The purpose of this study is to determine the teachers' attitudes toward multicultural education. This is a survey study and the participants of the study were 248 teachers who are teaching Turkish to the Syrian immigrants in Sanliurfa. The data for this study was collected through a 5-point Likert scale called "Teachers' Multicultural Attitude Scale". According to findings, it is determined that teachers have positive attitudes towards multicultural education. Their attitudes do not differ in a statistically significant way according to their gender, mother tongue, and professional seniority. Literature teachers were found to have more positive attitudes than class teachers. Based on the findings, it can be suggested that more research is needed on how to develop, alter teaching methods and programs according to multicultural education and why teachers of certain subjects have a more positive attitude towards multicultural education. Also, studies that investigate if teachers’ attitudes towards multicultural education affect students’ academic achievement, social adaptation processes and so on may provide useful information. The participation of teachers in cultural exchange programs, formal education, courses may be useful to raise their awareness and competency on multicultural education.

Firstly, the researcher provides an insightful introduction into the phenomenon focused on to explicate the learners’ views about the role of school counselors in line with career selection. To attain the study objectives, the researcher used a multi-unit case study to investigate the perceptions among high-school students about school counselors’ roles and career selection. The investigator used open-ended questionnaires to harness information and then utilized the qualitative descriptive approach to analyze the data. Analysis of the information collected via open-ended questionnaires was done through thematic analysis, which was a subset of the broader qualitative descriptive technique. The findings denoted that high-school learners have varied perceptions with regards to the roles of school counselors and career selection.

The aim of this study was to investigate the attitudes of music teacher candidates on computer self-efficacy perceptions and digital technology according to different variables. In this research, correlational survey model is used as a general survey model and also during data collection process of research, criterion sampling is used as purposive sampling.   The focus group of the research consists of 102 students studying music education at Ondokuz Mayis University in the 2018-2019 academic year. Computer Self-Efficacy Perception Scale and Attitude Scale towards Digital Technology Scale were used as data collection tools for the study. According to the results of the study, it was found that there was a significant relationship between the levels of computer self-efficacy perception and the attitudes towards digital technology of the music teacher candidates who participated in the research. The self-efficacy perceptions of the students significantly differed according to their gender, to have a personal computer and the time they first used the computer for educational purpose and their attitudes towards digital technology significantly differed according to their gender, class level and computer ownership.

The article reveals the problem of empirical research of training higher education institutions teachers in the context of the master’s degree programme. This study specifies and adapts the methods of diagnostics, criteria for conducting teacher training which are reasonable, psychologically and pedagogically approved and could be implemented in the institutions of higher education of different profiles. It was found out that the training of a teacher within the boundaries of the master’s degree programme of institutions of higher education is an actual task of three-level training of a specialist in Ukraine and requires a differentiated approach for institutions of higher education of various profiles. The components of the programme, based on their comparative characteristics, the status of teacher training in higher education institutions of different profiles with the application of certain criteria, indicators and levels were determined. Comparative analysis of the results of determining the levels of activity empathy and pedagogical reflection formation at the final stage of the study showed objective differences in teacher training in the context of the master’s degree programme of institutions of higher education of different profiles. The perspective directions of the problem under consideration are the study of the didactic conditions of effective teacher training for the master's degree in higher education and the development of the Concept of master’s training in higher education institutions on this basis, the analysis of the influence of the main factors on the formation of a teacher of a higher educational institution in the context of a master’s degree programme, in the profile professional training.

The development of information technology rapidly has an impact on the changing paradigm of education. On the other hand, education holds an important responsibility to create students who have a good and strong character. This research aims to: 1) describe the concept and framework of interactive multimedia courseware; 2) test the feasibility of interactive multimedia courseware by experts and practitioners; 3) test student responses to the use of interactive multimedia courseware. This research and development involved experts, teachers, and students. The data were collected using expert validation sheets, teacher questionnaires, and student questionnaires. They were then analyzed using the descriptive statistics analysis based on mean and percentage. This research yielded interactive multimedia courseware called IMONEC (Interactive Multimedia courseware integrated with Bandura’s Observational learning model and National historical Event to strengthen students' Character) that integrates three important components: the principles of interactive multimedia learning; Bandura's observational learning model; and the noble values and messages of national historical events to strengthen students' characters. The framework of the interactive multimedia courseware consists of the title, user instruction, home, core competency and basic competency, concept map of material, learning material, and quizzes. The results of the expert validation, teacher questionnaire, and student questionnaire showed that the interactive multimedia courseware is feasible for use in learning and effective in strengthening students’ characters.

This study aimed at analyzing the implementation of authentic assessments and constraints faced by junior high schools' teachers in mathematics teaching. A qualitative approach was applied in the study. The data on the implementation of authentic assessments and constraints were obtained from 50 mathematics teachers in several public junior high schools in Malang City, East Java Province-Indonesia, trained by the 2013 curriculum. Documentation, questionnaires, observations, and interviews were used to collect the data. The study results showed that most teachers implemented authentic assessments in mathematics teaching as designed in the learning plan. The obstacles faced by the teachers in the implementation of the authentic assessment included the time limit and accuracy. The efforts made by the teachers varied, but the teachers tried to administer the authentic assessment properly following the demands of the curriculum.

This research aimed to develop a web-based application for teacher candidate competence instruments to prepare professional teachers in the Industrial Revolution 4.0 (IR 4.0) era. Teacher candidate competencies consist of pedagogical, professional, social, and personality competences. This is a research and development with 8 stages, involving the development of instrument grids/ construct, focus group discussions, instrument item development, instrument validation, manual instrument testing, application development, application assessment by experts, application trial, and final revision of the application. The initial focus group discussions involved 9 experts, while the instrument validation involved 35 experts consisting of 21 experts for pedagogical and professional competences, 7 experts for social competences, 7 experts for the personality competences, and 4 media experts. The trial involved a total of 107 Mathematics, Indonesian, and English student teacher candidates. Expert validation was analyzed using the Aiken formula; application effectiveness and readability were described based on expert judgment, and discrimination tests on the results of social and personality competence tests between the study programs used the Multivariate Analysis of Variants. The results showed that there were no differences in social and personality competences between Mathematics, Indonesian, and English prospective teachers. The developed instruments for pedagogical, professional, personality, and social competences were deemed valid. The application has met the readability aspect and is scored well by experts with an average assessment rating of  .78. These results suggest that the application can be used by the government as a solution to assess teacher candidate competences in the IR 4.0 era.

The present study aimed to provide a digital story development experience for pre-service science teachers in the “instructional technologies and material development” course and to determine the impact of these experiences on their views on digital storytelling. Simultaneous parallel design, one of the mixed methods in which both quantitative and qualitative data were collected, was used in the study. Quantitative and qualitative findings are presented in different sections and both were interpreted in the discussion section. The quantitative study data were collected from 50 pre-service teachers, while the qualitative data were collected from 16 pre-service teachers. Quantitative data were collected by a survey and the qualitative data were collected in interviews. Descriptive/inferential statistics were employed in the analysis of the survey data. The steps of the analysis, coding, and categorization were adopted in the study for qualitative data. The positive effect of digital storytelling on the 21st-century skills of pre-service teachers was revealed by both quantitative and qualitative data. Furthermore, it was determined that pre-service teachers considered digital storytelling as advantageous since it provided meaningful and permanent learning, was fun and motivational; however, it also had disadvantages since it was time-consuming and required technological knowledge. It was revealed that they experienced certain difficulties in scriptwriting, finding the related images/videos and photographs, and finalizing the recording, and they considered that most, if not all, topics in the science course were suitable for digital storytelling. For pre-service teachers to acquire 21st-century skills, digital storytelling should be employed in several courses including the teaching practice course, and pre-service teachers should gain experience in preparing the students for digital storytelling.

This study aims to develop a standard instrument for measuring mental health among urban adolescents in Indonesia. The objective is to produce valid and reliable school adolescent mental health instruments to be used by agencies or schools to identify students' mental health. The survey was conducted in Jakarta and South Tangerang with a total of 1007 respondents divided into two experiments where the first trial was conducted on 597 students and the second trial was conducted on 410 students. Measurements were made using a Likert scale questionnaire. Instrument testing begins with a theoretical validity test by 4 experts and 20 panelists who test the instrument material in terms of construction, content and language. Experts analyze and correct the instrument qualitatively. The instrument was then reviewed and analyzed quantitatively by panelists using the Aiken index. At this stage, 44 items, 9 indicators and 3 variable dimensions were obtained. The next test is done by testing the validity empirically, by analyzing the measurement model using Confirmatory Factor Analysis (CFA) with the LISREL 8.80 Full Version program. By using the criteria for the SLF value ≥0.30 and t-value ≥1.96, and calculating the reliability with the construct reliability (CR) at the level> 0.70, the results of the second trial showed that 35 items were valid. The observations of the model fitness through Goodness-of-Fit test showed that there is a fitness between the theoretical model and the empirical model for the mental health instruments in this study.

As a part of learning process, project-based assessment (PBA) is determined to be a potential approach in higher education evaluation that focuses on developing the important objectives related to critical thinking, team working and problems solving skills. The aim of the paper is to find out students’ reflection and teachers’ beliefs towards using this project-based assessment method in teaching Intercultural Communication Competence (ICC). To collect the data, a project-based assessment design was applied for 124 English major students at B University in the 9 weeks ICC course. This project was implemented from the beginning of the course, and at the end of the course, learners’ products were performed with specific activities regarding culture knowledge competition, online cultural community activities, talent performance, situational judgment ability, and eloquence skills. In addition, a set of questionnaires were delivered to the participants, plus the interviews with 36 teachers who have taught culture-related subjects from the universities in Vietnam, Thailand and Malaysia. The findings revealed that although there were certain challenges, using project-based assessment in teaching culture had satisfactory effects on students’ intercultural competence, problem- solving skills, critical thinking, and learning motivation.

Transcript Based Lesson Analysis (TBLA) is a transcript-based learning analysis method developed at Nagoya University, Japan. This new method is believed to justify the success of instructional design planned by the teacher. So far, the success of learning design has been reflected in student learning outcomes, even though the learning outcome data are not sufficient to provide an overview of the actual classroom conditions. This study aims to analyse the communication patterns in learning Chemistry using the TBLA method. This research is a descriptive qualitative study that analysed the lesson of Chemical Bonds and Carbon Atoms Characteristics, which were conducted in two Senior High Schools in South Kalimantan, Indonesia. The data were collected using observation and documentation study. The lessons recorded using cameras and camcorders devices were transcribed and analysed using the Excel program based on the number of words spoken by teachers and students and the frequency of keywords in learning chemistry. The data were transformed into graphs. The results showed that analysis using TBLA provided integrated information about communication patterns and classroom quality. In these two classes, communication pattern occurs in Chemistry learning was teacher-student interaction only. The multi-ways transactions pattern has not occurred. The low quality of teacher questions and the incomplete deep learning phase in learning chemistry caused the expected multi-directional transaction communication has not been conducted. The result implies that TBLA is an effective tool to reflect on teacher practices and improve their teaching process for better instructional practices.

The mastery of Technological Pedagogical Content Knowledge (TPACK) is very important for teachers in order to achieve qualified learning. Analyzing the mastery of TPACK by teachers in Indonesia seems to be imperative to provide baseline data to Indonesian government. This study aimed to examine the mastery of TPACK, in particular among biology teachers in terms of their teacher certification status, educational level, and academic background. This research involved 68 biology teachers obtained through proportional random sampling in five districts of Yogyakarta Special Region, Indonesia. The data collection was conducted through a multiple-choice test consisting of 33 items. The results showed that although the teacher’s mastery of TPACK was categorized as fair (60.13), it does not meet the work performance standards as a good teacher in Indonesia which has a minimum score of 76.00. Using Mann Whitney U and Kruskal Wallis Tests (p< 0.05), the evidence revealed that the mastery of TPACK among biology teachers is likely influenced by the academic background, educational level, and teacher certification status.

Creative thinking skills are 21st century learning needs that can be applied through the Scientific Reading Based Project (SRBP) model. The purpose of this study is to empower creative thinking skills through SRBP models in science learning in elementary school teachers’ education students. This research is mixed research with qualitative and quantitative approaches. Qualitative research is used to explore students' creative thinking abilities. Quantitative research uses a quasi-experimental approach carried out for six months on the candidates of elementary school teachers’ education. Participants in this study were the candidate of elementary school teachers’ education of 75 people who took the Basic Concept of Science subject. Data collection in this study was through observation, documentation, pre-test, and post-test with essay questions to measure creative thinking skills. The final result of the project is the final product to measure creativity. The data analysis used was an ANOVA test to measure every aspect of creative thinking skill. Qualitative analysis was used to describe the learning process and the final project of creativity. The results showed that there was an increase in creative thinking skills from aspects of flexibility, elaboration, fluency and originality. The SRBP model has a positive effect on improving the ability to think creatively.

During the Coronavirus disease (COVID-19) pandemic, universities were obligated to transform from traditional classroom teaching environments to virtual ones. This sudden transformation highlighted the issue of low e-learning system usage amongst instructors of humanity faculties in Jordan's public universities. This study empirically investigated the moderating impact of technology anxiety on the relationship between the instructor's self-efficacy and the e-learning system's actual use to contribute to solving the problem. A survey was distributed to 468 instructors to test the theoretical framework, which yielded 285 valid and complete instruments analyzed using Structural Equation Modeling (SEM). Results showed the positive direct effect of self-efficacy on actual use. Furthermore, the level of technology anxiety moderated the relationship. Instructors with low technology anxiety showed a higher level of e-learning system actual usage than those with a high anxiety level. To improve the use of e-learning systems, top management must understand the fundamental role of compulsory training as the Covid-19 pandemic, and the instructor's confidence must be increased by providing training and support.

Several concerted movements toward mathematical modeling have been seen in the last decade, reflecting the growing global relationship between the role of mathematics in the context of modern science, technology and real life. The literature has mainly covered the theoretical basis of research questions in mathematical modeling and the use of effective research methods in the studies. Driven by the Realistic Mathematics Education (RME) theory and empirical evidence on metacognition and modeling competency, this research aimed at exploring the interrelationships between metacognition and mathematical modeling and academic year level as a moderator via the SEM approach. This study involved 538 students as participants. From this sample, 133 students (24.7%) were from the first academic year, 223 (41.4%) were from the second and 182 (33.8%) were from the third. A correlational research design was employed to answer the research question. Cluster random sampling was used to gather the sample. We employed structural equation modeling (SEM) to test the hypothesized moderation employing IBM SPSS Amos version 18. Our findings confirmed the direct correlation between metacognition and mathematical modeling was statistically significant. Academic year level as a partial moderator significantly moderates the interrelationships between the metacognitive strategies and mathematical modeling competency. The effect of metacognition on mathematical modeling competency was more pronounced in the year two group compared to the year one and three groups.

With Coronavirus disease (COVID-19) impacting the way we learn; information and communication technologies (ICTs) play an ever-increasing role in young children’s learning making it crucial to understand the importance and challenges of using ICTs in kindergartens from teachers’ perspectives. The present study, therefore explored the perspectives of teachers in remote areas of Jordan regarding the degree of ICT use, its importance in kindergartens, and potential challenges. To achieve the objective of the study, a quantitative questionnaire was developed and distributed to 263 female kindergarten teachers in remote areas of Jordan. Results indicated that the degree of use and importance of ICTs from teachers’ perspectives was “average”. Further, the study identified several challenges that appeared to hinder teachers’ use of ICTs in kindergartens. Teachers who held a bachelor degree were significantly more likely to employ ICTs in their teaching than those who did not. Yet, there were no significant differences according to the number of training courses in ICTs and experience teachers had. Recommendations and implications for facilitating the use of ICTs in kindergarten education concluded this paper.

This study investigated the effectiveness of visual mind mapping as a reading strategy for improving English language learners' critical thinking skills. Students from two general English courses were randomly assigned to experimental and control groups. California Critical Thinking Test was used to assess participants' critical thinking skills. The findings revealed a statistically significant difference at (p < .005) in the mean scores of the experiment and control groups in the post-test due to visual mind mapping strategy in favor of the experimental group with a positive and significant impact on participants' critical thinking skills. The findings also showed that the experimental group’s scores were significantly improved in all indicators of critical thinking. The study results showed that visual mind mapping strategy affected the increased of critical thinking skills and reading comprehension ability. The study's findings revealed that using a visual mind mapping strategy had a significant improvement impact on English language learners critical thinking skills and reading ability.

Online learning during the Coronavirus disease (COVID-19) pandemic has awakened and affirmed the necessity of learning based on digital technology. The article was aimed to analyze the effectiveness of online learning at bachelor’s, master’s, and doctoral degrees of Islamic Religious Education as a reference to develop a learning pattern post-COVID-19 pandemic. The research employed a mixed-method design with a concurrent triangulation model. The samples were taken using stratified random and purposive sampling. Meanwhile, the data were collected through questionnaires, in-depth interviews, and forum group discussion. A descriptive analysis and one-way analysis of variance were used to analyze the quantitative data, while interpretative descriptive for the qualitative data. The research showed that online learning during the COVID-19 pandemic at the bachelor’s, master’s, and doctoral degrees of Islamic Religious Education have been effective. In detail, online learning at the doctoral degree was the most effective among all. On the other hand, face-to-face learning is still necessary. Therefore, the learning pattern developed post-COVID-19 pandemic combines face-to-face and online learning (hybrid learning). The formulation is adjusted to the characteristics, educational purpose and orientation, level of ability, readiness, and learning autonomy of the students at each educational level.

Technological tools are means by which online teaching could encourage the engagement of students, especially elementary students. The present research studies how elementary teachers develop their use of technological tools in their asynchronous and synchronous online teaching, specifically when this online teaching occurs during emergency education. The research was conducted in the academic year 2019/2020. We interviewed two elementary teachers, where one of them taught asynchronous lessons more than synchronous, while the second taught synchronous lessons more than asynchronous. We analyzed the data using two frameworks: one for interaction type and one for engagement type. The research results indicated that different interaction types influenced teachers’ decisions to use technological tools. In addition, what concerned the teachers’ use of tools at the beginning was the cognitive engagement, but they advanced towards focusing on behavioral and the affective engagement.

The article discusses the topical issue of a model of digital competencies for a future teacher. The analysis of the composition and structure of the most relevant models of digital competencies of a citizen and a modern teacher is carried out. In addition, the article reveals approaches to the formation of the content of digital competence, and provides the results of an empirical study, which consists in analyzing the results of a survey of practicing teachers and teacher-training students in order to identify the most demanded digital competencies of a future teacher. The article substantiates the authors’ content of the competence of a future teacher, a university student. The purpose of this article is to develop a theoretical model of digital competence of a future teacher, taking into account the dynamic technologisation of the modern world and the peculiarities of Russian education, based on an analysis of approaches to determining the content of its digital competencies. According to the analysis of studies, the issue of teachers’ digital competence is not sufficiently disclosed. Numerous studies on digital competencies of a person, teacher, etc. do not fully solve the problem of assessing the digital competence of future teachers.