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Open research questions in Educational Methods and Teacher Development

29 unresolved questions extracted from the limitations and future-work sections of 1,799 Educational Methods and Teacher Development papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • The article points, that goal setting is preceded by an analysis of the accumulated cases and determination of their importance by the teacher himself, and goal setting itself begins with open questions and is carried out using SMART technology.

    OBJECTIVES AND STRATEGIC PLANNING OF THE TEACHER’S PROFESSIONAL DEVELOPMENT IN THE MODE OF TIME MANAGEMENT · 2023 · DOI

  • In the XXI century, such a perspective is insufficient for society, because professional educational institutions, industry, families do not need weisenheimers, but graduates who are ready tointegrate in the real life, who have the ability to quickly and easily approach life and professional problems, which appear before them, so that getting into a problem situation, they could find several ways to solve it, to choose a practical way, justifying one’s decision.

    Analysis of the Essence of the Concepts of “Competence” and “Competency” in the System of Psychological and Pedagogical Categories · 2022 · DOI

  • It is noted that in the scientific-practical research also the problem of the component structure of the professional interest of future teachers of choreographic art to pedagogical activity is insufficiently developed, which allowed to highlight it in a separate study, the coverage of which results is the purpose of our article.

    COMPONENT STRUCTURE OF PROFESSIONAL INTERESTS TO THE PEDAGOGICAL ACTIVITIES OF FUTURE TEACHERS OF HOREOGRAPHIC ARTS · 2019 · DOI

  • However, the education system is not ready to provide effective assistance to high school students in choosing a profession, since the content of professional self-determination as the goal of education has not been clarified from the perspective of governmental program, there is no scientific and pedagogical foundations, professional self-determination have not been developed in terms of updating the national school.

    PRACTICE AND FORMATION MODELS OF PROFESSIONAL ORIENTATION OF SCHOOLCHILDREN · 2019 · DOI

  • Differences between competency-oriented and traditional education are defined; it is stressed out that within competency-oriented education students should not only get knowledge but also use them for solving social and professional problems often characterized by indefinite factors, lack of data; the necessity of re-orientation to research and practice-oriented students` educational activity is proved.

    FUTURE SPECIALISTS` PROFESSIONAL COMPETENCE DEVELOPMENT BY MEANS OF PEDAGOGICAL DESIGNING OF THE CULTURAL AND EDUCATIONAL SURROUNDING OF HIGHER EDUCATIONAL ESTABLISHMENTS · 2018 · DOI

  • The open question is part of a questionnaire constructed by us, questionnaire seeking more dimensions: self-evaluation / selfappreciation on didactic abilities formed by following psycho-pedagogical mandatory training; self-evaluation / self-appreciation on personality characteristics involved in didactic behavior; perception on initial psycho-pedagogical training and assuming the role of teacher.

    TEACHING PRACTICE: GOALS AND „CHALLENGES" · 2018

  • Pre-school teachers believe that the best-developed competencies refer to spatial-image and musical giftedness, and competencies for crating pedagogical profile are insufficiently developed, as well as those ones for individualisation of the work with gifted children and creating individual educational plan.

    Competencies of preschool teachers for work with gifted children · 2017 · DOI

  • • The activity of career information points is still often limited to the organization of events and dissemination of information about occupations, but little attention is given to individual work with students in setting their professional direction and highlighting the further career opportunities.

    THE ROLE OF SECONDARY EDUCATION SCHOOLS AND VOCATIONAL TRAINING INSTITUTIONS IN STUDENTS’ PROFESSIONAL SELF-DETERMINATION: THE CURRENT SITUATION AND M · 2012

  • Although important findings have been noted regarding relations among GSC, ASC, and AA, an overall conceptual model and operational definition of SC have not been established and universally accepted.

    The General/Academic Self-Concept Nomological Network: A Review of Construct Validation Research · 1984 · DOI

  • The phenomenon of emphasizing on education but not on conservation in the core curriculum exists, the practicality of the educational practice courses is not enough, and the all-round vertical and horizontal articulation system of the curriculum has not yet been established.

    A Study on the Curriculum Construction of Preschool Education Majors in Vocational Undergraduate Colleges in the Context of High-quality Development · 2024 · DOI

  • However, the practices and policies in the last period of the Ottoman Empire for training modern teachers, which have an extensive historical background for the professionalisation of the teaching profession, have not been analysed within a holistic framework.

    Policies and practices for the professionalization of the teaching profession in the late Ottoman Empire (1839-1920) · 2021 · DOI

  • In the course of our research, the authors identified the following problems: the concept and importance of teacher leadership are not fully understood; consequently, teacher leadership is not fully implemented.

    Leadership and Functional Competence Development in Teachers: World Experience · 2019 · DOI

  • Rather perspective are further studies on specification of the volume and the content of knowledge, skills and abilities, the values of history and legal studies teachers as components of their competency, as well as experimental confirmation of relevant theoretical positions.

    The Essence and Structure of History and Legal Studies Teacher’s Competency: Analysis of Ukrainian and Foreign Scholars’ Approaches · 2017 · DOI

  • The major implication is that class positions should be incorporated in further studies of professional power generally and variations in professional learning in particular.

    Interrogating professional power and recognition of specialized knowledge: a class analysis · 2014 · DOI

  • For an ecology of student develop- ment to become fully viable as an ap- proach to education, a tremendous amount of research and conceptualiza- tion remains to be accomplished.

    Toward an ecology of student development · 1974 · DOI

  • T h e high state of perfection which skill in reaching attains during the first year is scarcely surpassed by any other type of learning during the same period of life. A further study of grasping.

    The Acquisition of Skill in Infancy · 1933 · DOI

Most-cited papers in Educational Methods and Teacher Development

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29 open questions have been extracted from the limitations and future-work passages of 1,799 Educational Methods and Teacher Development papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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