Aspects Of Teaching Research Articles

A linguistic and regional approach to the study of english and the karakalpak audience

This scientific article explores the unique linguistic and regional aspects of teaching and studying English in the context of the Karakalpak audience, a Turkic-speaking ethnic group residing in the Karakalpakstan region of Uzbekistan. It examines the challenges and opportunities presented by this regional context and the implications for English language education

CONTEXTUAL TEACHING AND LEARNING FOR HR MANAGERS’ PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCE DEVELOPMENT WITHIN THE FRAMEWORK OF CORPORATE TRAINING

The article is devoted to highlighting the problem of the use of contextual teaching and learning for HR managers’ psychological and pedagogical competence development in within corporate training. The aim of the article is as follows: to substantiate the contextual teaching and learning as pedagogical condition for HR managers’ psychological and pedagogical competence development within the framework of corporate training. The role and significance of psychological and pedagogical competence in the professional activity of HR managers is substantiated. An analysis of the scientific literature on the research problem, highlighting various aspects of contextual teaching and learning usage was carried out. It is justified that for HR managers’ psychological and pedagogical competence development in the framework of corporate training, it is important to master knowledge, develop skills, professional values and attitudes that totality can be characterized as the HR manager’s ability to reach acme and realize one’s own competence in the conditions of a fast‐developing business environment consisting of typical, atypical, problematic, creative and innovative situations and tasks. It is proved that to gain experience in the implementation of the psychological and pedagogical competence of HR managers, it is important to harmonize the content of training, which reflects the specifics of their professional activity, with organizational forms and methods that have proven their effectiveness in the framework of corporate training. The content of professional development should be practice‐oriented, based on the experience of HR managers and provide for its further use in practice. The features and content of contextual teaching and learning for the acquisition of experience in the implementation of the psychological and pedagogical competence of HR managers are presented (the content, tasks, the organizational forms of learning and methods, the peculiarities of participants’ activity, the expected results, the indicators of development). The examples of training organization using the potential of a seminar, role‐playing and business games, team building and teamwork, etc. are provided. On the basis of the conducted research, the conclusion was formulated that the development of HR managers’ psychological and pedagogical competence in the framework of corporate training is possible, if its theoretical foundations are substantiated, and the specifics of the implementation of this pedagogical condition is clearly defined, as well as the appropriate organizational forms of learning and teaching methods are chosen.

THE IMPLEMENTATION OF CARTOON VIDEO TO IMPROVE THE IMPLEMENTATION OF CARTOON VIDEO TO IMPROVE THE EIGHTH-GRADE STUDENTS’ PRONUNCIATION SKILL AT SMP NEGERI 12 DENPASAR

Pronunciation is one of the essential nouns that are based on oral and basic forms skill to speak English and other languages. Learning English pronunciation can help students to pronounce words and sentences correctly. Clear pronunciation makes it easy for students to understand and produce intelligible sounds, therefore pronunciation learning has become an important aspect in teaching. This research used the Classroom Action Research (CAR) methodology. The result showed that the best implementation of cartoon videos was proven to improve students’ pronunciation skills. In order to achieve the best implementation of cartoon video to improve students’ pronunciation skill, there were three factors that must be considered: Learning system, speech rate, and the students’ frequency in practicing pronunciation. Besides, the findings also showed that most of the students had a positive perception of the use of cartoon videos in learning pronunciation. Most of the students felt helped in learning pronunciation using cartoon videos. They also felt more interested and motivated in pronunciation learning process. Therefore, it can be concluded that the cartoon videos was the suitable media to teach pronunciaciton and had been proven to improve students’ pronunciation skills through its best implementation.

Psychological Impacts of Teaching Models on Ibero-American Educators during COVID-19.

Educational systems globally, and notably in the Ibero-American context, underwent significant adaptations in response to the myriad challenges imposed by the COVID-19 pandemic. The pedagogical evolution unfolded through three discernible phases: predominantly online, hybrid, and ultimately, a return to face-to-face instruction. While these phases were universally apparent, cultural, socio-economic, and health disparities across regions subtly influenced the quality and experiential aspects of teaching and learning within these models. This study seeks to illuminate the psychological profiles and evaluative perspectives regarding teaching and learning quality among university educators during COVID-19's tri-phase educational transformation. Engaging 601 university instructors from various Ibero-American countries, a comprehensive questionnaire mapped demographic, academic, and psychological landscapes across the pandemic's distinctive epochs. The pivot to online educational methodologies, supplanting traditional modalities, permeated numerous facets of the educational endeavor, particularly impacting faculty life and wellbeing. Data underscored a prevalent sentiment of loneliness, indicative of broader mental health challenges, especially pronounced among educators in Latin American nations. Notwithstanding these hurdles, Latin American educators demonstrated a predilection towards online instruction, in stark contrast to their European peers, who exhibited a preference for in-person pedagogy. This study unveils the divergent pedagogical preferences and mental health challenges among university educators in the Ibero-American realm during COVID-19's educational shifts, underlining the need for adaptable educational frameworks and robust mental health support, attuned to the region's distinct socio-cultural and economic contexts.

The Use of Social Networking Sites in Education: A Systematic Literature Review

Social Networking Sites (SNS) have emerged as a consequential implication of technological advancements that play an important role in human life today. The presence of Social Networking Sites (SNS) as a rapidly evolving technology constitutes a global phenomenon that warrants comprehensive examination from various perspectives, with education standing out as one of the most pertinent areas of inquiry. It is necessary to understand the usage of SNS in education in order to better empower them within learning activities. The purpose of this study is to analyze extent SNS is used in the field of education, aiming to empower SNS even further in future learning activities. This systematic literature review refers to 60 Scopus-indexed journal articles that have been adjusted to the concept under further review, namely SNS and education, along with substantively relevant keywords. This research presents eight research questions regarding the conceptual framework, characteristics of journal articles, research findings, and research development. The analysis results indicate that the use of SNS in education plays a significant role for academics and students, and it can support the educational institutions’social life and aspects of teaching, learning, and research.

Integration of Independent and Collaborative Learning in Educational Settings

This research paper delves into the multifaceted aspects of teaching and learning in contemporary educational environments. Specifically, it examines the interplay between independent and collaborative learning methods. Independent learning empowers students to take charge of their education, fostering self-reliance and critical thinking skills. In contrast, collaborative learning emphasizes group interaction, promoting teamwork and communication skills. This paper explores the benefits, challenges, and strategies associated with these two approaches and provides insights into their integration for optimizing educational outcomes and we offer a new methods with combining these two methods. By synthesizing current research and practical examples, we aim to guide educators in creating more effective and engaging learning environments through this new proposed method.

Role of Reflection in Education and Practice in Anaesthesia: Purpose, Process, Pitfalls and Promotion

Reflection facilitates medical education and professional practice by enhancing active and deep learning from experiences. The reflection period is a time for self-awareness and self-assessment of learning events and experiences to improve future experiences (e.g., skill acquisition). Advocates for reflection suggest that reflective practice has the power to enhance professionalism as it provides an opportunity for critical thinking. It can be of variable length and depth; however, the process should be explorative and factual. Critical reflection is a broader and in-depth consideration of historical, cultural and political contexts to challenge and change one’s or a group’s assumptions and actions. Although the process is beneficial to achieving the intended learning objectives, its impact on educational and clinical outcomes remains unclear in anaesthesia. The usefulness of reflection in the learning process or work practices varies depending on personal, professional and organisational factors. Several models and approaches are described to facilitate the reflection process. However, assessment of reflection within the curriculum boundaries and for workplace-based learning activities is complex and challenging due to the lack of validated tools for different types of reflection. PubMed and Google Scholar were searched for articles on reflection and its application in anaesthesia. The anaesthesia literature has minimal information on the theoretical and research aspects of reflective learning and teaching. This review aims to outline the purpose of reflection, discuss the utilisation of commonly used reflection models and underline the intricacy of reflection in anaesthesia learning, teaching and practice. This article highlights crucial factors which may foster or hinder reflection and its effectiveness in achieving meaningful intended outcomes.

Developing research skills in medical students online using an active research study

BackgroundDeveloping research skills and scholarship are key components of medical education. The COVID-19 pandemic necessitated that all teaching be delivered online. We introduced an approach to small group teaching in the academic year 2020–2021 online which involved students in an active (ongoing) research study to develop their research skills.MethodsWe acquired student feedback to evaluate their perspectives quantitatively on development of research and scholarship skills, teaching content and format, and tutor performance using this teaching approach. In addition, we captured free text responses from both students and tutors on the positives and negatives of our course, and their suggested improvements. We also compared summative assessment marks for the online/active research course (2020–2021) with those obtained from previous (2017–2019) and subsequent (2021–2023) teaching sessions.ResultsStudents were largely positive about most aspects of the online course utilising an active research study (n = 13). Students agreed that they were able to acquire research skills, particularly related to data analysis, transferable skills, and giving scientific presentations. A one-way ANOVA revealed no significant difference for assessment marks across all five teaching years (two years prior and two years following the online/active research course), indicating that the course achieved the learning outcomes. Students enjoyed the convenience of online teaching and the availability of course resources, but least liked the lack of in-person interaction and laboratory training. Tutors enjoyed the collaborative aspects of online teaching, but least liked the lack of face-to-face interactions with students.ConclusionsOur study demonstrates that delivering online teaching which involves students in active research engages and motivates them to develop their research and scholarship skills. We recommend that educators consider incorporating a current research study in their undergraduate courses as this can enhance the student learning experience as well as the research project itself.

Determining the Relationship of Icebreakers with Principles of Learning and Teaching

The occurrence of COVID pandemic has forced higher education institutions to adopt online teaching. A recent study has found that a vast majority of students find online teaching less motivating than face-to-face environments. Icebreakers are activities designed to “break the ice”, energize/re-energize students, and create an interactive environment among teachers and students. This research is aimed at providing a link between icebreakers and re-energizers and teaching and learning models. The purpose of this research is to encourage teachers, especially those dealing with adult learners, to develop their theoretical understanding for effective implementation of icebreakers in class and provide a link between teaching methodologies and icebreakers. The nature of this study is review-based and relies upon previous research. During the evaluation of this research, mapping between teaching perspectives, UKPSF dimensions, and the ripples’ model was developed. Moreover, different perspectives on the design of a student-centered learning environment were also identified. Based on this research, it was detected that there is a need to conduct further studies that can quantitatively measure the effect of icebreakers in fulfilling the learning goals. It is also essential to investigate whether the outcomes of ice-breaker activities can be linked with various aspects of teaching and learning. In this context, some authors have studied the effects of icebreakers on social interaction in online learning. However, their effects on other aspects of online teaching are still understudied. Based on the findings of this research, it is recommended that future research should be carried out on the design and employment of different ice-breaker activities in online classes and link them with the subject matter. The effects of these activities on student performance in assessment, class participation, and critical thinking must be investigated. Moreover, the current literature lacks the use of numerical and statistical analysis to support their results, which should also be taken into consideration.

مشكلات تعليم الصرف وحلولها للمبتدئين

This study aims to determine the problems of learning sharf (Arabic morphological) and its solutions for novice learners. The method used in this research is qualitative with the type of library research. The technique used in data collection was to conduct a search of the books and results of sharaf's research that had been published. The data analysis uses interactive data analysis Miles, Huberman and Saldana. The results of this study indicate that learning sharf problems include two aspects, namely material aspects and teaching aspects. The problems of sharf learning from the material aspect are due to the fact that there is no design for presenting sharf material systematically according to the level of student learning. Meanwhile, from the teaching aspect, it is because the method used is more theoretical and weak in its application. Therefore, as a solution to the problem mentioned above, it is necessary to develop a systematic and applicable sharf learning design which contains three elements, namely habituation, memorization and practice.

Stakeholders’ Perceptions of Developing and Sustaining School–University Partnerships: A Multiple Case Study

The purpose of this instrumental multiple case study was to examine and compare five inservice music teachers’ and one administrator’s perceptions of three school–university partnership programs, in various stages of development, across one semester. Data sources included participants’ observation notes, researchers’ field notes, and individual semi-structured interviews. The following themes emerged from the data: (a) benefits of reinforcement, (b) benefits of promoting best practice and research, (c) challenges of navigating multiple teachers, (d) challenges of time management, and (e) observed differences between partnerships. Participants offered the following suggestions to implement and sustain successful partnerships: (a) preservice music educator preparation, including preparation in music planning, responsive teaching, and developing student connections, and (b) logistics, including increased communication, understanding all aspects of full-time music teaching, and expanding the number of visits. Implications for practice include engaging stakeholders in equal planning, reflection, and evaluation to create mutually beneficial partnership experiences.

Problems and Solutions for Enhancing Awareness of Tense, Aspect, and Modality in Teaching and Learning English in Vietnam

The aim of the article was to review knowledge and research done by previous authors in terms of tense, aspect and modality. By introducing thorough classifications and examples of a range of knowledge that is less acquired and educated in Vietnam, the problems in teaching and learning tense, aspect, and modality are discussed to clarify the challenges that Vietnamese teachers and learner encountered. The measures were proposed to boost academic performance among learners, and improve teaching quality among teachers, reducing tiredness and boredom in grammar teaching and leading to alternative viewpoints for these ranges of knowledge.

Conceptualisation of teaching excellence: an analysis of teaching excellence schemes

Recognition of teaching excellence has become a global trend in higher education as various schemes and awards are established as a way to assure stakeholders of the quality of teaching in universities. At present, there is a lack of research into what teaching excellence means from an institutional perspective. This study explores the conceptualisation of teaching excellence in 95 award documents from research-intensive and non-research-intensive higher education institutions as well as national and regional-level teaching excellence schemes. Data were collected from official institution websites and analysed using thematic analysis. The findings show that teaching excellence is defined by five dimensions of excellence (impact, innovation, inclusivity, scholarship of teaching and learning, and student-centredness) in six aspects of teaching (pedagogy, curriculum planning and design, assessment, student support, service to communities and professional development). A matrix is constructed based on the findings to explicate the concept of teaching excellence, and potential contradictions and tensions concerning the values emphasised in the dimensions of excellence are highlighted. The findings of this study have theoretical and practical implications for researchers, policy makers, staff development personnel and practitioners.

Less is More: Improving by Removing

The pressures currently on teachers of mathematics at every level seem greater than ever, whether that is university mathematics lecturers, school teachers or those who work with very young learners. So, I began my Presidential Address with the hope that no one would leave the Joint Conference of Mathematics Subject Associations 2023 feeling as though they were not good enough and must do more. I did not want anyone to go home with a lengthy to-do guilt list of additional things they must try to incorporate into their practice. Instead, I advocated giving attention to the ancient proverb “less is more”, versions of which are found within many cultures; e.g., “brevity is the soul of wit” (Hamlet), “Sometimes diminishing a thing adds to it; Sometimes adding to a thing diminishes it” (Tao Te Ching). I offered five aspects of mathematics teaching and learning that might benefit from ‘less of’ something, in each case trying to see how this might create space for more of something else. In this article, I present these five suggestions for improving by removing.

Teaching Math through Art: a didactic sequence proposal with scripts for the construction of conics by the string art technique

The interdisciplinary studies in the teaching of mathematics through art makes this articulation a source that generates comprehensive and significant knowledge for both areas, with the possibility of exploring playfulness and creativity for educational purposes. In this context, the string art technique (which consists of building different figures as a result of the orderly manipulation of strings on points fixed on a solid surface) is shown as a potential didactic resource for the development of methodologies that can improve aspects of teaching and learning of geometric figures and their properties, such as conical sections (little explored in relation to other geometric shapes). The exploration of the technique can help the teacher in the teaching process of Analytical Geometry, through dynamic classes using manipulative materials, with the possibility of obtaining better learning results. In this sense, the present work explores the context of interdisciplinary between Mathematics and Arts and proposes a didactic sequence directed to the teaching of conic sections in High School, with string art. The didactic sequence evidences a methodology oriented to the participation of students as active in the construction of their own knowledge, based on the guidelines for the construction of geometric figures by the mediator teacher. In the professional perspective, the objective of the didactic sequence (product of this work) is to help the teacher in the construction of new teaching methodologies that contribute to improve the student's knowledge about conics, in order to obtain satisfactory results in the teaching of Geometry and overcome difficulties observed in classroom practice.

Exemplifying the situated nature of teacher noticing: Elementary teachers' use of insider knowledge

AbstractTeacher noticing is a crucial aspect of responsive and ambitious mathematics teaching, allowing educators to understand students' mathematical thinking and make informed decisions. However, this noticing is influenced by teachers' insider knowledge (i.e., past and present knowledge and experience with students), which is shaped by societal norms, biases, and expectations, including potentially harmful deficit discourses. This study investigates teachers' noticing of written work from a situated perspective using qualitative secondary analysis. The goal of this work is to exemplify upper elementary teachers' use of historical knowledge gained from classroom interactions or informal school settings, along with local and broader contextual factors. Data analysis included elementary teachers' noticing mathematical thinking in written work from their class, their use of insider knowledge of their students, and distinctions in orientations toward students and their thinking. Results indicate how insider knowledge enhances, impedes, or does not impact individual teachers' focus on the details and reasoning evidenced in their students' strategies. The findings contribute to a more nuanced understanding of the complexities of teacher noticing and emphasize the importance of acknowledging the socio–cultural and historical context which is needed for equitable mathematics teaching. Implications are discussed.

Decolonising history teaching in the United Kingdom: Movements, methods, and curricula

AbstractToppling the statue of the slave merchant Edward Colston in Bristol, removing the monuments of King Leopold II from public places in Belgium, Black Lives Matter protests, and mass demonstrations targeting remembrance of certain chapters of the history of the Global North – these are some of the significant events that drew attention to the ongoing disputes around the legacy of colonialism during the summer of 2020. These developments form an integral part of the long-drawn-out process of decolonisation: decolonising the culture of the former mother countries. From museology through the natural sciences and linguistics to visual arts, vast areas of the academic, scientific, and cultural scene of the Global North are crucially affected by decolonizing tendencies, with the teaching of history arguably among the most disputed ones. This paper reviews the key decolonising aspirations of history teaching in the United Kingdom by studying the goals, messages, methods, and endeavours of three movements: Why Is My Curriculum White?, The Black Curriculum, and Rhodes Must Fall Oxford, address different levels of education and urge the transformation of numerous aspects of history teaching (teacher training, curricula, teaching methodology, etc). Source materials examined include the work, teaching aids, and written, audio, or video content published on various social media platforms by these three organisations, as well as parliamentary papers and reports of public and non-governmental bodies.

Aesthetic values in home and consumer studies – investigating the secret ingredient in food education

Food is a part of everyday life, and formal food education is included in compulsory education in many countries, for example through the subject Home and Consumer Studies (HCS). While food education is often underpinned by public health concerns such as preventing non-communicable diseases and promoting cooking skills, there has been little focus on aesthetic aspects of teaching and learning about food. This study therefore aims to gain understanding of aesthetic values as a part of HCS food educational practices. Aesthetic values are here regarded as socially and culturally shared, and related to notions of pleasure and taste. As this study uses a pragmatist approach, aesthetic values are seen as constituted in encounters, encompassing experiencing individual(s), artifacts, and context. By thematically analyzing empirical data from an exploratory case study, including classroom observations, student focus groups, and teacher interviews, we show how values are constituted as culinary, production, and bodily aesthetics. Culinary aesthetics involved cooking processes, cooking skills, and presentation of food and meals. Production aesthetics involved foods’ origin and degree of pre-processing, whereas bodily aesthetics related to bodily consequences of eating. Aesthetic values were vital features of the educational practices studied and played a key role in bringing the practices forward. They also indicated what counted as valid, or desired, outcomes and thereby steered events in certain directions. The study highlights the significance of aesthetic values and argues in favor of acknowledging aesthetics in planning, undertaking, and evaluating HCS food education.

Research of theh issues of teaching the russian language in Turkey

The article deals with the topical issues of teaching Russian as a foreign language in state higher educational institutions of Turkey. The relevance of this study is due to the lack of a detailed description of an integrated approach that would determine the objective patterns of teaching and learning a language. Russian as a Foreign language teaching in Turkey is analyzed in detail in the article, as well as the accumulated experience in the methodology of teaching Russian as a foreign language in Russia and the People’s Republic of China is presented. The article examines the current situation on the application of an integrated approach in teaching Russian as a foreign language, presents innovative approaches of various authors on the subject, as well as some practical recommendations for Turkish citizens studying Russian. The author substantiates the further need for further creation of textbooks and teaching aids that will take into account the principles of an integrated approach to teaching aspects of language and types of speech activity necessary for high-quality teaching of Russian as a foreign language, as a specialty language, the communicative orientation of teaching, the possibility of individualization of the educational process. The prospects of the study consist in developing a practical approach to solving the above-mentioned problems that are relevant at the moment and introducing it into the educational space of Turkey.

Synchronous online instrumental music teaching in cross-cultural learning contexts

This scoping review addresses two questions: (1) How can previous research inform approaches to synchronous online instrumental music teaching for cross-cultural learning in the field of Western classical music? and (2) What does the corpus of existing studies suggest about Chinese student experiences with western instrumental pedagogy and synchronous online teaching? Based on a systematic examination of 100+ articles from refereed journals in English across the past two decades, the review reveals cultural differences in autonomy and student-centeredness in classical instrument pedagogy traditions. In China, new pragmatic concepts appear as Confucian-Dewey fusion approaches and a distinctive music pedagogy tradition influenced by Russian and Germanic traditions and Chinese philosophy. The review also found that synchronous online instrumental music teaching can be efficient despite technical issues and latency, and the format may enhance forms of dialogue between students and teachers. The review shows little research on intercultural aspects of synchronous online musical instrument teaching, particularly addressing interaction and communication between students and teachers. Moreover, there is a widespread need for competence development for effectively approaching the diversity of music teaching and learning cultures worldwide in the online learning environment.