learning pedagogy in higher education and the acquisition of 21st century skills in the current digitized environment to meet Industry 4.0 readiness landscape. Primary data for this study was collected using a scientifically deployed mixed methods survey research and in-depth interviews from undergraduate students across universities to get their input on what they experienced and perceived as learners through the classroom flip experience. Until today, there has been lack of focus on Higher Education in the literature on an effective pedagogy for cultivating 21st century skills. This is an original research work which presents a holistic view of  what elements  are offered by ‘flipped learning’ as key to the development of 21st century skills and competences considering the demands of the fourth industrial revolution (IR 4.0) from Higher Education Institutions, for creation of a job resilient workforce.  The findings of the study showed that the flipped classroom model was experientially and perceptibly preferred by undergraduates for the acquisition of 21st century skills and competencies needed for industry 4.0 readiness amongst other reasons.  The results of this study have implications for students, faculty and higher education institutions.

Practice and innovation inclusive education in pre-school institutions

Zdanevych V. Larysa; Popovych Oksana; Tsehelnyk M. Tetianа; Novak M. Olena; Kasianenko Oksana

Journal for Educators, Teachers and Trainers, 2020, Volume 11, Issue 1, Pages 46-55
DOI: 10.47750/jett.2020.11.01.005

Inclusive education in pre-school education is a general policy and practice in European countries, but implementation of the policy varies from country to country depending on institutional, legal factors, funding, access to pre-school education and pedagogical concepts. The aim of the study is to analyze the practice and innovation of inclusive education in pre-school institutions in Poland, the Czech Republic, Hungary and Slovakia. Features of the practice of inclusive education for pre-school children have been determined on the basis of qualitative and quantitative methodology, content analysis and statistical analysis. The results indicate that there are differences in the inclusive education of pre-school children in these countries. Therefore, the practice of inclusive education in the Czech Republic is very different where children of pre-school age are highly involved in formal education, study in special groups to a greater extent and in completely separate educational institutions, and to a lesser extent in special pre-school institutions. Segregation in the Czech Republic is more intense, and therefore the level of inclusion is much lower. It was found that models of inclusion in pre-school education institutions in these countries can be defined as a model of full inclusion in Poland and Hungary (79.68% and 82.18%, respectively), partial inclusion in Slovakia and the Czech Republic (64.85% and 19.74% respectively). The Czech Republic differs significantly from Poland, Hungary and Slovakia in inclusive education for pre-school children.

Development of professional competence of present and future teachers under the conditions of transformational processes in education

Chernysh V. Valentyna; Zadorina Olha; Melnyk Kateryna; Khromova I. Olga; Danyliuk M. Mykola

Journal for Educators, Teachers and Trainers, 2020, Volume 11, Issue 1, Pages 56-67
DOI: 10.47750/jett.2020.11.01.006

Currently, the modern education system is in the process of transformation processes. One of the directions of reforming the education system in Ukraine should be directed at improving the level of professional competence of teachers, their knowledge, skills and abilities. The purpose of the academic paper is to study approaches to the formation of professional competence of present and future teachers under the conditions of transformational processes in education. The following scientific methods have been used in the academic paper, namely: methods of theoretical analysis and description – in order to reveal the theoretical and methodological aspects of the development of teachers’ professional competence in the conditions of transformational processes in education; methods of grouping, comparison and synthesis - to consider the features of the development of professional competence of teachers in Canada and Ukraine. In Canada, the development of professional competence of modern teachers involves the preparation of an exam by educators, which would certify the high level of their effectiveness. Intercultural competence-based teaching methods, introduced at higher educational institutions in Canada, have a positive effect on the formation of professional competences of future teachers. In Ukraine, the key directions for improving the level of professional competence of both present and future teachers should be professional self-improvement, which is achieved through purposeful self-educational activity. The professional activity of a teacher should include love for children, pedagogical foresight, knowledge of the subject of activity, pedagogical tact, innovative scientific and pedagogical thinking. The development of professional competence is a dynamic process of assimilation and modernization of professional experience, which leads to the development of individual professional qualities, the accumulation of professional experience, which involves continuous development and self-improvement. The professional competence of teachers allows not only applying basic knowledge and skills, but it also forms the ability to carry out practical activities in specific professional situations; it provides creative solutions to professional problems and makes it possible to easily navigate in a professional environment and possess a culture of work. The formation of teachers’ professional competence should be carried out on the basis of the general provisions of the system approach and the use of other scientifically sound approaches.

The Impact of Bybee and Synectics Models on Creativity, Creative Problem-solving, and Students’ Performance in Geometry

Zahra Kalantarnia; Ahmad Shahvarani semnani; Mohammad Hassan Behzadi; Mohsen Rostamy MalKhalifeh; Mohammad Reza Mardanbeigi

Journal for Educators, Teachers and Trainers, 2020, Volume 11, Issue 1, Pages 68-78
DOI: 10.47750/jett.2020.11.01.007

The present study aimed to investigate the effect of Bybee and Synectics on creativity, creative problem-solving, and performance of ninth-grade students in geometry. The research method was quasi-experimental with pre-test, post-test, and control group. From the entire population of the ninth-grade female students of public high schools in Tehran, three intact classrooms were selected by the cluster sampling method, each consisting of 30 students. Then, two classes were randomly assigned to two experimental groups and one control group. In addition, research instruments included Abedi’s creativity test, Basadur’s problem-solving creative test, and a researcher-made geometry test. In order to collect data, at first, pre-tests of performance, creativity and creative solution were performed on the subjects. After performing the patterns in the groups, post-tests of performance, creativity and creative solution were performed on the subjects. Finally, descriptive (the mean and standard deviation) and inferential ANCOVA statistics were used to analyze the data by SPSS software. The findings indicated that using the patterns of Bybee and Synectics on students’ creativity, creative problem-solving, and performance in geometry were significantly more influential compared to traditional teaching methods. The use of educational patterns appropriate to the educational content will lead to the training of creative people. 

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.

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.

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.

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.

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.

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.

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.

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