Teaching Assistants Research Articles

Research on Intelligent and Innovative Teaching Mode of Dance Discipline in Colleges and Universities under the Background of Informatization

Abstract In this paper, we first count the dance action motion information and compute different lengths of dance action videos through the threshold of segmentation as the input of a convolutional neural network. Combined with the two-layer level optimization function, the dance action trajectory values can be solved. The dance action trajectory values are compared with the standard action in terms of point distance, which suggests the location of the error for dance teaching assistance training. Finally, based on the three-dimensional data capture to establish a three-dimensional dance teaching model, the dance student’s various parts of the movement error results only between 0.25-2.21, the movement trajectory and the Kinect standard movement trajectory curve is highly fitted, and the dance amplitude, dance strength, dance consistency, dance standardization degree of performance is excellent.

The Development of Teaching Media Based on Interactive Multimedia towards Economic Courses to Enhance Students’ Learning Outcomes at Senior High School

Interactive multimedia assists teachers in bringing the outside world into the classroom. Abstract and unfamiliar ideas become concrete and easy to understand by students, so if financial accounting subjects are delivered using interactive multimedia, abstract financial accounting concepts will be easy to convey. This research aims to produce interactive multimedia that is valid, practical and effective for use in economic learning activities. The research method used is Research and Development with the ADDIE development model which includes: 1) Analysis Phase; 2) Design Stage; 3) Development Stage; 4) Implementation Stage; and 5) Evaluation Stage. This research was carried out at one of the state high schools in Medan City. Product validation is carried out by a validator each for material experts and media experts. The research sample was all class XI students. Research instruments include interview sheets, observation sheets, validation sheets, practicality sheets, and test sheets. The research results show that the use of interactive multimedia in economic learning activities has proven to be valid, practical and effective in improving student learning outcomes.

FUN WAYS SEBAGAI STRATEGI MEMOTIVASI SISWA BELAJAR BAHASA INGGRIS PADA SDN 250 SAPARUA TIMUR

The problem faced by most elementary schools in Maluku, including SDN 250, East Saparua District, Central Maluku Regency, is that they do not receive English lessons at school. However, learning English from a young age is crucial in the current era of globalization. Therefore, community service activities (PkM) carried out through the teaching assistance program also provide English language teaching assistance at the school. This community service activity took place in December 2022 and is directed as "fun" learning English using the English songs via YouTube videos. The results of this PkM prove that implementing fun learning can motivate students to learn English and master vocabularies, with the results of writing English words very well (correctly), as evidenced by a total of 23 students (working in pairs, 16 students or 8 sheets) who were able to write words correctly (more than 70%), which means that the "fun" method can motivate students to learn English and can train students' ability to understand English words well too

Freedom to Learn-Independent Campus: EFL Preservice Teachers’ Voice on Their Pedagogical Competence

The primary objective of the current study is to analyze the perspectives held by preservice EFL teachers regarding the level of pedagogical competence they possess. The current study tries to fill the gap of previous studies since there is no study concerned with EFL preservice teachers’ pedagogical competence completely in their study. And may improve teacher preparation programs both directly and indirectly. Thus, a questionnaire based on a Likert scale was utilized in order to obtain the required data. The data were obtained from one of the universities in East Sumatra, a total of 31 preservice teachers in English education programs in the university were given the questionnaire and their responses were collected. The findings of the study revealed favorable opinions regarding the level of pedagogical competence exhibited by participants in the teaching assistantship program. In general, a significant proportion of the findings indicated that they had implemented pedagogical competence during the program. With minor obstacles when implementing it.

Building A Student-Centered Assessment Community: Motivations, Experiences, Supports, and Challenges

ABSTRACT Over the past three years, a community of faculty and graduate teaching assistants has developed within the University of Kentucky Mathematics department centered around the use and development of student-centered assessment methods. In this article, we discuss the environmental factors that contributed to the growth of this community, our motivations for engaging in this work, and our surprisingly consistent successes. We conclude by sharing suggestions for experienced instructors interested in building communities around the theme of student-centered assessment methods.

Neighbor self-knowledge distillation

Self-Knowledge Distillation (Self-KD), a technique that enables neural networks to learn from themselves, often relies on auxiliary modules or networks to generate supervisory signals for training. However, this approach incurs significant additional resource costs. Moreover, incorporating auxiliary classifiers within the network architecture creates a capacity mismatch when distilling knowledge from deep to shallow classifiers. This paper proposes a concise and efficient Self-KD method called Neighbor Self-Knowledge Distillation (NSKD), which introduces teacher assistants into the Self-KD by adding auxiliary classifiers to the shallow part of the network to construct distillations of multiple neighboring student-teacher assistant combinations to reduce the mismatch between the students' and teachers' abilities. During distillation, NSKD utilizes only the soft labels generated by each classifier and corresponding ground truth labels as supervisory signals, minimizing resource consumption. NSKD enables neighboring modules to learn from each other through neighboring distillation, enhancing overall network performance. Experimental results on five network models and seven popular datasets demonstrate the superiority of NSKD over other state-of-the-art Self-KD methods. Notably, NSKD achieves average accuracy improvements of 2.26%, 2.32%, and 2.4% on the CIFAR100, TinyImageNet, and fine-grained visual classification datasets.

The effect of mobile assisted teaching on nursing students' learning ventrogluteal injection application: The case of Turkey

AbstractBackgroundThere are deficiencies in ensuring the permanence of some theoretical information taught in nursing education and transferring it to practice environment. Mobile‐assisted teaching can be useful to eliminate deficiencies. The aim of this study was to determine the effect of mobile‐assisted teaching on nursing students' learning ventrogluteal injection.MethodologyThe study was conducted in Turkey between February and June 2022. This study is a single group pre‐posttest intervention. The study sample consisted of 354 students studying in the 2nd, 3rd and 4th grades in Turkey. After the students completed the Introductory Characteristics Form and Ventrogluteal Region Information Suggestion Form in the pre‐test, the researchers sent a ventrogluteal injection animation video to their mobile phones. The students who watched the video completed the Ventrogluteal Region Information Suggestion Form and Mobile Education Activity Form in the final test.Results and ConclusionThere was a statistically significant difference between the pre‐posttest score medians of the students (p < 0.001). While the preference of the students for the ventrogluteal region in intramuscular injection was 28.5% before mobile learning, it increased to 51.1% after the training. In this study, after the training given through mobile learning, the knowledge level of the students about ventrogluteal injection and their preferences for ventrogluteal injection increased. In line with these results, mobile‐assisted education should be used in nursing education.

The Challenges of Inclusive Teaching in Albania and Its Issues in the Pre-School Curriculum

This study aims to explore the challenges faced by teachers in pre-school inclusive classrooms in Albania. Through a qualitative methodology, the research investigates the specific difficulties encountered by educators and offers suggestions for adapting teaching practices to effectively meet the needs and abilities of all students, regardless of their conditions and circumstances. The study includes 23 teachers interviewed in 5 schools/kindergartens where they teach in the preschool program classes in the city of Durrës. While the focus group included 26 third-year bachelor students enrolled in Preschool education for the 2022-2023 academic year at the University of Durrës Aleksandër Moisiu. The findings of the study highlight several key factors that can alleviate the challenges faced by teachers in inclusive classrooms. Firstly, it emphasizes the importance of providing assistant teachers, particularly specialized educators in the field of special education, to accompany students with disabilities. These professionals can offer dedicated support, expertise, and guidance, enabling a more inclusive learning environment. Additionally, the research emphasizes the significance of reducing the student-to-teacher ratio in these classrooms. By lowering the number of students, teachers can provide more individualized attention and support to each child, catering to their unique requirements. Furthermore, the study emphasizes the need for enhancing teachers' knowledge and skills in adapting teaching methods to accommodate the diverse needs and abilities of students with disabilities. Professional development programs, workshops, and training sessions can empower educators with effective strategies, specialized techniques, and resources necessary for inclusive classroom practices. In conclusion, by addressing these key factors, pre-school inclusive classrooms can meet the requirements of inclusive education. It is anticipated that these efforts will contribute to the alleviation of challenges and promote an inclusive educational environment where all students can thrive.
 
 Received: 29 July 2023 / Accepted: 30 September 2023 / Published: 5 November 2023

Implementasi Kebijakan Program Kampus Mengajar di SD Negeri Billa an Kecamatan Proppo Kabupaten Pamekasan

This research is based on the Teaching Campus Program which is a form of teaching assistance to empower students to help with the learning process in elementary schools. This qualitative research aims to explain the process of implementing the Teaching Campus Program Policy at SD Negei Billa an Proppo Pamekasan Madura. The methods used in this research are interviews and documentation. The focus of this research is the management of the Teaching Campus program by the university's MBKM team, the role of the District/City Education Office in the Teaching Campus program, as well as the role of schools and students in implementing the program. Documentation studies were obtained through the Teaching Campus guidebook and program policy files. Based on the research results, it shows that program management is lacking at the evaluation stage by the MBKM team, the role of the Education Department and program implementation carried out by students is quite good. The school gave a positive response to the program implemented by students. As well as teaching campuses for education and non-education students who are considered to have differences in the realization of work programs.

Inclusion and exclusion of teaching assistants as members of the teaching team. Enhancing school cohesion

ABSTRACT This article explores how teaching assistants (TA) are included and excluded in English primary schools; at times integrated fully whilst at others functioning on the periphery. Through interviews and observations TAs provided examples of their inclusion and exclusion from staff meetings, training, planning and time to talk. TAs across four schools were approached and completed questionnaires. A sample of TAs was observed and interviewed, alongside interviews with line managers. Findings suggest that TA inclusion as part of the pedagogical team is improving, driven at times by TA agency, but also inhibited by the power interplay that exists in schools. It concludes that TAs should be fully involved in pedagogical process if they are expected to lead learning.

Human-Centered Design for Inclusive Peer Mentoring of Graduate Teaching Assistants

Human-Centered Design for Inclusive Peer Mentoring of Graduate Teaching Assistants

영유아교사의 스트레스 대처 유형에 따라 성인애착이 자기자비에 미치는 영향의 차이

The purpose of this study is to investigate differences in the adult attachment and self-compassion l evels of early childhood teachers according to their stress coping style, the effect of adult attachmen t on self-compassion, and differences in the effect of adult attachment on self-compassion in early c hildhood teachers according to their stress coping style. The survey was conducted with 490 early c hildhood teachers who had been working as homeroom teachers or assistant teachers at daycare cen ters and kindergartens in Korea. Data was analyzed using the SPSS 25.0 program with descriptive s tatistics, frequency analysis, one-way ANOVA, Scheffé's post hoc test, and the Pearson product-mo ment correlation coefficient. In addition, confirmatory factor analysis and multiple group analysis wer e performed using the AMOS 25.0. The results of this study are as follows: First, regarding the diff erences between adult attachment and self-compassion levels in the early childhood teachers, signific ant differences were found according to their stress coping styles, including task-oriented, emotion-o riented, and avoidance-oriented styles. Adult attachment levels showed significant differences in emo tion-, task-, and avoidance-oriented styles. Self-compassion levels also showed significant difference s in all three types. Second, the adult attachment levels of the survey participants with task- and a voidance-oriented coping styles showed a significant positive effect on self-compassion. In addition, the effect of the early childhood teachers’ adult attachment on self-compassion showed a significant difference according to their stress coping style; the adult attachment of the group with a task-orien ted coping style had a greater effect on self-compassion than that with an avoidance-oriented copin g style. This implies that the formation of stable adult attachment in early childhood teachers increa ses self-compassion levels and that task-oriented coping style further enhances such an effect.

Impact of Teaching Assistance for Vocational Schools

Freedom of learning is freedom of thought, starting from teacher respecting learning changes in educational institutions in elementary, secondary, and tertiary schools. Teaching assistance is one of the Merdeka Belajar Kampus Merdeka (MBKM) programs launched by the government through the Ministry of Education and Culture. The teaching assistance program can be taken by students who have taken at least 80 credits of courses and get approval from the academic supervisor and head of the study program. This study used the Triangulation interview method conducted at SMKN 2 Jombang. The results of this research are positive and good for SMKN 2 Jombang. This is because students participate in helping with school activities, can help teachers with additional tasks, and can exchange knowledge with teachers. This program not only has an impact on SMKN 2 Jombang, but this teaching assistance activity also has an impact on students. With this activity, students can find out about school conditions and student character and gain experience on how to become a teacher. This experience can be a provision for students to become teachers in the future.

Qualifications and supports for teaching teams in state-funded preschool in the United States

In the United States, state-funded preschool is a critical component of both K-12 public education and the early childhood education and care system. In 2021, 44 states and the District of Columbia operated 63 school/center-based preschool programs serving over 1.3 million children. The vast majority of state-funded preschool programs require two adults in each classroom: typically, a lead teacher and an assistant teacher, with an expectation for team teaching. This paper examines the trends and variations in state policies that address the qualifications requirements, compensation, and professional development supports for preschool lead and assistant teachers in state-funded preschool programs that provide a foundation for supporting a culture of collective success and potential quality of the classroom.

Identity position and pedagogical agency negotiation in teaching EAP writing: A case study

In language education, little classroom-based research has been conducted regarding novice teachers of English for academic purposes (EAP), and even less on teaching EAP at graduate level and on graduate teaching assistants (GTAs), a significant but overlooked teacher population at universities. Thus, this ethnographic case study focuses on the exploration of a GTA’s self-positioning in a graduate-level EAP composition class, with which he was unfamiliar as he taught it for the first time. Classroom field notes, audio-recordings, and interviews, in addition to supportive data, were collected and analysed through the lens of positioning and agency. The analysis of the data revealed that the teacher took up three core identity positions: a considerate teacher of English as a second language (ESL), an experienced and knowledgeable researcher, and a limited writing teacher. The findings further indicated that the possession of or the lack of knowledge on research, EAP writing, students, and genre pedagogy influenced the teacher’s agency in constructing identity positions and making pedagogical decisions. The study contributes to the limited investigation of EAP research and further explores the relationship among teacher knowledge, identity positions, and pedagogical agency. The study bears implications for the teaching of EAP writing and professional training.

Student-centredness in physics laboratory teaching sessions

There is a call for more interactive and student-centred pedagogy in higher education. This also concerns physics laboratory work, where student investigations are too often passive repetitions of close-ended tasks with little guidance from teaching assistants. To address this gap, a laboratory course was designed to enhance active student participation and interaction between students and teaching assistants. A seminal part of the course was the whole-class teaching sessions within which students had the opportunity to reflect on and orientate towards experimental work. Whole-class teaching sessions of four physics laboratory teaching assistants were carefully explored to determine how student-centredness was apparent during these sessions. Particular attention was given to the interactions and communication between teacher assistants and students. The results revealed different ways in which student-centredness can be facilitated in physics laboratory settings through communication, including dialogic elements. These elements consisted of eliciting students' ideas and explicitly linking their experiences to the discussions. Teacher assistants with a pedagogical background implemented dialogic communicative approaches when orchestrating instructional dialogue and linking different activities. Implications for teacher assistant training are discussed.

Chemistry Instructional Coaching: Adapting a Peer-Led Professional Development Program for Chemistry Graduate Teaching Assistants

Chemistry Instructional Coaching: Adapting a Peer-Led Professional Development Program for Chemistry Graduate Teaching Assistants

‘It’s properly changed, and I think it’s going to continue.’ How the pandemic and the cost of living crisis remade the teaching assistant role

ABSTRACT This paper presents evidence of how the role of teaching assistants (TAs) in England has been remade by the Covid pandemic. Drawing on data from a national survey of 9,055 TAs and 22 semi-structured interviews with TAs, teachers and headteachers, the authors show how essential TAs were to schools’ responses to managing the disruption caused by the pandemic. TAs kept schools functioning and supported the pastoral and wellbeing needs of children and families, both in school and in the wider community. As life and learning return to normal, the informal duties that TAs took on during lockdown have persisted, leading to a marked increase in workload. At the same time, TAs find themselves struggling to make ends meet amid a fresh crisis concerning the rising cost of living. Headteachers report fears of losing TAs to better-paid jobs and being unable to recruit replacements. Problems maintaining provision for pupils with additional needs and exacerbating challenges regarding teacher workload and retention are forecast. Despite schools’ innovative and well-meaning efforts to recognise and demonstrate their appreciation of TAs, this paper argues that this does not amount to a robust TA retention strategy. A comprehensive national development strategy and investment in the TA workforce is recommended to address longstanding issues concerning their role, identity, value and pay.

Reflections of American and Turkish Fulbright alumni: An International context in language teaching assistantship

With the increasing global change and as a consequence of internationalization, the prestige of international educational exchange programs has heightened with bilateral agreements among countries. In parallel, plenty of research in academia has resided on Fulbright language assistantship programs whereas most have been designed on pre-service teachers, and a limited number centred on in-service teachers only from one country context. However, almost no studies have been done on international alumni from two countries to compare the perceived impact of this program through their lenses. Hence, six Turkish FLTAs and six American ETAs were incorporated into this qualitative case study to determine the influence(s) of their personal background information on this cross-cultural experience, and the effects they sensed on their teaching profession with Fulbright. Having conducted semi-structured interviews and sifted data through content analysis, the researcher noted its effects on the personal, linguistic, cultural, social, and contextual understandings of scholars. Moreover, professional growth, student-oriented active learning, and dynamic perspectives were described as themes outlining its reflections on their teaching profession. ETAs felt they cultivated “pedagogical content knowledge”, “soft skills”, “enhancing student motivation” and “adjusting teaching to supply student needs” more, whereas FLTAs reported a higher sense of development in “critical thinking skills”.

Deep learning algorithm-oriented blended teaching in secondary school mathematics courses in ethnic areas

Abstract To provide teaching assistance to secondary school mathematics teachers in ethnic areas and improve the teaching effectiveness of mathematics courses, a hybrid teaching model based on deep learning algorithms is proposed. Convolutional neural networks and joint probability matrix decomposition are fused to design teaching resource recommendation methods, and hybrid teaching is carried out according to three stages: before, during, and after class. The overall mean of the questionnaire for the experimental class improved from 2.39 to 3.01, and the pass rate, merit rate, and mean score of mathematics scores increased by 13.79%, 9.02%, and 15.17 points, respectively. This method enables educational technology to be effective in mathematics curriculum and improve the quality and information of mathematics education in ethnic areas.