Performance of the Teacher Education Graduates in A State University

The need to train teacher education graduates with competencies at par with national and international standards that will lead to a positive outcome in the teaching profession and their ability to demonstrate greater global mobility determines the analysis of the graduates' efficacy among higher education institutions. Along with providing background information for the study, the employers or school heads of the teacher education graduates of a State University working in one of the schools divisions at Southern Negros, Philippines. provided the data and the graduates also served as the backgrounder of the study. The descriptive study using frequency percentage and weighted mean was employed and yielded the following findings: the graduates demonstrate outstanding performance in their work ethic, instructional competency, and skill set. It shows that graduates have proven to be exceptionally skilled at their jobs across all responsibilities. Their ability to provide efficient education and support learning procedures is admirable, and their versatility in the job is impressive. Research skills are one notable area that needs to be improved and recommended for intervention program. Given the limits of the current study, more research has to be done in other school divisions where teacher education graduates are employed

Never Stop Learning: Invest in Your Future and Open New Doors to Life with Switzerland Basel Continuing Education

Continuing education plays an important role for individuals, society, and the economy. The constant changes in the labor market and technological developments challenge adults to adapt and grow professionally throughout their working lives. Switzerland, with its institutions and society, gives importance to continuous education and training. Participation in continuing education and training is above average in Switzerland. Swiss continuing education and training (CET) is highly diverse. In Switzerland, there is a comprehensive and varied range of continuing education and training programs. Those who wish to participate in a CET program can choose from a wide array of providers and formats. This includes courses, seminars, programs, and CET courses, as well as learning opportunities outside of formal course structures. This field also encompasses visits to museums and workshops, readings, excursions, and conferences, for example. Continuing education and training also includes e-learning and blended learning, work-based learning, and independent use of learning materials or specialist literature. CET also covers learning in self-organized groups. The cantons coordinate transregional tasks in continuing education and training through the Swiss Conference on Continuing Education and Training (SWBK).The SWBK is a specialized conference within the Swiss Conference of Cantonal Ministers of Education (EDK) and advocates for lifelong learning. The Canton of Basel-Stadt also places great importance on continuing education through its institutions and society. The continuing education offerings of the Canton of Basel-Stadt provide a wide range of courses and further education opportunities that are accessible regardless of your prior education. Some of these valuable continuing education courses are summarized in this study. We have tried to present some of the courses offered for continuing education. In fact, there are many more public and private education and training courses in Basel. As long as you want to learn, you will always be able to find courses in Basel that are suitable for you and that interest you

Validation of a Scale to Measure Digital Competence in the Elderly Population

The aim of this work arises, on the one hand, from the need to digitally include people over 65 so that they can participate fully in today's society, and, on the other hand, to involve university students in their own training process through a research and participatory action project with older people. A process of adaptation and validation of an instrument to measure the level of digital competence of older people was carried out by means of an expert judgement, a pilot test and a final application to a sample of 210 older people. The 16 items of the instrument show stable and consistent measurements, fulfilling the required demands, and could be very useful for researchers working with this group, as it will allow them to know the starting point of the elderly at a digital level and design strategies that favour their technological inclusion

Psychological Strain and Challenges Encountered by Tertiary Teachers in the New Normal

This study explores how teaching challenges impact the psychological strain of tertiary teachers. The challenges faced by tertiary teachers in the new normal are described, including technological insufficiency, digital literacy issues, lack of student motivation, reduced in-person interactions, learning environment distractions, and course structure and quality. The study investigates the teachers' experiences of psychological strain, leading to anxiety, stress, and depression. It explores the relationship between the teachers' profiles, encountered challenges, and manifestations of psychological strain. Additionally, it examines the connection between challenges and psychological strain in teachers. The respondents of the study were tertiary teachers from all campuses of Nueva Ecija University of Science and Technology (NEUST), selected through purposive sampling. Older, married teachers in higher positions experience psychological strain such as anxiety, depression, and stress. While psychological strain affects their well-being, it does not significantly impact their teaching performance. Younger, single teachers, who are new to the profession, are more likely to face challenges in teaching performance due to their limited experience in coping with teaching changes. Teachers with higher educational attainment and in higher positions experience challenges related to the demands of teaching, particularly the difficulty of monitoring learning at home

Effects of Interactive Story Techniques in Developing Some Language Skills among Early Childhood Children

Stories have an effective and important place in children's self-expression, language development, adaptation to the social environment, and the development of problem-solving skills and creativity. This study investigated the effect of interactive story techniques on listening, writing, speaking and reading among early childhood children. Pre-test post-test quasi-experimental design with control group was used in this study. Fifty children were chosen from public kindergartens in Rafha, Saudi Arabia. Data were analyzed with t- test. A significant difference was observed in post-test language skills total score and subtest scores in experimental group, compared to the control group. As a result of this paper, it was seen that interactive story techniques was effective in developing children’s language skills. Children's stories lead to a good and clear impact on children's language in their acquisition of language and in their composition of phrases and sentences, so the child becomes more accurate and proficient in language skills

Knowledge, Self-efficacy and Effectiveness in Leveraging Blended Delivery System: A Study of Higher Education Teachers

With the increasing shift to blended learning environments, there is a need to understand how teachers are navigating this transition. To address this gap, this paper looked into the knowledge, self-efficacy, and effectiveness of teachers in adopting to blended learning delivery systems. Employing a descriptivecorrelational research design, and using a survey-questionnaire, a total of 54 tenured faculty members from various disciplines participated in the study recruited through complete enumeration. Descriptive statistics were used to analyze the data, and Pearson’s correlation coefficient was applied to explore relationships between key variables. Key findings revealed that teachers demonstrated strong knowledge, particularly in the flexibility required to create dynamic, innovative learning environments that align with the demands of the digital age. In terms of self-efficacy, respondents reported very high confidence in their ability to align online courses and effectively use technological resources. Furthermore, the study identified significant correlations between teachers' knowledge of time management and their self-efficacy in migrating course content online, both of which were positively related to teaching effectiveness. The results provide valuable insights for educational leaders and course designers in blended learning environments. The findings highlight the importance of supporting teachers with the necessary resources and training, particularly in areas of time management and content migration, to enhance teaching effectiveness in blended learning settings. This study contributes to the understanding of factors that influence successful adaptation to blended teaching and offers practical recommendations for enhancing teacher performance and student learning outcomes

Effectiveness of Role-play Method: A Meta-analysis

To investigate the effectiveness of role-play methods in education. Meta-analysis was conducted, and publication bias test and heterogeneity test were performed. Robustness was also tested by the removal-by-removal method. Finally, subgroup analyses were conducted to explore the effects on teaching effectiveness under different moderating variables. Twelve articles with 22 effect size samples involving 907 participants, including 821 university students and 86 secondary school students, were finally included. Meta-analysis demonstrated that teaching with the role-play method had a more significant positive effect on students than the control group (ES=0.818, 95% confidence interval 0.600-1.035). We also found that the role-play method had the most significant impact on students' Skills. This study demonstrates that role-play can enhance learning in all dimensions by allowing students to take on different roles and situations

Effects of Differentiated Instruction on Students' Empowered Learning Skills

Education policymakers and teachers’ roles are vital in providing an environment that empowers learners. In a classroom, each learner has different learning profiles and in such an environment, a one-size-fits-all teaching method is ineffective. Given this context, this randomised controlled experimental study aimed at measuring the effect of differentiated instructional strategy as a pedagogy on students' empowered learning skills. This study developed and standardised an intervention module of 16 lesson plans on English grammar and poetry integrating essential components of empowered learning into differentiated instruction. Randomly selected 100 students of standard 9, boys and girls, from an English medium ICSE school in the urban district of Bangalore comprised the samples. The researcher implemented the intervention on differentiated instruction for 3 months. This research employed control and experimental groups and pre-test and post-test designs. The quantitative data were collected through a measuring tool. Data analysis of the pre and post-test scores of the experiment group underscores a significant impact of differentiated instruction on the empowered learning skills of students. This study significantly contributes to augmenting traditional teaching methods with differentiated instruction, particularly in the Indian context. The findings of this study help teachers in a mixed-ability classroom to consider individual differences, provide a wide range of choices for students and treat both gifted students and students with poor abilities equally. Besides, teacher training institutions and special educators can integrate differentiated instructional strategies in their curricula to help potential teachers develop the rubrics of differentiation and make individualised plans for each student as per the special needs of the students and empower them

Development of RBL-STEM Learning Materials to Improve Students' Computational Thinking Skills

This study aims to develop a Research-Based Learning in Science, Technology, Engineering, and Mathematics (RBL-STEM) based learning material designed to improve students' computational thinking skills in solving Strong Rainbow Antimagic Coloring (SRAC) problems in river erosion. This learning material combines systematic research methods with the STEM approach, providing an immersive and applicable learning experience. The material development used the Research and Development (RnD) model to ensure its validity, effectiveness and practicality. The pilot test was conducted on Bachelor of Mathematics Education at one of the universities in Probolinggo, namely Zainul Hasan Genggong Islamic University. Data were collected through a validity sheet, learning implementation sheet, student activity observation sheet, questionnaire sheet, and pretest-posttest sheet of computational thinking skills. Furthermore, the effectiveness was analyzed using quantitative (t-test) and qualitative analysis (using Nvivo). The results showed that the use of this RBL-STEM material significantly improved students' computational thinking skills. The learning material showed 95% validity criteria, 92.5% practicality, and 90% effectiveness. Participating students demonstrated improved skills in data analysis, computer simulation, and complex problem solving related to river erosion using the SRAC concept. And, students also reported increased motivation and engagement in the learning process. The conclusion of this study is that the RBL-STEM material is effective and practical in developing students' computational thinking skills, while preparing them to face technical challenges in the real world. The wider implementation of this material is expected to support the development of a higher education curriculum that is more innovative and relevant to the needs of industry and the environment

Effects of Teacher Response on Learners’ Writing Development, Ideal L2 Writing Self, and Writing Engagement

Research on responding to students’ writing in the second language (L2) domain has grown enormously over the past twenty years and has expanded to include studies that examine how teacher responses affect language learners’ affective states. Following this line of research, the current study investigated the effect of different types of teacher response on L2 learners’ writing development as well as their ideal L2 writing self (IL2WS) and writing engagement. A total of 103 intermediate students of four intact classes were recruited, each receiving either feedback, feedforward, feedback and feedforward, or no response. Participants received their respective responses on five writing assignments, completed the IL2WS questionnaire and Writing Engagement Scale, and wrote two assignments as pretest and posttest. Data analysis indicated that all three experimental groups developed their writing proficiency from pretest to posttest. It was found that the Feedback+Feedforward group performed significantly better than all other groups, and the Feedback and Feedforward groups could outperform the Control group but not each other. Moreover, the results showed that groups receiving feedforward alone and in combination with feedback improved in terms of IL2WS and engagement. These results imply teachers should be familiarized with the concept of feedforward and encouraged to employ feedforward in tandem with feedback to help learners make greater learning gains