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Quality of education is greatly influenced by the quality of teachers and students. To provide high quality of education, the government should commit to ensure that every student has the opportunity to learn from qualified and inspiring teachers. In recognition of the importance of qualified teachers, policy initiatives that push toward getting smarter people into the teacher workforce have been introduced. This paper provides an overview of the government's strategies, teacher training and certification, UKG, MGMP, and KKG, to improve the quality of teachers in Indonesia. The idea is simple: if we can insist on better prepared and more able teachers, teacher quality will necessarily rise and student performance will respond.

With the development of globalization and continuous changes in terms of the formal inclusion of children in social systems, the need for acceptance and inclusion in the system of children with special social support needs has been recognized. The research aimed to determine the circumstances that are significant for the professional development of preschool teachers (frequency, motivation, forms, self-assessment of abilities, application of new knowledge, and cooperation) for the needs of inclusive educational practice in preschool institutions. A convenience sample of 141 preschool teachers from the territory of the cities of Pirot and Niš participated in the research. Teachers expressed their views on this topic using a Likert-type scale composed of 52 items divided into 7 subscales, through the use of a Google Forms questionnaire. The obtained results show that: teachers consider continuous professional development for the organization and implementation of inclusive practice to be significant and necessary; teachers enhance their expertise in the field of inclusion through activities such as thematic workshops, online programs, and joint activities with other teachers, while individual and group research is less frequently applied. Preschool teachers with fewer years of work experience apply various forms of professional development in the field of inclusion. Teachers who implement inclusive educational practices with the nursery or younger preschool group are less motivated for professional development in the field of inclusion. Preschool teachers with less work experience tend to apply new knowledge in the field of inclusion (acquired through professional development). Based on the obtained results, it is recommended to encourage and support teachers in choosing activities for professional development that contribute to the development of skills and knowledge for working in inclusive educational practice.

This paper attempts to assess Algerian high school EFL teachers' practice of adapting English textbook materials. The latter doesn't always meet the learners' needs. Therefore, EFL teachers should adapt and develop these materials or design new ones to meet their learners' needs and interests and to enhance and facilitate the process of learning. The present research explores if EFL teachers do adapt textbook materials according to the requirements of their specific classroom contexts through an interview and a questionnaire delivered to high school EFL teachers. The obtained results showed that Algerian high school EFL teachers believed that adapting textbook materials is required to facilitate the teaching/learning process and meet the learners' needs. Moreover, most of the teachers confirmed that they are familiar with adaptation to meet their learners' needs and achieve their teaching objectives since textbook materials do not always suit the learners' levels and interests. They also agreed that adapting or designing new textbook materials is not an easy task, it requires time and energy.

This study applies a sociocultural linguistic approach where it examined the representation of English as International language teachers' identity negotiation in their classroom interactions. The important role of the teachers involving their efforts, values , and beliefs preceded this study. Furthermore, the findings in this study indicated that the English teachers negotiate their identity as they still bring out the teaching with the reference to cultural, social, political, and religious constructs. The different ways of the teachers showing their identity infused in their linguistic use in the classroom. Moreover, the religion bounding values and beliefs that the teachers motivated to explore were shown in the connection between the English teaching topic being discussed in class and the religious concept in teaching, which in this case related to the Islamic teachings. The teachers also perceive their identities which can be assembled into four broad areas showing their understanding and the important function of their identity representations in the way of teaching. Lastly, some pedagogical implications were also found from this study.

Abstract The aim of this study was to figure out the reasons about the necessity of honorer teachers to continue their study and to reveal the implication of honorer teachers' teaching and learning process at university into their classroom. Descriptive Qualitative Method was applied through interview and documentation. In this study, the researchers synthesized the results of interview from selected Islamic honorer teachers as the primary source. The secondary source was accomplished by related articles and books or documentations of the research. The results showed that there were five reasons of the necessity such as (1). Based on the law number 14 of 2005 chapter 4 verse 8 – 13 and The Indonesian Republic Government Regulation No 49 of 2018 chapter 8, (2). To improve their teachers' competences, (3). To raise their position to the next level such as bachelor degree (4). To get better salary, and (5). To get Educator Identity Number. Meanwhile, the implication was studied and needed for further improvement for their competences. Furthermore, the honorer teachers required to have lots knowledge, apprehend to manage the classroom, understand to communicate, cooperate and have a good relationship with students emotionally or even spiritually

Does England have a bias against ethnic minority teachers?
85% of teachers in England are White British, and 46% of schools have no racially diverse teachers at all. Does this mean England has a bias against ethnic minority teachers? Beng Huat See from Durham Evidence Centre for Education explores. Around 70% of the working population is recorded as White British, but 85% of all teachers in state-funded schools in England are White British. This makes teaching a particularly White profession. Around 66% of the student population is White British, but 86% of teachers and teaching assistants and 93% of school leaders are White British by ethnic background (Gov.UK 2021). There represents a mismatch between the ethnic makeup of teachers and pupil numbers overall.

Present situation in education makes us review the teacher's role, especially in the context of the ongoing educational reform. For the sake of objectivity it should be mentioned that not all the accusations of the authors of the reform directed towards the teachers of the Soviet period are adequate. Even during the Soviet times teachers encouraged the independent thinking of pupils, were looking for rational ideas of democratic education. The article deals with the problem of professional traits of the teacher, reviews the outlooks of different philosophical trends towards the teachers profession. According to various sociological, psychological and philosophical theories, teachers' role in society is viewed very differently. We should decide what role our teachers are expected to play in contemporary society and what methods of teacher training are most adequate in this sense. ; Šiandieną, vykstant švietimo reformai, tenka iš naujo įvertinti mokytojo vaidmenį ugdymo procesams bei jo parengimą šiam vaidmeniui. Savo vaidmens korekciją mokytojas turėtų atlikti ir dėl kaltinimų, kuriuos jam ne visada teisingai kelia Lietuvos švietimo refomos autoriai. Mūsų mokykla, jos mokytojas net ir sovietmečiu bandė ieškoti racionalių demokratinio švietimo bei ugdymo idėjų, tik, deja, neturėjo palankių sąlygų joms realizuoti. Straipsnyje taip pat aptarimos profesinės mokyktojo savybės, apžvelgiamos filosofinės mąstymo apie mokytojo profesiją tendencijos. Įvairių sociologijos, psichologijos ir filosofijos teorijų mokytojo vaidmuo visuomenėje suprantamas labai skirtingai. Reikia nuspręsti, kokio vaidmens šiuolaikinėje visuomenėje laukiama iš mūsų mokytojų ir kokie mokytojų rengimo metodai tinkamiausi.