Actual Teaching Practice Research Articles

Review and Analysis of Theories Underlying Grammar Teaching Methodologies

Grammar is significant in learning other language skills, such as speaking and writing. Theories of teaching grammar in a foreign language are vital as they allow EFL teachers to build a frame for language learners. Grammar instruction is a bridge that links learners with other skills and if their grammar competence is vulnerable, the whole language production will be weak too. This study seeks to understand and review language theories that underlie daily grammar teaching. Many of EFL/ESL teachers teach grammar without a solid understanding of the language theories that inform their actual teaching practices and methodologies. This paper sheds light on the linguistics theories underlying grammar teaching methodologies in most English as foreign language classes and textbooks. It is significant for English teachers to have a basic knowledge of language acquisition theories as it directly influences their ability to provide appropriate content-area instructions.

Tri Nga (Ngerti, Ngrasa, Nglakoni) Based Teaching Practice Assessment Model

This study aims to develop a more comprehensive assessment model in teaching practice and to support the realization of prospective teachers/educators who are skilled at teaching through PPL/PLP activities. This research method used research & development model of Borg and Gall with 10 stages. The data collection process was carried out by tests, interviews, questionnaires, observation and documentation. Technique of data analysis that used in this study is descriptive statistics. The result of the study showed that there are three phases in the implementation of the assessment model. First, Got It; students have knowledge related to teaching practice activities that are assessed through tests (objectives and descriptions). Second, feel; the ability to internalize the personality and social competencies that are assessed through observation sheets and thirdly, Acting; performing with complete sincerity which is assessed through performance. With a score of 89.36 from the three validators, this Tringa-based assessment model is suitable for use in teaching practice.

The Influence of Alternative Field-Based Experiences on Preservice Physical Education Teachers’ Perceptions of Assessment

This study employed occupational socialization theory to explore three physical education preservice teachers’ (PSTs) perceptions of assessment during an alternative field-based experience. A phenomenological approach guided this study, and data were collected through autobiographies, lesson plans, video recordings of teachings, and three rounds of interviews per participant. Data were examined through thematic collaborative qualitative analysis. Three major themes emerged: (a) out of sight, out of mind: assessment disappears in actual teaching practices; (b) PSTs valued assessment; and (c) PSTs’ socialization impacted assessment practices. There were subsequent subthemes within each theme. The results suggested PSTs valued assessment; however, their socialization influenced their lack of assessment implementation even with supports at the alternative field-based setting.

The Problems of the Interactive Approach in the Actual Theory and Practice of Teaching

The article is a generalization and analysis of materials devoted to the actual problem of interactive learning. Introduction. The interest of scientists and educators in the topic of interactivity was recorded at the end of the twentieth century, but at that time the authors considered such learning as a form of interaction between students and the educational environment. In the present period, the specificity of which is due to global digitalization, both interactive learning itself and its interpretation have been transformed. Today, interactive learning is comprehended through various definitions: method, technology, approach, form, means. This testifies to the heterogeneity of approaches to understanding the theoretical foundations, as well as the practice-oriented possibilities of the described phenomenon. Therefore, the purpose of this article is to determine the essential characteristics of interactive learning, to clarify the methodology that ensures productive implementation – both on the part of teachers and on the part of students. The target orientation of the material also determined its novelty. Materials and research methods. The study uses the semantic differential method for a comparative assessment of the characteristics of classes with students of a pedagogical university, conducted both in traditional and interactive forms. Specific results of the study. Analysis of the data showed that students prefer the interactive form of learning, highly appreciating its characteristics such as activity, collectivity, subjectivity, etc. In traditional classes, respondents noted such characteristics as passivity, monologue, regimentation, etc. Discussion of the research results. The data indicate the need to increase in the process of preparing students for classes in an interactive format. This is especially true for future teachers, who in their future professional activities will themselves have to rely on this format of learning and communication. Conclusions and prospects of the study. In general, the study confirms the need for further understanding of the theoretical foundations and practical approaches related to interactive learning, which also implies a conscious transformation of the positions of the subjects of the educational process. Keywords: interactive learning, conceptual analysis, the specifics of teaching in an interactive format, students of a pedagogical university, future teachers

Big Data Management and Application: Specialty Construction Overview and Exploration of Personnel Training System in Medical Schools

Focusing on the undergraduate specialty construction of big data management and application in medical colleges and universities in the context of New Medical Education, we first analyzed, in this paper, the demand for trained personnel of this specialization and the status of program construction at the national and regional levels. Then, taking Anhui Medical University as an example, a key medical university in Anhui Province, we introduced the preparations made by medical colleges and universities to set up big data management and application specialty. Finally, from the perspectives of the objectives of personnel training, curriculum system, and practical teaching system, we presented in detail the exploratory efforts made by Anhui Medical University to construct a training system for personnel specializing in big data management and application. In this paper, we reported mainly the work done on the exploration of the personnel training curriculum system, covering general education, professional education, and extracurricular activities, highlighting the interdisciplinary characteristics of a personnel training curricular system that integrates medicine, engineering, and management. We also reported on a practice teaching system that combined in-class practical teaching and extracurricular activities, and that incorporated tiered contents of increasing challenge--basic practice level, cognitive practice level, comprehensive practice level, and innovative practice level. This study is expected to provide useful references for the training of personnel specializing in medical big data in the context of New Medical Education.

TEACHING AS CIVILISING MISSION: AN ETHNOGRAPHIC REFLECTION OF SCHOOLING IN RURAL BASTAR

Since the creation of the administrative and epistemic category of savage in the late 19th century, the dichotomy of savage- civilised had been an intrinsic part of school education in Adivasi areas. Though, in contemporary academic discourse, the colonial construction of tribe is now considered as myth however, in actual teaching practices education as civilising mission is still constituting educational reality of Adivasi students. Drawing data from ethnographic fieldwork, conducted in rural Bastar, this paper attempt to explore the ongoing conflation between school education and civilising mission from the teacher’s perspective. The paper argues that relegation of teacher professional development in government school system under neoliberal regime draw limitation to visualise their role in broader framework of liberal education. As a result, with all good intension and commitment, they locate the Adivasi community and students in a dominant framework of savage and uncivilised and define school education as civilising mission.

Study on the Application Value of PBL Combined with Situational Simulation Teaching Method in Clinical Practice Teaching of Radiology Department.

Objective To study the application value of PBL (Problem-Based Learning) combined with a situational simulation teaching method in clinical practice teaching of radiology. Methods 120 interns who practiced in the radiology department of our hospital from 2020 to 2021 were randomly divided into a study group and a control group. The research group used PBL combined with the scenario simulation teaching method to carry out clinical practice teaching activities. The control group was carried out according to the conventional teaching plan. After 3 months, the teaching effect and satisfaction of the two groups were compared. Results The imaging report quality control score, intravenous contrast agent score, and practice test score in the study group were higher than those in the control group. The scores of the small class and special class in the research group were higher than those in the control group, and the difference was statistically significant (P < 0.05). The scores of job competency questionnaire in the research group were higher than those in the control group (P < 0.05). The occupational self-efficacy questionnaire score of the research group was higher than that of the control group (P < 0.05). The nursing practice satisfaction score of the research group was higher than that of the control group (P < 0.05). Conclusion The value of PBL combined with the scenario simulation teaching method in the teaching of radiology clinical practice is significant, which can improve the work ability of interns and make them more satisfied.

Investigation on the Identity Construction of Young Foreign Language Teachers in Colleges and Universities Based on Feature Selection Algorithm

With the gradual implementation of the strategic goal of strengthening the country in education, people’s attention to students’ learning is also increasing day by day. At the same time, the teaching effect of individual teachers depends to a large extent on the identity of teachers themselves, so it is necessary to improve the construction of teachers’ identity. Most of the research on teachers’ identity construction starts from the theory of identity, which does not play a significant role in the critical application in practical teaching activities. In response to these problems, this paper will use the ReliefF algorithm and the Spark algorithm in the feature selection algorithm to scientifically process the identity construction, and implement the application of the improved ReliefF feature selection algorithm and the feature selection application steps based on the Spark algorithm respectively. The experimental results show that the improved ReliefF algorithm has better feature selection accuracy when the feature range is 30% to 40%. It shows that the construction of teacher identity based on feature selection algorithm can provide an objective basis for the realization of teacher identity.

Supporting local school reform toward education for sustainable development: The need for creating and continuously negotiating a shared vision and building trust

This article centers on a local school reform project aimed at implementing a transformative approach to Education for Sustainable Development (ESD). The study investigates the project in terms of how the design criteria of a continuous professional development program and critical factors of the implementation process influenced the actual teaching practices. Data were collected through interviews with 15 teachers from five schools, and a thematic analysis was conducted. The results showed that the local school reform had limited effect. Trust between school actors, strategic management, and reflexive collaboration appeared to be the most important enablers of transferring the reform agenda into teaching practice. Skepticism, ambiguous management, and local contexts were identified as obstacles, hampering the intended change. A concluding recommendation for implementing transformation oriented ESD through local school reforms and professional development is to add a novel and threefold design criterion to the existing criteria, namely that of creating and continuously negotiating a shared vision and building trust.

English language teacher professional identity aesthetic depiction: an arts-based study from Afghanistan

ABSTRACT Despite a burgeoning body of research on teacher identity development, little is known about how incongruities between the ideal and real-life teaching practices create identity tensions. The present study adopted an arts-based approach and examined teachers’ ideal and actual teaching practices, and the associated identity tensions and related coping strategies in the context of Afghanistan. Data were collected from six English teachers via drawings and semi-structured interviews. Data analysis indicated that the teachers experienced unattainable ideal praxis in terms of ‘time, space and facility’, ‘ideal teaching methods’, ‘ideal instructional materials’, and ‘technology-enhanced classroom’, which resulted in various identity tensions. However, thinking reflectively about their imagined community and ideal practices offered affordances for the teachers to be creative to manage the tensions, and build resilience and reflexivity. The study concludes with implications for teachers, teacher educators, and policymakers in developing awareness of ideal-real mismatches to support teacher identity development.

From practicum to the second year of teaching: examining novice teacher identity reconstruction

ABSTRACT This study explored the co-constitutive influence of past experiences, present engagement in practice, and future self-images on the identity reconstruction of three novice language teachers. Drawing on practicum journals and narratives over a three-year period, the study explores the process of teacher identity reconstruction from the teacher education programme to the second year of teaching. The findings show how critical studentship experiences guided the teachers’ career identity as prospective teachers and how this identity turned into a site of dissonance between practicum experiences and the identity constructed in practice. In particular, context functioned as a main source of teachers’ resisted identities, emotional conflicts and turnover intentions. Moreover, the findings highlight the significance of creating a nexus between teacher education programmes and actual teaching practices. We provide implications and pedagogical alternatives for establishing such a nexus to facilitate student teachers’ transition to the teaching practice and reduce the associated tensions.

Analysis of the Role of Decision Tree Algorithm in Art Education Based on the Background of the Internet of Things

In recent years, transportation, medical care, energy, and other fields have relied on a number of smart technologies such as the Internet of Things and cloud computing, and the degree of intelligence has continued to increase. As a key part of the future development of cities, education is facing tremendous pressure and challenges. How to use all kinds of smart technologies to promote the informatization of education and create a new era of smarter education is an important mission of current smart education. Decision tree classification is a frequently used technique in data mining. It has the characteristics of fast classification and high efficiency. It is not only used to analyze data but also to make predictions. Professional art education occupies an important position in college education. How to combine decision tree algorithms to develop targeted and effective professional art education and to strengthen the teaching reform and research method innovation of art design has become the current teaching work of colleges and universities. The purpose of this paper is to optimize the teaching mode of art courses in colleges and universities, improve the teaching effect of art classes, and realize the teaching goal of art courses. In this paper, art curriculum teaching experience and the reality of teaching research, through analyzing three local questionnaire surveys of college students, based on the principle of students’ subjectivity from the topic content, organization form, evaluation mode of college art teaching in our student autonomy, initiative, and the role of creative mechanisms are discussed. According to the practical teaching activities of art courses conducted in this paper, the satisfaction degree of college students with art courses is up to 92%, which indicates that this experiment is still relatively successful and significant, and arouses students’ subjectivity to some extent.

Construction of University Sports Flipped Classroom Based on Sports Skills Learning and Mobile Edge Computing-Driven Neural Network

In order to make students more interested in PE learning in PE teaching, it is necessary for PE educators to change the traditional way of thinking, take students as the main body of PE learning, be guided by teachers themselves, and use mobile edge computing and neural network technology as technologies. It enables students to carry out intelligent physical education independently. Whether the teaching is effective does not mean whether the teacher has completed the teaching content seriously, but whether the students have learned something, or whether the students have learned well. Based on the actual teaching practice of flipped sports classroom, this paper takes the “effectiveness” of sports classroom teaching as the breakthrough point, mainly adopts the research methods of comparative analysis, mobile edge computing, and neural network, and combines relevant domestic and foreign research results on the teaching of sports flipped classroom at home and abroad. An in-depth and comprehensive analysis of the effectiveness was carried out. The research results show that it is reliable to build a university sports flipped classroom with a neural network driven by motor skill learning and mobile edge computing as the carrier.

Research and Development of Indian Electronics Engineering Education

Engineering schools and higher education institutions need to rethink their curricula in light of these findings. With the current curriculum challenges, the report suggests new measures that will aid education development. Goals, analysis, content, policy, content, evaluation methods, and implementation are all part of the investigation. Using a craft knowledge approach, this article shows how instructors' theories and beliefs are connected to their actual teaching practices while also accounting for local and cultural differences. According to a study, policy making and implementation are inconsistent in the Indian education sector.

Teachers’ Beliefs, the Concept of Face and Classroom Practices

Students who want to be English language teachers enter teacher preparation programs viewing, teaching and learning from their own experience as students as pointed out by many researchers (e.g., Curtner-Smith, Hastie, &amp; Kinchin, 2008; Richardson, 1996; Russell, 2008, Schweisfurth 2015). They want to teach the way they were taught while they were at the universities. Often, they have a role model, a teacher who serves as a guide an inspiration for them. After they graduate and start working as English teachers, what they face, in reality, sometimes overlaps with the information they were given as students. So, their beliefs about teaching alter and change depending on their teaching contexts. Relating theory and practice enables pre-service teachers to transfer the necessary knowledge and skills gained at the university level on actual teaching practice (Bell &amp; Robinson, 2004). Awareness and enhancing educational processes require an understanding of teachers' views and actions. They are closely linked to teachers’ strategies for coping with challenges and difficulties in their daily teaching routines and at the same time they influence students’ motivation about the learning process. The purpose of this paper is to address the importance of teachers’ beliefs and actual classroom practices about the importance of teaching prepositions in their classes. Also, the concept of face, loosing or saving face be it of the teachers or students is introduced in this paper. Cases when teachers’ beliefs converge or diverge with real class practices are discussed pointing out the factors that influence teaching practices. Teachers’ beliefs and current practices are important for understanding and improving the educational processes. The authors will compare the teachers’ beliefs and their actual practices in English classes and how is the concept of face employed in EFL classes. For the purpose of this paper, three English teachers out of 20 were randomly selected during a training seminar provided By British Council, Albania. The concept of face is examined through three English teachers who teach at a primary school and are observed how they provide explanation, regarding prepositions, to their students. The findings show that the concept of face is not introduced to students in any class or subject. It is recommended that students should be taught about the concept of face, types of face, how they are related to individuals and the influence that the concept of face has on teachers’ daily teaching routines. Moreover, there is no study on the concept of face in the Albanian context and especially in the EFL classes. So, in the future other studies are needed to stress the importance of the concept of face in the Albanian culture.

It was Teacher Identities, Learning and Teaching Experience that Affected Teaching Practices

Teacher identity is complex, changeable over time, and a poly-component assembly like the social identity. Since there were some problems in analyzing teacher identity with the existing binary methods using NNEST (Non-Native English-Speaking Teacher) and NEST (Native English-Speaking Teacher), various analyzing methods were adopted in this study, such as investigating the linguistic identity of the participants. The primary purpose of the study was to investigate teacher identity of two female professors teaching English conversation in Korea and find out how their different teacher identities and learning and teaching experiences affected their teaching practices. Data collection consisted of six semi-structured interview sessions with two participants and one classroom observation for six months. To triangulate the data, the study analyzed the classroom observation field notes and background survey sheets along with the transcripts of the interviews. The present study discovered that the first participant (EB-elective bilingual) positioned herself as a NNEST and Korean who spent most of her lifetime practicing and teaching English in Korea with studying experience for about three and half years in the U.S. In the meantime, the second participant, a circumstantial bilingual, perceived herself as a NEST and Korean, who studied and practiced English in the U.S. and in some Asian countries but taught English language mostly in Korea. Even though both professors confessed that a well-prepared class was important, their different linguistic identities, learning and teaching experience caused the different teaching practices. In addition to such findings, the present study attempted to uncover the relationships between teachers’ NNEST identity and their actual teaching practices in the classroom. Hence, this study offers important implications for teaching English conversation in EFL (English as a Foreign Language) contexts.

Research on the Construction of the Practice Teaching Mode of MTA in China: A Case Study of Chifeng University

According to the general requirements of the Guiding Training Plan for Postgraduates of Master of Tourism Management issued by the China Tourism Management Postgraduate Education Steering Committee, practice is an important part of MTA training. The construction of a student-centered practical teaching mode that fully arouses the enthusiasm of students and the effective promotion of diverse practical teaching activities is the concrete embodiment of MTA’s strengthening the practice link. It is also an effective means to achieve the MTA training goal of “high-level, application-oriented professionals with a sense of social responsibility, entrepreneurial and innovative ability, tourism professionalism, international vision and strategic thinking ability, and competent for the actual work of modern tourism and related industries”, which is of typical significance for improving the quality of MTA training.

Reform and exploration of the construction of mental health education curriculum for college students from the perspective of "three complete education"

With the further deepening of education reform, the demand for innovation in mental health education courses for college students has also further increased. Combining the teaching of mental health courses with ideological and political education and innovating the education model will help improve the quality of comprehensive teaching and promote students Effective learning and development can play a positive role. Based on this, the article first expounds the importance and status quo of college students' mental health education, then analyzes the feasibility and requirements of ideological and political education in college students' mental health education courses, and finally explores the development of ideological and political education in college students' mental health education courses. It is hoped that the combination of mental health education and ideological and political education can be studied from the theoretical level, which can play a certain enlightening role in the development of practical teaching activities.

Exploring the Connection between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction

AbstractIn recent years, research into the learning of pronunciation pedagogy and its effects on a teacher’s capacity to provide effective pronunciation instruction has been steadily growing. Nevertheless, a prominent puzzle piece still remains uncovered: the direct effect that coursework has on a trainee’s ability to deliver effective instruction. To address this gap, the current study explores the development of second language teacher cognitions and actual teaching practices in a tutoring project, which serves as the capstone assignment for a graduate course in pronunciation pedagogy. Semi‐structured interviews, stimulated recalls, written reflections, and tutoring observations were used to explore the intricate connection between training and practices. Findings suggest that controlled activities made up the majority of the trainees’ techniques. Trainees requested more in‐class practice with creating and conducting free activities, as these were viewed as the toughest technique. Also, this study found one predominant connection which the tutoring project brought to light: the trainees’ use of the communicative framework (Celce‐Murcia, Brinton, Goodwin, &amp; Griner, 2010) as an ‘order of operations’. These results highlight the importance of training in pronunciation pedagogy which includes a hands‐on experience.

Learning Sets Knowledge Effect on Confidence Level in Teaching of Informatics Education Students

This research is motivated by students as well as personal writers who have problems when carrying out teaching practice activities at school, one of which is the lack of student self-confidence caused by a lack of knowledge regarding the learning sets that will be used in teaching. The objectives of this research include; (1) knowing the description of knowledge of the 2016 PTI student learning sets; (2) knowing the description of self-confidence in teaching PTI students’ class of 2016; (3) knowing the relationship between knowledge of learning sets with confidence in teaching PTI students’ class of 2016; and (4) knowing the contribution of knowledge of learning sets to self-confidence in teaching Informatics Engineering Education students’ class of 2016. The research design used is descriptive quantitative research. The sample in this study amounted to 74 respondents obtained based on simple random sampling technique. The research instrument used tests and questionnaires. The results of this study indicate that; (1) Students who have a very high knowledge of learning sets are 43.2 percent, students who have a high knowledge of learning sets are 52.7 percent, and students who have low knowledge are 4.1 percent, (2) students have confidence self-confidence in teaching is high at 94.6 percent and students have high self-confidence in teaching at 5.4 percent, (3) There is a significant relationship between knowledge of Learning Sets and Confidence in Teaching at State University Informatics Engineering Students Malang, (4) the contribution of variable X to variable Y is 33.2 percent and the rest is influenced by other factors not mentioned in the study