Integrating artificial intelligence (AI) into teacher professional development (PD) is a promising way to enhance teaching practices and foster innovation in education. However, the development and adoption of AI-based educational platforms face unique challenges in the BRICS region, including technological infrastructure and cultural diversity. This study aimed to identify key aspects of teaching in developing an integrative AI-assisted adaptive learning environment (ALE) in the region. Theoretical methods were used along with qualitative analyses of in-depth interviews and focus group discussions of 36 professors, researchers, and experts from Iranian universities. The findings of this study provided perspectives on the feasibility and effectiveness of developing a joint AI-ALE platform, emphasizing the importance of contextualizing AI initiatives and educational approaches to the needs and constraints of each country and underscoring the significance of local training programs, understanding areas of growth, clarifying values and cultures to be shared with other parties, designing educational resources compatible with collaborative platforms, and overcoming technological barriers. The study provided recommendations on capacity building and joint partnerships for educational innovation, and the development of AI-based teaching practices to open up new opportunities for PD of the next generation of educators for the digital landscape in the BRICS area.
Keyword(s) : teacher professional development
Teachers’ Perception of the Factors Influencing English Language Use in EMI Science Classroom: A Qualitative Study
This article explores the factors that affect the extent of students’ English language use in English-medium instruction (EMI) science classrooms. Semi-structured interviews were conducted with seven science teachers from private and public schools in Astana city, and thematic analysis was employed to analyze the qualitative data. The findings from the study highlight several factors that influence the extent of English language usage in science subjects, focusing specifically on the teacher factor. The teacher’s language skills and methods affect students’ English usage, with negative factors including Kazakh/Russian language use. The initial level of English is also important, such as the number of years of English language training and preparation for international exams. Understanding these findings can help inform strategies and interventions aimed at promoting and enhancing students’ English language usage in science subjects, ultimately improving their comprehension and academic performance.
Teacher Professional Development and Media Education in a Virtual Learning Environment
The digital and media environment has brought new challenges that demand the development of specific skills to face them. Teachers are aware of the importance of using technology and social networks in educating new generation. However, they do not feel prepared to provide media education. The issue of education in values still receives less attention than necessary. The aim of the study is: to develop a Teacher Professional Development (TPD) program that allows participants to be better prepared to work with media education, focused on the Ideology and Values dimension. Research methods: to develop the TPD in the LMS it will be necessary: 1st. definition of educational objectives related to media education, focused on the Ideology and Values dimension; 2nd. To carry out a survey of media products that can promote reflection, analysis, synthesis and discussion that will be transformed into Digital Learning Object-DLO, instructional components that can be reused in different contexts and accessed through the Internet; 3rd. selection of didactic strategies, using the DLO, to be developed to reach the objective. Conclusions and recommendations: The design of the TPD program, in the LMS, with a playful perspective and active participation of teachers, enables the organization of classes and activities online using various resources in the form of a learning object.
Teacher Training on Data Literacy for School Evaluation and Improvement: A Teacher Professional Development Experience in Italy
This paper presents a teacher training experience involving 674 Italian teachers working in primary
and secondary schools in Liguria Region, in the North of Italy. The course aims to train teachers in
analysis, interpretation and use of data emerging from the census-standardized tests by the Italian
National Institute for the Evaluation of the Education System (INVALSI) for the assessment of
students’ learning in Reading, Mathematics and English language at different school levels. The
paper contributes to the debate on teachers’ data literacy by describing the experience and discussing
preliminary results from two online surveys of teachers attending the training course (completed
respectively, by 452 teachers, totaling 67.1% of the overall population attending the course, and
by 413 out of 515). The first survey was administered at the beginning of the experience, exploring
teachers’ previous professional development experiences of evaluation topics, their expectations in
relation to the course and self-efficacy of evaluative and educational strategies. The second survey
was administered as a satisfaction questionnaire at the end of the training course to teachers who
attended the online laboratories. Differences among primary and secondary school teachers are
discussed, together with teachers’ level of satisfaction for the training course. The paper stresses the
importance to train teachers in data literacy, as a challenge for training teachers in the 21st century,
and it encourages teacher professional development initiatives promoted by public authorities at
local levels in order to better meet the specific local needs.
Teachers’ Well-Being: Overlooked Aspect of Teacher Development
Teachers are the most crucial factor in the education system and are responsible for students
’achievement, satisfaction and well-being. Thus, teacher well-being has utmost importance for the
success of education. This is the report of an exploratory study which draws on the experience of
50 secondary school teachers randomly selected from different schools of North India. Key questions
include 1) what is well- being?) 2) what are the various factors affecting teachers’ well-being? and
3) how we can enhance teachers’ well- being through professional learning activities?
The Well-being Index (WHO-5) was used to assess the level of well-being of teachers. It was found that
65 % (32) teachers scored low on this scale. Semi- structured interviews were also conducted to find
the factors affecting well-being of teachers. The study indicated that relevant factors are individual,
relational and also external. Results revealed that both the institution and the teacher are important
in maintaining and improving well-being. Teachers’ well- being is not an individual’s responsibility
only but requires that schools, society and other stakeholders of education should work together to
plan activities for improvement of teacher well-being at pre-service stage and professional learning
programs. The study also showed that initiating a continuous focus on teachers’ well-being might be
the best way to provide fertile ground for teacher’s personal and professional development.