Transformative Pedagogy: The Impact of Arts Integration on Teacher Development and Student Engagement

ix Introduction The study has the purpose (1) to describe and explore the Mathematics student teachers’ performance inside the classroom during the training course “teaching practice” at the University of Jordan/ Amman, and (2) to include the main factors which influence the development of the professional teaching competence in their mode of action. This study has particularly the aim to investigate the difficulties which face the student teachers’ performance, and the facilities which help them in their performance and decrease the obstacles of the development of student teachers’ performance. The study has the aim to answer the following questions: 1. How does the performance of student teachers develop with respect to time of the training course? 2. What difficulties do the student teachers face during the training course? 3. What are the facilities that help in developing student teachers’ performance during the training course? 4. What are the factors related to performance? Are they personal, social, methodological, or related to mastering the curriculum? 5. What is the relation between student teachers’ performance and supervision? The 1st opening chapter of the study describes some facts about Jordan, the school system there, the system of pre-service teacher education, the background of the study, and the purpose of the study with the questions mentioned above. In the 2nd chapter a review of the existing literature follows with the theoretical concepts which are connected with the questions. Main concepts are: development of teachers’ performance, factors affecting the trainees’ performance, supervision and teacher development, problems of beginning teachers, models in teacher development, facilities that help trainees, standards of teaching competences, methodological basis of teaching Mathema tics. Chapter 3 describes the plan of the empirical research and the four methodological tools which are used: video tapes, interviews, questionnaires, and self reports. It is a case study with the seven Mathematics student teachers of the academic year 1999/2000 at the university of Jordan/Amman. Chapter 4 contains the data collection from the four resources in English. The data material was collected in Arabic and then translated into English by the author. Chapter 5 starts with the data analysis and description of the 7 cases. Chapter 6 continues the data analysis, presents the results, discusses these in an overview. This leads in chapter 7 to a combination of the results which come from the analysis of chapters 5 and 6, and to the answers to the que stions 1—5. The main results are concentrated around the main features of performance, which are in the teacher education plan of Amman five areas: lesson plan, mastering content knowledge, methods of teaching, assessment of teaching, and classroom management. This study is the first one which describes and analyses scientifically the phase of practice teaching at Jordanian universities. It is done exemplary at the University of Jordan/Amman with all Mathematics student teachers of one academic year. It for the first time is possible to win insight in the individual professional development of single student teachers in Jordan, and insight in the influence of specific relating factors. This study has a valuable starting point, looks to be won for a further development of the teacher-training in Jordan. These are attached in a short section as "recommendations".

Background: According to the classroom ecology paradigm, teachers and students interpret, predict, and respond to each other repeatedly in a reciprocal way. Such a reciprocal relationship is reflected in bidirectional interactions between a teacher's behavior and student (dis)engagement, an issue that has been confirmed in longitudinal studies including measures at different moments in a school year.Aims: Starting from the perspective of self-determination theory, the aim of the present study was to investigate bidirectional relationships between student (dis)engagement and need-supportive and need-thwarting teaching behavior during the first 15 min of a lesson.Sample & method: The first three 5-minute intervals of 100 videotaped physical education lessons taught by 100 different teachers (51.9% male, M age = 37.5 ± 10.9 years) were observed and coded for need-supportive and need-thwarting teaching behavior, student engagement, and student disengagement. Correlations were calculated to explore relationships between student (dis)engagement and teaching behavior over the first 15 minutes of a PE lesson. Next, path analyses were conducted to analyze 5-to-5 minute interactions between teaching behavior and student (dis)engagement.Results: Student engagement correlated positively and disengagement correlated negatively with need support, while engagement correlated negatively and disengagement correlated positively with need-thwarting over the first 15 minutes of the lesson. There were few significant relationships between student engagement and teachers’ behavior across and between each of the three 5-minute intervals. Only when teachers provided more need support during the first 5 minutes of the lesson, students were more engaged in the third 5 minutes of the lesson. When students were more disengaged during the first 5 minutes of the lesson, teachers displayed less need support in the following 10 minutes of the lesson. In contrast, student disengagement in the second 5 minutes of the lesson related to more need support in the next 5 minutes. Most of the within-interval relationships between student engagement and teachers’ behaviors were inconsistent, but we did find positive relationships between student disengagement and need-thwarting teaching behaviors in the first and third interval, suggesting a rather direct and momentary within 5-minute intervals interaction between teachers and students.Conclusions: Findings of the present observational study suggest that, although overall relationships between student (dis)engagement and teachers’ behavior were in the expected directions, the picture might become more complicated when relationships are investigated according to the timing of the lesson, an issue that has remained uncovered in self-reported studies. While student disengagement was related to less need support and more need-thwarting teaching behaviors, more detailed analyses showed that it was particularly student disengagement in the beginning of a lesson that elicited less positive teaching behaviors. When students display disengagement further along in the first 15 minutes of the lesson, teachers seemed to respond in a more need-supportive way to student disengagement. Such findings provide interesting insights to build interventions for teachers around certain critical moments during the lesson, for example when dealing with student disengagement at a specific moment in the lesson.

This systematic literature review explores the potential of using National Qualifications Framework (NQF) level descriptors to facilitate transformative pedagogy in higher education. The study analyzes the strengths, weaknesses, and implications of utilizing NQF-level descriptors to promote student-centered learning, critical thinking skills, transversal skills, and student engagement. It examines the current literature and explores how NQF-level descriptors can effectively cultivate a student-centered learning culture, incorporating transformative and innovative pedagogical strategies. The study also covers the alignment between NQF-level descriptors, learning outcomes, assessment tasks, and teaching approaches, drawing on Biggs' constructive alignment theory. Through this analysis, the research contributes to the existing knowledge on transformative pedagogy, especially for universities seeking to address challenges in curriculum transformation. Additionally, the study sheds light on the practical implications and effectiveness of using NQF-level descriptors to foster innovative pedagogies. The anticipated findings hold the potential to enrich our understanding of transformative pedagogy in higher education and provide valuable insights for institutions striving to implement student-centered approaches. This research has significant implications for curriculum design and teaching practices, offering guidance on how NQF-level descriptors can be powerful tools to enhance learning experiences, critical thinking, and student engagement. Ultimately, the study aims to advance the field of transformative pedagogy and contribute to more effective and innovative teaching practices in higher education institutions.

Despite substantial studies on the influence of emotional support from teachers on student engagement, there is a dearth of research regarding how academic motivation improves the effectiveness of teacher support in improving college student engagement. This study investigates the mediating role of academic motivation in the relationship between teacher emotional support and student engagement. Utilizing Self-Determination Theory (SDT), we examine how intrinsic and extrinsic motivation, as well as amotivation, influence engagement. This study employs a quantitative, cross-sectional research design to examine the mediating role of academic motivation in the link between teacher emotional support and student engagement. A total of 1,250 university students participated, responding to validated scales measuring teacher emotional support, academic motivation, and engagement. The results revealed that teacher emotional support significantly predicts both academic motivation and student engagement. Furthermore, academic motivation partially mediates this relationship, with intrinsic and extrinsic motivation enhancing engagement, while amotivation negatively impacts it. These findings underscore the importance of emotional support in fostering motivation, leading to greater academic engagement. The study highlights the psychological mechanisms underlying student engagement, contributing to research on higher education strategies. The results emphasize the need for educators to create emotionally supportive environments to maximize student motivation and engagement. Future research should explore correlational design to establish causality and examine additional factors such as peer support and learning environments.

In the current educational context, student engagement serves as a key indicator of both teaching quality and overall educational effectiveness in senior high school education. This study employed structural equation modeling to analyze the self-report questionnaire data from 314 Chinese senior high school students, aiming to examine the relationship between perceived teacher support and student engagement in English classrooms as well as the mediating role of learning motivation (intrinsic motivation and extrinsic motivation). The results indicate that perceived teacher support, learning motivation, and student engagement in English learning are generally moderate to high. There is a positive correlation between teacher support, learning motivation, and student engagement. Teacher support significantly predicts student engagement yet learning motivation plays a mediating role in this relationship, with intrinsic motivation having a greater mediating effect than extrinsic motivation. These findings provide valuable insights into how teacher support influences student motivation and engagement, offering practical strategies for improving instructional approaches in senior high school English education.

This study focuses on the question of why student teachers stay in teaching even after a profound ‘practice shock,’ i.e., a shock that in itself seems to characterize the complex and emotionally challenging first year of student teaching. Using a line drawing technique, the study investigates student teachers’ views of their first year of teaching by examining how they picture their development, their key experiences during that development, and the ways in which they coped with these experiences. The results suggest that most student teachers perceive their own development not as a steadily ascending line as is often suggested by research on the development of teachers’ professional identity. Instead, we now surmise that most student teachers view their development as a path with highs and lows that include transformative moments or periods. This relates to the idea of transformative learning and to theories on identity development that suggest people need a crisis for identity development to occur. During such a crisis, we saw that student teachers explicitly reconsidered their connections to teaching and that this reconsideration led to a regained motivation for teaching. It appeared that supervisors or mentor teachers played a significant role in first‐year (student) teachers’ regaining motivation for teaching.

The Elementary School Journal Volume 81, Number 1 ? 1980 by The University of Chicago 0013-5984/81/8101-0008$0o1.00 In colleges and universities across the country, prospective and practicing teachers and administrators take courses on planning-curriculum-planning and instructional planning. During the courses, teachers and administrators usually study an objectives-first model of curriculumplanning. This model has four steps. Planners are expected to 1. Formulate objectives 2. Choose appropriate learning activities

In this dissertation, we wanted to provide empirical evidence for the proposition that performing practice-based research in PDSs is a powerful incentive for the professional development of (student) teachers. Therefore, the aims of this dissertation were: 1. Mapping the concepts associated with (student) teachers’ practice-based research in schools in terms of research input, research process, and research outcomes. More specifically the following aspects were investigated: (a) contextual input, or the realization of research environments in schools, (b) personal input, or teachers’ and student teachers’ motives for performing practice-based research, (c) the research process, or the performed practice-based research activities by teachers and student teachers, and (d) research outcomes, or the perceived outcomes regarding research and teaching following practice-based research. 2. Investigating the added-value of PDSs settings compared with non-PDSs settings. More specifically, PDSs and non-PDSs (student) teachers’ perceptions of the aforementioned aspects associated with practice-based research were compared. 3. Testing a hypothetical model that describes the relations between (student) teachers’ perceptions of the input (contextual and personal), process and outcomes of practice-based research, and with that, the relative importance of these different aspects in relation to each other. To meet these aims, four studies were conducted for these purposes using both qualitative and quantitative research methods. The following four key questions were addressed: 1. What are participants’ – school leaders’, teachers’ and student teachers’ – perceptions of the actual and preferred situation regarding practice-based research in Dutch PDSs? 2. What features characterize teachers’ practice-based research activities and what is the impact of these activities in terms of quality standards and criteria, and learning outcomes? 3. Do PDSs make a difference in terms of (student) teachers’ perceptions of input (contextual and personal), process and outcomes of in-school practice-based research? 4. What model explains the empirical relations that exist in (student) teachers’ perceptions of factors associated with the input (contextual and personal), process and outcomes of in-school practice-based research?

Research consistently shows that teaching behaviour is a highly-important indicator of learning environments. Based on a teacher effectiveness model with six observable teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching–learning strategies, and differentiation), the present paper examines the psychometric quality of the My Teacher questionnaire for capturing student perceptions of teaching behaviour in the Spanish secondary-education context. Additionally, this study validated the model of teaching behaviour and student engagement and its relevance in Spain. 7114 students of 410 teachers attending 56 public and private Spanish schools constituted the sample. The six teaching behavioural dimensions model were confirmed in the Spanish context. Regarding student academic engagement, the presence of two domains (behavioural and emotional engagement) were confirmed. Furthermore, results of a multiple-group structural equation modeling path analysis, examining the relationship between teaching behaviour and student engagement across different teaching experiences, revealed differential effects of teaching behaviour influences on students’ engagement. The percentage of explained variance was larger for emotional engagement than for behavioural engagement. Furthermore, teachers’ teaching experience explained differences in the relationship between perceived teaching behaviour and engagement. Two domains (learning climate and activating teaching) appeared to be the two most-important teaching domains for students’ behavioural engagement while, for emotional engagement, the most important domains for student engagement were learning climate and teaching learning strategies.

This mixed-methods study explores power dynamics, student engagement, and mathematics identity in online mathematics classrooms. Teacher positioning plays a crucial role in shaping these dynamics, yet research on power dynamics in online math classrooms is limited. The study employs classroom observations, survey questions, and interviews to gather data. Ten teachers were observed, and data from 60 students were included in the analysis. The findings inform instructional strategies that foster engagement, empowerment, and positive mathematics identities, intending to create inclusive online environments that support students’ mathematical growth and identity formation. The study reveals a moderate power imbalance and teacher authority, highlighting the need for equitable power distribution. Teachers’ dominant roles may hinder student autonomy and active engagement. Strengthening collaborative and empowerment strategies holds the potential to cultivate student participation and agency. This research contributes to the existing knowledge on power dynamics, student engagement, and mathematics identity in online classrooms, addressing a significant research gap. Recommendations include involving students in decision-making processes, implementing collaborative strategies, raising awareness of power dynamics, and providing professional development for teachers.

This transformative research paper discusses individual agency and looks into how students apply critical self-reflection after being exposed to micro-teaching. When student teachers graduate to become fully trained teachers, it is required of them to have both theoretical and practical competency. Student teachers struggle to use micro-lessons as a tool to improve practice, instead, they perform micro-lessons for marks which defeats the entire purpose of conducting micro-teaching practices. This qualitative research paper adopted the Participatory Action Research (PAR) approach, underpinned by bricolage theory, which is a metaphor for research that ” uses what is available to accomplish new aims and creates something out of nothing,” conveniently sampled sixteen student teachers from the University of Technology in South Africa. The results demonstrated that, on a very small scale, PGCE students may use critical self-reflection as a skill to improve and address teaching concerns. Additionally, the study found that students struggle to critically evaluate themselves using a variety of media, including reflective journals and video recordings. In light of the findings, the study recommended that in a natural setting, student teachers can act as change agents. In South Africa, where most local schools are under-resourced, this paper contributes to the ongoing efforts to improve teaching as a practice using what is already available in schools. Keywords: Micro-Teaching, Bricolage, Self-Reflection, Student-Teacher, Transformative Pedagogy

This study delved into integrating arts-based activities within Chinese classrooms and its correlation with teacher efficacy. A descriptive research design was employed to examine data collected from 385 teachers. The findings revealed a prevalent use of arts-based activities among respondents, positively impacting student engagement and motivation. Teachers demonstrated confidence in their ability to implement arts integration, attributing this to effective teacher training programs and improved classroom management. Although most teacher demographics exhibited no significant differences in arts-based activity integration or teaching efficacy, the study identified a correlation between higher educational attainment and increased student engagement through arts integration. A strong positive relationship was established between arts-based activity integration and overall teaching efficacy, suggesting that incorporating arts into instruction enhances teachers’ confidence and classroom management skills. The research underscores the potential of arts-based activities to enrich the learning experience and bolster teacher effectiveness. Recommendations for future studies include longitudinal research to monitor the long-term impact of arts integration on student outcomes and teacher development. By expanding the scope of investigation to include diverse educational contexts, researchers can contribute to a more comprehensive understanding of the role of arts in education.

It has often been said that any student engagement that is poorly monitored during teaching practice (TP) will not necessarily contribute much to their professional development and teacher identity. This applies specifically to initial undergraduate teacher training. This concern became the main focus of the study on which this article is reporting, as part of a broader project – FIRE (Fourth-year Initiative for Research in Education), which commenced in 2015. We wanted to determine how we could complement a community of practice engagement by using Participatory Reflection and Action (PRA) as intervention that could eventually contribute to the development of student teachers’ teacher identity during teaching practice. This article reports on the outcomes of a study conducted on a sample of 2,309 final-year student teachers between 2015 and 2017 at a tertiary institution in Pretoria. Data were generated by participating student teachers during three-hour, on-campus workshops approximately a quarter of the way into their teaching practice. They were required to respond to a single question by addressing how student teachers perceive the roles of expert teachers in terms of their curriculum and subject knowledge, their expertise in teaching and learning, caring and providing learner support, and the managerial and professional skills of teachers. The results confirmed that PRA is a dynamic research and data collection strategy to create networks through which participants can benchmark their experiences against peers and other stakeholders. Furthermore, it is again confirmed that traditional TP experiences often fail to expose student teachers adequately to the full dynamics of the educational landscape, as certain interactions and activities are conflict-dependent, and only emerge when opposing and conflicting forces create imbalances and inequity. PRA drew our attention to serious flaws in our teacher training programmes, urging a reassessment of the objectives and actions of TP.

The widespread presence of digital tools prompts important inquiries on the magnitude of this change and its subtle impacts on teacher training and student engagement. This study examines the impact of digital transformation in educational management focusing on teacher training and student engagement at Lagos State University, Ojo, Lagos State, Nigeria. The study employed a descriptive survey design to assess the impact of digital transformation on teacher training and student engagement. The population for this study consists of 250 participants, including faculty members and students from Lagos State University, Ojo, Lagos State, Nigeria. A stratified random sampling technique was used to ensure representation across different departments and faculties selected for the study.Data were collected using a structured questionnaire designed to measure the variables of interest: digital transformation, teacher training, and student engagement. The questionnaire was validated through expert review and a pilot test, achieving a reliability coefficient (Cronbach's alpha) of 0.85.The questionnaires were administered to the selected participants via face-to-face methods to maximize response rates. The finding shows the Pearson correlation coefficients for the relationships between digital transformation, teacher training, and student engagement. The results indicate significant positive correlations between digital transformation and both teacher training (r = 0.68, p < 0.05) and student engagement (r = 0.72, p < 0.05). Conclusively, this study highlights the significant role of digital transformation initiatives in enhancing teacher training and promoting student engagement within the educational management framework in Lagos State, Nigeria. Recommendations are made for policymakers and educational leaders to prioritize digital training for teachers and develop strategies to improve student engagement through technology

This study explores the impact of teacher reflective practice on student engagement in secondary-level ESL classrooms in Nakhchivan. Rooted in Schön’s reflective teaching model, the research investigates whether reflection frequency and depth correlate with cognitive, emotional, and behavioral aspects of engagement. Using a mixed-methods design, 20 ESL teachers were split into reflective (journaling and group reflection) and control groups. Engagement levels of 240 students (ages 13–16) were assessed via surveys and observations. Results show significant positive correlations between teacher reflection and student engagement (r = 0.68 for frequency; r = 0.61 for depth, p < .01). Reflective teachers’ students reported higher motivation and participation (mean score 4.28 vs. 3.13). Qualitative findings linked reflection to more empathetic teaching, adaptive methods, and a greater student voice. This highlights the value of structured reflection in enhancing ESL learning experiences.