Classroom Teaching Activities Research Articles

The Intervention and Influence of Contemporary Art in College Art Teaching

The unique charm and various expressions of contemporary art itself have a profound impact on China's art industry, and gradually brought a positive effect on the reform of art majors in colleges and universities. Therefore, the author mainly discusses the impact of the introduction of contemporary art on the art teaching work from multiple perspectives in the art classroom teaching activities of colleges and universities through his own teaching experience, in order to provide some references for other teachers.

Application of Problem-based Learning Method in Civil Engineering Teaching

The civil engineering major requires students to not only be proficient in basic knowledge, but also possess comprehensive skills such as communication skills, independent learning ability, social knowledge and innovative thinking. Therefore, in order to enable students to develop more comprehensively, teachers should break through the imprisonment of outdated teaching concepts when conducting teaching work, and can actively find teaching methods that can mobilize students' learning motivation to achieve the purpose of establishing efficient civil engineering classes. Therefore, this article mainly studies how to effectively apply the problem learning method to the civil engineering classroom teaching activities.

Pendampingan Guru Madrasah untuk Mewujudkan Kompetensi Pedagogik Guru Matematika yang Berdaya Melalui Penguasaan Soal High Order Thinking Skills (HOTS)

High Order Thinking Skills (HOTS) is the ability to connect, manipulate, and change the knowledge and experience that is owned critically and creatively in determining decisions to solve problems in new situations. To include HOTS questions in a learning process is an obstacle for Madrasah teachers, including teachers of PC. LP. Maarif NU Lamongan. This community service aimed at improving the pedagogical competence of mathematics teachers of PC. LP. Maarif NU Lamongan. Community-Based Research (CBR) was employed through workshop and training administered by the Mathematics Study Program of UIN Sunan Ampel Surabaya in designing and completing high order thinking questions followed by assistance. The results indicated that the ability of Madrasah teachers to solve HOTS questions as well as its implementation in classroom teaching and learning activities improved significantly.

Research on the Development of Cooperative Learning and the Implementation of Strategies in Biology Classroom

Cooperative learning is a mode and strategy based on collective learning, which has high value in modern classroom teaching. At present, the most creative and practical teaching mode adopted by most countries in the world is cooperative learning. Cooperative learning has been widely used in the classroom teaching mode. Recently, it is also more and more used in the biology classroom of junior high school, and gradually shows the benefits and advantages that the traditional classroom mode can not bring. The cooperative learning strategy is helpful to improve the students’ interest in learning, enhance the students’ collective consciousness and achieve the teaching goal. Therefore, this paper reviews the development of cooperative learning, summarizes the types of cooperative learning, and finds that cooperative learning can enrich biological classroom teaching activities and improve the quality of biological teaching. At last, it analyzes the strategy of cooperative learning in biology classroom, which has important theoretical significance and application value for the continuous improvement of biology education quality.

Current Teaching Practice of Physics Teachers and Implications for Integrated Stem Education

Physics teaching practice is important to be studied because the literature shows that physics has a close connection with the idea of integrated science, technology, engineering and mathematics (STEM). Understanding physics teaching would likely show many features of integrated STEM teaching. However, this assumption needs to be researched. Thus, this study aims to characterize the current practice of teaching of physics to inform the future implementation of integrated STEM teaching. A qualitative research design was adopted. Three physics teachers were purposefully selected because of their background in STEM education. Classroom observations, semi-structured interviews and documents were used to gather data on usual teachers' practice of teaching physics. The modified version of integrated STEM teaching framework was used to guide the data analysis. In-depth descriptions on teachers' teaching practice are provided. This study found that the physics teachers' teaching practice did not align with their thoughts on integrated STEM teaching. However, they relatively had precise conceptions of integrated STEM teaching. Support should be given to physics teachers to translate their conceptions of integrated STEM teaching into actual classroom teaching practice.

Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan

In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves.

Washback of English Proficiency Test in Classroom Activities at National University of Arts Education

A study in Vietnam concerning the effects of The Vietnam Six-levels of Foreign Language Proficiency Framework, specially English Proficiency Tests for graduates, on classroom teaching and learning activities are reported. The study explores the phenomenon of washback or backwash, the influences of testing on 9 teachers and 679 non-English major students. It is cited as the only known research investigating washback in language education through classroom observation. The study was conducted at National University of Art Education, and combined classroom observations with data from interview, questionaire responses and document analysis to determine whether washback exist, to what degree it operates, and whether it is a positive or negative force in this educational context. The insights from the findings indicate that washback of English Proficiency Tests for graduates occurred in both positive and negative forms, to some degree, in teaching and learing content, methods and styles. Evidence of washback, both positive and negative, on the way teachers design tests was also found. This should help Vietnamese educators to prepare favourable conditions for enhancing the benificial washback of EPT. The findings have contributed to the knowledge of a nature of washback and consequently opened a new understanding to recognize the dissimilar levels of washback. further research is recommended.

Design Method of Auxiliary Platform for College Physical Education Teaching Based on Campus Network

In the network technology increasingly popular, especially mobile platform technology and Internet of things technology rapid development of modern society, the original information platform has been a huge challenge. Their development also puts forward higher requirements and opportunities for the construction of technical assistance platform in the development of higher education. The purpose of this paper is to model the framework of the auxiliary platform of physical education based on campus network from the perspective of software architecture construction, and to provide methodological guidance for the construction of this kind of auxiliary platform. In order to facilitate the development of physical education teaching platform in higher education, this paper, relying on the campus network, applies the wireless platform and the Internet of things technology, and puts forward the idea of constructing a new auxiliary platform for higher physical education based on campus network, which provides a new model for realizing informatization and modernization of higher physical education teaching. The research structure of this paper shows that, compared with the traditional physical education teaching mode, the method proposed in this paper is oriented to the actual classroom teaching, and technically has the self-name of database and background resources, realizing dynamic framework and real-time data, which is an important innovation to the original teaching platform.

PREPARING TEACHING SWIFT PROGRAMMING AND ACTUAL CLASSROOM TEACHING

PREPARING TEACHING SWIFT PROGRAMMING AND ACTUAL CLASSROOM TEACHING

EVALUATING THE PROFESSIONAL DUTIES OF CLASSROOM TEACHERS IN PRIMARY SCHOOLS

The classroom teacher's professional duties are to educate, guide, teach, train, direct, judge and preserve. The problem is that many teachers are not professional in performing their duties has become a professional certificate, therefore the purpose of this study is the task of professional executive class teachers at the primary education education in Jakarta, Bogor, Depok, Tangerang dan Bekasi. The research method used is qualitative quantitative survey method because it is evaluative research. Data completion technique as evaluation research on professional task of classroom teacher at primary education in Jakarta, Bogor, Depok, Tangerang dan Bekasi is observation, interview, and document. The respondents of this research are classroom teachers at primary education in Jakarta, Bogor, Depok, Tangerang dan Bekasi. The benefits of this research are expected to provide theoretical and practical benefits to institutional governance on the development of teacher resources at the primary education level in Jakarta, Bogor, Depok, Tangerang dan Bekasi. The results showed that teachers in Jakarta, Bogor, Depok, Tangerang dan Bekasi perform their professional duties in designing a good learning plan with an average score of 72. Can perform professional duties at primary education level in aspects of learning activities very well with average score 87. And there is a difference in the implementation of professional tasks of certified class teachers with an average score of 73 scores, while unclassified grade teachers score an average of In the aspect of execution of professional duties in classroom teaching activities has not been certified has the advantage in performing professional tasks on aspects of learning activities at level primary education in Jakarta, Bogor, Depok, Tangerang dan Bekasi that is grade certified teacher average score 86,7, while class teacher have not certified result of score average 87,2.

Scientific Argumentation Practice and Verbal Interaction in Chemistry Classroom Among 10th Grade Students

Practicing scientific argumentation is believed capable of nurturing higher order thinking and scientific literacy among students. Yet, it has not been well practiced as evidenced by typical classroom teaching activity. The purpose of this research is, to study the practice of scientific argumentation among chemistry teachers through the argument level and classroom verbal interaction pattern. Four chemistry teachers and their students from Johor Bahru, a district of Johor was selected as the participants of this qualitative research. Five observations for each teacher had been conducted and observation become the principal method of data collection. Findings shows that the scientific argumentation being constructed in class was only at Level 1 (7%), Level 2 (54%) and Level 3 (39%). No higher and complex argumentations were found. Two interaction patterns, Initiation-Response-Evaluation/Feedback (IRE/IRF) (18%) and Initiation-Response-Feedback-Response-Feedback (IRFRF) (82%) were detected when teacher were practicing scientific argumentation. The interaction pattern practices, IRFRF is good, yet the argumentation being constructed is still at low level as higher argumentation seems to be beyond the samples’ ability. A further research probing into how IRFRF interaction pattern can be further enhanced to nurture complex argumentation is needed.

A visual learning analytics (VLA) approach to video-based teacher professional development: Impact on teachers’ beliefs, self-efficacy, and classroom talk practice

To address the challenge of overwhelming data inherent in classroom lesson videos, this study proposed a visual learning analytics (VLA) approach to video-based teacher professional development (TPD). Using a two-year experimental design, 46 secondary mathematics teachers were divided randomly into a treatment group (N = 24) and a control group (N = 22) to learn about and integrate academically productive talk into their teaching. The treatment teachers participated in a VLA-supported TPD program, while the control teachers participated in conventional knowledge-based workshops. Results show that teachers in the treatment group had more positive beliefs and higher self-efficacy in the post-test and delayed-post-test, while the control group improved, but not significantly, in their beliefs about the usefulness of classroom talk. In addition, although the control group made a significant improvement in their self-efficacy in guiding classroom talk in the post-test, this improvement was not sustained to the delayed post-test. Moreover, the coding of classroom teaching behaviour revealed that teachers in the treatment group relative to the control group significantly increased their use of academically productive talk in the post-test lessons to encourage the students' elaboration, reasoning, and thinking with others in the classroom. The results suggest that, while attending knowledge-based workshops had, to some degree, positive effects on the control teachers' beliefs and self-efficacy, these effects were not sustainable over time. In contrast, the use of visual learning analytics to support the treatment group's reflection on the classroom data not only had significant and sustained effects on the teachers' beliefs and self-efficacy but also significantly influenced their actual classroom teaching behaviour. Implications for designing VLA to support teacher learning and professional development are discussed.

Antecedent Factors That Motivated People to Be Successful in Science: The Case of Wa District of the Upper West Region, Ghana

Introduction: The misconception held by many Senior High Schools Students that Science is difficult is having a spill-over effects on many of the Junior High School (JHS) graduates. Many of these JHS graduates were not and still are not opting for science courses at the Senior High Level because they have been indoctrinated with the notion that science is difficult. Objective: The objective of this study was to explore the factors that have motivated some personalities to become successful in the fields of science and use the results to encourage more JHS graduates to opt for science courses. Methodology: The study was conducted in the Wa District of the Upper West Region (UWR) of Ghana. Self-reported data were collected from 40 successful science-achievers using structured questionnaire. Purposive sampling technique was used to select the sample. Analysis: The data collected was analyzed using descriptive statistics and One-way ANOVA. Results: The results of the study revealed that teachers and parents in addition to role models constitute the key variables motivating personalities to read science. Analysis of variance shows statistical significant difference between the following variables: rural and urban motivational factors (mean square=1.469; F=6.723; p= 0.013); personalities who influence choice of science (mean square=17.778; f=49.231; p= 0.000); reasons for choice of science (mean square=20.069; F=49.828; p= 0.000); how respondents were motivated by parents, teachers, and classmates (mean square=19.136; F=26.310; p= 0.000); parental educational background and motivation (mean square=13.225; F=10.309; p= 0.003); suggested ways to motivate students to read science (mean square=24.544; F=28.649; p= 0.000); influence of role models on respondents education (mean square=26.678; f=24.298; p= 0.000); professions of respondents role models (Mean square=36.736; F=28.128; p= 0.000); and ways respondents managed the problems they encountered whilst in school (mean square=40.00.; F=28.148; p= 0.000).Recommendations: The study recommends that teachers and parents should collaborate when making decision regarding choice of courses for their wards. Career education must be instituted in the JHS to give students first-hand information on career opportunities to help them make informed decisions on their choice of courses. Teachers and doctors must exhibit good character worth emulating as they were identified as key role models motivating students to read science. Furthermore, teachers must practicalise their classroom teaching and learning activities to motivate students to read science.

“The Words Disappeared When Faced with Real Life Situations”: Communication Difficulties of Non-Native Speakers of Arabic in the Sultanate of Oman

The learning of Arabic as a foreign language (AFL) is increasing around the world. Even so, non-native speakers learners of Arabic face an array of communication difficulties. The present study is intended to explore some of the possible communication difficulties encountered by adult learners of Arabic in the Sultanate of Oman. An interpretive approach was adopted for the study, using in-depth interviewing and participants’ diaries. The findings of the study revealed that non-native Arabic speakers face four distinct difficulties when they attempt to communicate in Arabic. These difficulties are categorized as: putting thoughts into words, maintaining continuous speaking, pronunciation-related issues and applying grammar in their speech. These findings call for improved teaching programs, bridging the gap between classroom teaching activities and authentic life situations and the placing of parallel emphasis on both standard (written) Arabic and vernacular spoken Arabic in its different contextual communities. It is recommended that more studies investigating the dichotomy between colloquial Arabic varieties and standard Arabic should be undertaken.

ENGLISH TEACHING VIDEOS EMPLOYED IN EFL STUDENTS TEACHER CLASSROOM: A CASE STUDY OF STUDENTS’ PERCEPTION ON UTILIZING ENGLISH TEACHING VIDEO IN DEVELOPING TEACHING SKILLS

This study tries to investigate the use of English teaching video in EFL student teacher classroom. It was initiated by the importance of providing authentic classroom teaching activities to the students. Employing English teaching videos to improve students teaching skills is alternatively important to do in order to gain a good insight of how native English teachers teach in the classroom. Therefore, some English teaching videos accessed from CELTA link, which is a platform of teaching practice for TESOL teachers were showed in the classroom. The implementation of the video was conducted for one semester, during teaching and learning process in the course of TEFL. The data are gained from the interview conducted with the students asking their opinion about English teaching videos whether they can affect students teaching ability. The result therefore reveals that the students agreed that English teaching videos help them learn more about teaching skills, classroom managements, student-teacher interaction and teaching methodology. However, they also stated that there was a weakness of the video that it is sometimes hard to understand. They stated that native speaker teachers’ talks could be difficult to understand sometimes. Keywords: English teaching video, EFL classroom, teaching skill

Psychological distress, job satisfaction, and work engagement among Palestinian teachers: a cross-sectional study

BackgroundWork engagement is a positive, fulfilling affective and motivational state of work-related wellbeing and a protective factor for workers' mental health. The aim of the present study was to examine the association between psychological distress (conceptualised as the target variable), job satisfaction, and work engagement in contexts of low-intensity warfare and political violence. According to the salutogenic perspective, the relationship between job satisfaction and psychological distress is influenced by the level of work engagement. MethodsWe selected a convenience sample of 380 Palestinian teachers from Gaza (40%, 152 out of 380) and the West Bank (60%, 228 out of 380). The participants were recruited on-site during morning breaks from the classroom teaching activity. The selection criteria were being in a teaching position, and working in a primary or lower secondary school. The participants completed the Arabic versions of the Teacher Job satisfaction Scale (TJSS-9), the General Health Questionnaire (GHQ-12) and the Utrecht Work Engagement Scale (UWE-SF). The statistical strategy was based on structural equation modelling. The study was approved by the Ethical Board of the University of Milano Bicocca. Informed written consent was obtained from all participants. FindingsThe General Health Questionnaire cumulative score revealed a medium to high level of psychological distress (mean 18·68 [SD 4·03]) among teachers, but high job satisfaction (mean 27·18 [SD 5·65]). The structural model showed an excellent fit (χ2 (23)=69·6, p<0·0001, NC=3·021, NFI=0·939, NNFI=0·959, CFI=0·958, RMSEA=0·073). Job satisfaction and psychological distress had a moderate and inverse relationship that was, statistically speaking, fully mediated by the level of work engagement (F=17·05, p<0·001, R2=0·16). The direct effect of job satisfaction on work engagement was positive and medium (according to Cohen, 1988) in strength. InterpretationThe main finding of the study is that work engagement may mediate the impact of job satisfaction on teachers' psychological distress by lessening the effect of difficult working conditions. It further suggests that in order to mediate the effect of low job satisfaction on psychological distress of teachers, organisational policies and practices should focus on improving employees' work engagement. This means that, in developing job programmes for teachers in contexts characterised by difficult working conditions, the main focus must be to increase the level of subjective resources (eg, inner states, emotional activation, personal motivational processes) and workers' engagement rather than focusing primarily on job satisfaction. FundingNone.

Reforming teacher education in Nigeria: Laying a foundation for the future

Teacher educators in Nigeria receive limited professional development, particularly regarding the instruction of early grade reading skills. As part of the USAID-funded Northern Education Initiative Plus project, Florida State University faculty provided intensive teacher educator professional development to staff at four Teacher Education Institutions in northern Nigeria. Positive impacts on teacher educator knowledge, skills, and attitudes were observed related to content and pedagogical knowledge, use of participatory teaching and learning activities in the college classrooms, and improvement in student teacher engagement and learning. Continued success of the implemented model for training will be dependent upon national adoption and scale up.

The function and integration of components of pedagogical content knowledge (PCK) in classroom teaching: a case study of business English teachers

ABSTRACTWhile pedagogical content knowledge (PCK) has been studied across a wide range of research areas, including science, language teaching and mathematics, there is limited research on the role of PCK in business English (BE) teaching, an important teaching area of English for Specific Purposes. Informed by the conceptual framework of the PCK model for BE teaching, this study examined how four BE teachers integrated the PCK components in their actual classroom teaching in the English as a Foreign Language (EFL) context in China. The analysis of multiple sources of data including classroom observation, semi-structured interviews and teaching materials, identified the different patterns and ways in which the four PCK components (i.e. knowledge of the purposes of BE teaching, knowledge of instructional strategies for BE teaching, knowledge of students’ understanding of BE, and knowledge of the BE curriculum) functioned and were integrated in BE teaching. Implications for BE teaching practice and suggestions for future research on PCK in BE teaching are presented in the paper.

Teaching and learning about Chinese culture: pupils’ and teachers’ experiences of Chinese community schooling in the UK

ABSTRACTThis article investigates how pupils and teachers in two Chinese community schools in the UK understand Chinese culture as regards the classroom teaching and other activities offered by the schools such as the celebration of festivals. Working from a social constructionist perspective and building on the work of Adrian Holliday, the study explores both how participants understand and negotiate culture, and what processes inform their constructions. Overall, this study demonstrates complexity in pupils’ and teachers’ understandings of Chinese culture and how such complexity lies in participants’ personal trajectories and on the significance they attribute to Chinese culture in their lives.

The practice and thinking of the formative assessment and the flipped classroom of medical immunology

The flipped class model is student-centered, which turns the traditional first-learning behind into the first-teaching behind. The flipped class model can improve students' autonomous learning ability and other abilities. This article introduces the application of the flipped class in the course of medical immunology, including the course content selection, building QQ group learning plat-form, the production and release of independent learning resources, enactment of the task order and learning requirements, the design and implementation of classroom teaching activities and so on. The review and reflection of the formative assessment is also carried out. Through the reflection of the problems in the teaching, it is expected to lay the foundation for the promotion of the overturned class. Key words: Flipped class model; Formative assessment; Autonomic-learning; Medical immunology