Ability Of Teachers Research Articles

Enhancing EFL pedagogy through Differentiated Homework Assignments: A Montenegrin experiment

Differentiated instruction is a proven teaching approach that allows educators to personalize lessons to meet the unique needs of each student. By customizing the content, materials, and activities based on a student’s level of English, background knowledge, needs, and interests, teachers can ensure that all learners are able to work at their own pace with appropriate materials. Our team built on research conducted at the University of Montenegro in 2022 by implementing an experiment that incorporated differentiated homework assignments for 45 Master’s students enrolled in a compulsory EFL Methodology course. Using a model lesson evaluation rubric to assess their work and a questionnaire to gather feedback, we found that differentiated instruction positively impacted student performance. Most participants reported highly favorable opinions on their experience and emphasized the positive effects of differentiated teaching on their teaching ability.

Research on Prediction of Online Training Effect of Newly Recruited PE Teachers in Junior and Senior Middle Schools Based on Machine Learning

With the continuous development of online education, how to improve the teaching ability of new PE teachers through adaptive and effective online training has become an important research issue. Based on machine learning algorithm, this paper discusses the influence of different characteristics on the adaptability of online training for new physical education teachers, and evaluates the application of various models in predicting the training effect of teachers. The results show that factors such as teachers' professional experience, past training experience, school type and whether to participate in training with colleagues have a significant impact on the adaptability of online training. By comparing Logistic regression model, KNN model, random forest model, XGBoost model and support vector machine model, this paper finds that random forest model is the best in prediction accuracy and generalization ability. This study provides data support and theoretical basis for optimizing the online training of physical education teachers, and can provide reference for educational managers to formulate personalized training programs.

Meningkatkan Keterampilan Berpikir Kritis dan Hasil Belajar IPA Menggunakan Model PBL, SAVI, dan GI pada Siswa Kelas V SD

The low levels of critical thinking skills and student learning outcomes in the science curriculum of class V at SDN Lokrawa Barito Kuala are the study's main concerns. This is because learning in the classroom is still primarily focused on the teacher, which discourages students from speaking up for what they think is right, does not offer learning exercises that encourage critical thinking, puts students in a passive role when solving problems, and results in a lack of comprehension of the subject matter. This may be the best course of action using the paradigms of group research, problem-based learning, and SAVI (Somatic, Auditory, Visual, and Intellectual). Action research in the classroom is used in this study (PTK). This class action research study aims to demonstrate the enhancements in student learning outcomes and critical thinking abilities. Exams for individual evaluation are utilized to gauge the learning objectives of students, and observation sheets are employed to gather data on the critical thinking and action abilities of both teachers and students. The study's findings demonstrated that, at meeting 4, the pupils' and teacher's traditional activity met both the very good and the extremely active requirements. At meeting 4, 93% of the students' learning objectives and critical thinking abilities were satisfied in a conventional way. These findings imply that the application of group investigation models, problem-based learning, and SAVI (Somatic, Auditory, Visual, Intellectual) might enhance students' learning outcomes in science courses as well as teachers' and students' critical thinking abilities.

Teaching Ability, Digital Literacy, and Professional Development of Application-Oriented University Faculty in China

This study employed descriptive research to determine the relationship among teaching ability, performance and professional development of university faculty in China, based on the practical needs of digital transformation and technological empowerment in higher education, as well as the popularization of higher education. A total of 425 from 10 applied-oriented universities from three provinces in China participated in the study. Results showed that majority of the respondents were female, 46-50 years old, bachelor’s degree holders and working for 1 to 5 years. The respondents agreed on the items under teaching ability except for cognition. In terms of digital literacy, the respondents agreed on the items except for digital social responsibility and development. As regards professional development, the respondents disagreed on the items under experience and performance and vision and expectations. Also, there exists significant difference of responses in teaching ability, digital literacy, and professional development when respondents were grouped according to profile variables, except for sex. In addition, there exists a highly significant relationship among teaching ability, digital literacy, and professional development of application-oriented faculty members in China. This implies that teachers with strong digital literacy skills are more likely to implement innovative teaching strategies, leading to improved teaching ability. Also, effective professional development programs can enhance both teaching ability and digital literacy skills. Lastly, teachers with high teaching ability may be more motivated to seek out professional development opportunities, including those related to technology integration Hence, the study proposed a comprehensive training and development program specifically designed for application-oriented university teachers in China.

Dynamic Modeling Analysis of University Physical Education Teaching Quality Evaluation System Under Big Data

With the rapid development of internet technology, the importance of data in various industries has become increasingly prominent. However, in the field of domestic education, especially the research on teaching quality evaluation is relatively sparse. This paper aims to build an evaluation model of physical education teaching quality with big data and machine learning in order to comprehensively evaluate teachers' physical education teaching ability. Firstly, a multi-dimensional evaluation system is designed to measure teachers' teaching level. Secondly, through the questionnaire and the statistical analysis of students' physical education teaching evaluation, the availability of the college physical education teaching evaluation system is verified. On this basis, a teacher's ability prediction model based on a neural network is established, and the experimental results show that the prediction accuracy of the model is 90.17%. This provides strong support for improving the quality of physical education teaching.

Organizational Culture, Support and Teaching Leadership Among Preschool Teachers in China: Basis for Teachers’ Development Plan

This study explores organizational culture, support, and teaching leadership of preschool teachers in China as basis of teachers’ development plan. The study adopted a descriptive research method that gathered data through a questionnaire survey which were distributed to target respondents through Question Star; imported gathered data into SPSS 22 for data analysis. The participants of this study are preschool teachers from three early childhood education institutions in three cities in China. Out of a total population of 1554, 456 samples participated in this study. The results of the study showed that most of the respondents were female with a bachelor’s degree, between the ages of 36-45, and had been teaching for more than 11 years. This study analyzes the importance of organizational culture, support mechanisms, and teaching leadership on the personal growth and teaching quality of preschool teachers. The research results show that a good organizational culture can stimulate the work enthusiasm and creativity of preschool teachers, an effective support mechanism can help improve the professional ability and teaching level of teachers, and excellent teaching leadership can lead teacher teams to work towards common goals. Based on the research results, suggestions were put forward to strengthen organizational culture construction, improve support mechanisms, and cultivate teaching leadership, in order to promote the personal growth and improvement of teaching quality of preschool teachers. This study has certain theoretical and practical significance for kindergarten education management and teacher development planning.

Creative Teaching Ability, Motivation, and Self-Efficacy Among Art And Design Teachers in Chinese Universities

This study explores the relationship between creative teaching ability, motivation, and self-efficacy among 425 art and design teachers in Chinese universities. A quantitative survey approach investigated these factors and their influence on teaching effectiveness. Most participants were female, aged 26-35, and held Master’s degrees or higher. The study identified “Evaluation and Reflection” as the most critical aspect for fostering creative teaching, while “Teacher Work Environment and Development” was the strongest motivator. Interestingly, self-development emerged as the most important factor for teacher self-efficacy. Age also played a significant role in the analysis. These findings highlight the interconnectedness of creative teaching ability, motivation, and self-efficacy for effective art and design education. The study proposes a comprehensive development plan for art and design schools based on these results. This plan encompasses strategies for educators, students, schools, and researchers. Educators would benefit from increased professional development opportunities, research support, and effective evaluation methods. Students would experience personalized education, practical training through industry collaboration, and mental health support. Schools could enhance interdisciplinary collaboration, implement international exchange programs, and cultivate an innovative college culture. Finally, researchers would be empowered by an improved research environment with grants, mentorship programs, and academic exchange opportunities. By implementing these recommendations, art and design schools can create an environment that fosters creative teaching, motivates educators, and ultimately enhances the overall learning experience for students.

Red Culture Integration and Challenges Among Pre-School Dance Education Teachers in China

This study utilized descriptive research to determine the relationship between Chinese preschool teachers’ competence and professionalism. A total of 386 preschool teachers from China participated in this study. Most of the respondents were female, aged between 26-35 years old, with a bachelor’s degree and 6-10 years of work experience. Cognitive, emotional, and behavioral integration of red culture is generally low, indicating a lack of engagement and appreciation for red culture among the respondents. Significant challenges exist in terms of teacher ability, curriculum, and classroom facilities, all of which hinder effective integration of red culture into children’s dance education. It is recommended that through training teachers, their participation and interaction skills in the classroom will be enhanced in order to increase students’ interest and motivation in learning. It is also recommended to optimize course design, adjust course content and teaching strategies according to students’ feedback and learning needs to ensure that course content is more attractive and practical, and use diverse teaching methods which will combine traditional teaching methods with modern technologies, such as online teaching platforms and multimedia tools, to meet the needs of students with different learning styles.

Research on Competency Optimization Path of Physical Education Teachers in Primary and Secondary Schools under the Background of "Double Reduction" Policy

The competence of physical education teachers in primary and secondary schools is a comprehensive evaluation standard to measure whether physical education teachers in primary and secondary schools can complete their work efficiently and produce excellent performance. Under the background of the "double reduction" policy, physical education in primary and secondary schools puts forward new requirements on teachers' competency from the aspects of education service consciousness, work initiative, teacher continuing education, psychological state adjustment, etc. In order to cope with the changes brought about by the implementation of the "double reduction" policy, this study proposes a six-dimensional optimization path for physical education teachers in primary and secondary schools, including: Strengthening the professional knowledge training of physical education teachers in primary and secondary schools; Pay attention to the training of PE teachers' professional skills; Promoting the improvement of the teaching ability of PE teachers in primary and secondary schools; Strengthen the basic professional quality training of PE teachers in primary and secondary schools; Strengthen the construction of social adaptability of PE teachers in primary and secondary schools; Improving the sustainable innovation ability of PE teachers in primary and secondary schools. In order to provide reference for the personal development and better work of primary and secondary school physical education teachers.

Teacher Professional Development and Teaching Quality

For pupils to learn effectively, the quality of the instruction is critical. To become even more skilled educators, teachers must continue to learn. We refer to this procedure as "professional development. " In this study, we examined the relationship between teaching quality and professional development for teachers. We discovered that children typically learn more when teachers receive quality training and assistance to enhance their teaching abilities. Additionally, we discovered that instructors are more likely to employ successful teaching techniques in their classrooms when they feel encouraged and confident in their ability to improve as professionals. Students find learning to be more engaging and enjoyable as a result. Our findings demonstrate the high value of funding teacher professional development. Authors of paper have focussed on both elements to improve quality of teaching.

TEACHER CLASS MANAGEMENT ABILITY IN IMPROVING SCHOOL QUALITY

The purpose of this study was to determine the ability of teachers in managing the classroom to improve quality. This study uses a qualitative approach. Data collection techniques are: interviews, observations, and documentation studies. Data analysis techniques with data reduction, displaying data, drawing conclusions and verification. The subjects of this study were 1 principal and 15 BP2IP teachers at Malahayati School Aceh. Based on the results of the study, it is known that: the leadership of the principal and the ability of teacher class management in improving the quality of BP2IP Malahayati Aceh's schools has been going well, although not optimally. There are still shortcomings that must be corrected by the BP2IP Malahayati Aceh School Teacher.

AI Empowered Undergraduate Translation Teaching and Professional Improvement of Translation Teachers

With the rapid development of artificial intelligence technology (AI technology), the field of education has ushered in unprecedented changes. The application of AI not only provides new means and methods for undergraduate translation teaching but also prompts translation professionals to improve their teaching abilities and professional qualities continuously. The purpose of this paper is to explore how AI empowers undergraduate translation teaching and propose effective paths for the improvement of translation professionals. Through literature review, case analysis, and practical exploration, this paper elaborates on the role and impact of AI in translation teaching and strategies for teachers' professional development, aiming to provide references for undergraduate translation teaching and teachers' improvement.

Advancing Teacher Competencies through Lesson Study for Learning Community (LSLC): Insights from SMP Muhammadiyah 8 Batu City

Lesson Study for Learning Community (LSLC) is a collaborative approach designed to enhance the quality of teaching and learning by addressing the professional development needs of both teachers and students. This study analyzes the cognitive understanding and practical abilities of teachers at SMP Muhammadiyah 8 Batu City (SMPM 8) in implementing LSLC. The objectives include evaluating teachers’ knowledge and competencies related to LSLC, assessing progress in planning, conducting, and reflecting on LSLC-based activities through pre-test and post-test assessments, and providing foundational insights into the effectiveness of LSLC implementation for future improvement. This descriptive study, conducted from August 2023 to April 2024, involved 10 teachers actively engaged in LSLC activities. Data were collected using questionnaires, observations, written tests, and document analysis and analyzed descriptively. The results indicate significant improvements in teachers' cognitive understanding and practical implementation of LSLC, with average scores increasing from 58 (pre-test) to 88 (post-test). These findings underscore the effectiveness of LSLC workshops in enhancing teacher competencies, particularly in collaborative planning, student engagement, and reflective practices. The study offers initial insights into teachers’ knowledge of LSLC, which can inform the development of targeted professional development programs. It also highlights effective strategies for scaling LSLC practices to other schools and contributes to the broader understanding of LSLC's impact on teacher development and learning quality, providing evidence to inform educational policy at local and district levels.

Teacher Competency in Using Image Media to Improve Children's Memory at RA A Miftahul Ulum Sana Daja Village, Pasean District, Pamekasan Regency

Learnig media is very useful to use in learning. The use of media in learning can make it easier and attract students' learning interest. This research aims to analyze teacher competence in using image media to improve children's memory at RA A Miftahul Ulum Sana Daja Pasean Pamekasan. This research use desciptive qualitative approach. The subjects in this research were the principal and class A teacher at RA Miftahul Ulum. Data collection used in this research was observation, interviews and documentation, data analysis was carried out by data condensation, data presentation and conclusions. The results of this research show that teacher competence in using image media to improve children's memory at RA A Miftahul Ulum is very good. This can be seen from how the teacher's ability to plan lessons using image media to improve children's memory runs smoothly and children are able to recall what they have learned using images.

ПІДГОТОВКА МАЙБУТНІХ ВИХОВАТЕЛІВ ДО ПРОФЕСІЙНОГО ПЕДАГОГІЧНОГО СПІЛКУВАННЯ: ОСОБЛИВОСТІ РЕАЛІЗАЦІЇ У ВИЩІЙ ШКОЛІ

The paper is devoted to the problem of preparing future educator for professional pedagogical communication as a necessary of activity in the educational field. In the paper it is analyzed the essence of the concept of «professional pedagogical communication» and concluded that it is legitimate to consider it in two aspects: first, from the point of view of belonging to the field of application - as a type of professional communication implemented by teachers in the educational environment, performing a number of special functions (contact, informational, motivational, coordinating, expressive, managerial, establishing relationships, organizing influence (according to N.Volkova)) and ensures interaction and relationships with students regarding their education and upbringing; secondly, in terms of the personal achievement of the teacher in terms of the level of perfection of its implementation, at which it reaches the optimum equivalent to a high degree of humanistic communication culture. The components of training future educators for professional pedagogical communication are distinguished: professional, which makes it possible to communicate in the educational environment through mastering the subject of pedagogical activity; socio-psychological, the content of which is the ability of the future teacher to successfully use the means, mechanisms and forms of communication in the educational environment; ethical and deontological, which allows to build communication taking into account moral and legal regulations. The results of the analysis of the content of education of future educators are presented, which showed the potential suitability of educational programs for the implementation of the professional component through the disciplines of general and professional cycles and, at the same time, the insufficient opportunities of almost half of the programs to familiarize themselves with the socio-psychological principles and normative parameters of pedagogical communication. The consequence of this situation is a low level of culture of professional pedagogical communication of future teachers. It is proposed to improve the content of education of future educators by introducing disciplines into the compulsory educational components of bachelor's and master's programs that would ensure the mastery of socio-psychological, ethical and deontological principles of professional pedagogical communication, which would make it possible to comprehensively implement all components of communication training.

Examining the relationship between teaching ability and smart education adoption in K-12 schools: A moderated mediation analysis

Examining the relationship between teaching ability and smart education adoption in K-12 schools: A moderated mediation analysis

Impact of short-term patient education intervention on the teaching skills of physical therapy students: a randomized controlled trial

BackgroundPatient education is an important aspect of physiotherapy. Effective education is based on quality communication and understanding of patients’ needs. For a successful practice, it is necessary to recognize the factors that affect the ability to teach the patient and prepare new physiotherapists for this task. The research aims to determine the effect of training on the self-efficacy and skills of physiotherapy students in patient education.MethodsFinal-year physiotherapy students were randomized into an intervention group (52 students) and a control group (51 students). The intervention group participated in 2.5 hours of lectures, discussions, simulated exercises with colleagues, and video examples of patient education. Students in the control group received standardized instruction without the additional intervention provided to the experimental group. All students performed a self-assessment of their teaching abilities. Patient education was assessed by a blinded evaluator using the Objective Structured Clinical Examination from an audio-recorded simulated clinical practice task.ResultsThe results show no differences in demographic variables, while a significant improvement was achieved for the intervention group after the training. The intervention group before the experiment did not perform differently than the control group on self-efficacy items (p>.05), but they did perform significantly better than the control group after the experiment (p<.001). The intervention group showed better results than the control group in almost all observed fields.ConclusionShort-term educational intervention significantly enhances physiotherapy students’ self-efficacy and patient education skills, emphasizing the value of structured educational interventions.

Assessment of Metaliteracy Competencies Among Library Professionals in Indian Institutes of Technology

The digital revolution has reshaped academic libraries, requiring new skills from library professionals. This study explores how library professionals at Indian Institutes of Technology (IITs) are adapting to this change through their metaliteracy skills. By surveying 144 library professionals across IITs, we uncovered a complex process of digital adaptation and professional growth. Our findings reveal that most professionals are confidently entering the digital era, with three-quarters showing proficiency in basic digital tools. However, beneath this digital fluency lies a more intricate picture. While many excel in traditional tasks like database management and information retrieval − 65% reported high proficiency – there is notable reluctance when engaging with emerging technologies and cybersecurity challenges. Surprisingly, gender significantly influenced how professionals approached information evaluation and synthesis. Experience, though important for many metaliteracy skills, seemed less relevant in addressing modern concerns such as privacy protection and detecting misinformation. One of the most revealing findings is the gap between competence and teaching ability: although many professionals possess strong technical skills, only 31.5% feel confident in teaching these skills to others. This highlights the urgent need for targeted professional development that considers both gender dynamics and varying experience levels. By shedding light on these patterns, our study offers a pathway to reinforce the digital infrastructure of India’s leading technical institutions, ensuring library professionals can guide future researchers through an increasingly complex information landscape. Our findings not only enhance our understanding of metaliteracy in academic libraries but also provide practical insights for designing training programs to address these gaps. Ultimately, this work contributes to the broader discussion on digital transformation in academic libraries and the evolving role of library professionals in the digital age.

언어네트워크 분석을 통한 예비영유아교사의 수업시연 내용 연구: 멘토링 중심 수업시연대회에 따른 변화

Objectives In this study, we conducted a language network analysis of the content of the changing lesson demonstrations as pre-service early childhood teacher experienced mentoring-centered lesson demonstrations. Methods For this reason, after 264 chapters of the 1st Selection Tournament Warrior Materials and mentoring were conducted for 34 participants in the Class Trial Competition, 362 chapters of the 2nd Final Selection Tournament Warrior materials were analyzed. Data were compared by keyword frequency analysis, network structure analysis, centrality analysis, and CONCOR analysis using KrKwic and UCINET 6 programs. Results First of all, In the first round of competitions, Guys was mentioned most often after We, and in the second round of competitions, Teacher was mentioned after We. Second, the relationships between keywords in the utterances in the second round competition were more concentrated than those in the first round competition. In terms of degree centrality, betweenness centrality, and eigenvector centrality, Guys was ranked in the top 3 in the first selection competition, and Teacher was ranked in the top 2 in the second selection competition. Third, according to the CONCOR analysis, two main clusters appeared in the first round of competitions is teacher-centered interaction and explanation about the content of the activity. Two main clusters appeared in the second round of competitions is child-centered interaction and a method cluster was formed for young children to participate in activities. Conclusions The results of this study suggest that it is necessary to develop a curriculum in collaboration between universities and early childhood educational institution in order to improve the professional abilities of pre-service early childhood teachers.

Exploring Innovative Paths for Professional Development of University Teachers in the Context of Interdisciplinary Integration

University education as an important cradle of talent cultivation in Chinese society, the professional ability and level of teachers also play an important role in the social supply of talent, in order to further enhance the effect and quality of talent cultivation in colleges and universities, it is necessary to vigorously promote the professional development of teachers, so as to create a high-quality teaching staff, to meet the social development of the demand for excellent talents. Interdisciplinary integration is an important path to promote teachers' professional development, which not only enables teachers to carry out educational teaching from an interdisciplinary perspective, but also enables teachers to refine their professional ability and strengthen their teaching level, so as to accomplish the task of training talents in colleges and universities in a higher quality. Therefore, in the paper, the concept and characteristics of interdisciplinary integration are analyzed in depth, its specific impact on teachers' professional competence and professional identity is analyzed, and finally an innovative path to promote the professional development of university teachers is proposed, which is used to help colleges and universities to create a high-quality professional teacher team.