Choice Of Teaching Strategies Research Articles

Percepția profesorilor din învățământul primar asupra dezvoltării competențelor de cercetare / investigaționale în cadrul orelor de științe ale naturii

The article presents essential aspects of the influence of teachers' perception on the development of investigative skills of young school-aged students in the context of radical changes in society and also in the education system. The results of this research are presented regarding the identification of teachers' opinions, perceptions, attitudes and motivations concerning the choice of teaching strategies and their use in the development of investigative skills in primary education students, within the teaching of the Natural Sciences discipline, taking into account the influence of autonomous components of the development of the young schoolchild.

Teaching Processes Leading to Quality Inclusive Education as Seen by Finnish Teachers

The paper presents part of the initial results of dissertation research on the nature of the primary school teacher in inclusive education. The presented part presents results focusing on teaching processes in Finnish schools, i.e., the notion of teaching/learning activities chosen by the teacher to ensure quality inclusive education. A case study design with observation and interview methods with 10 Finnish basic schoolteachers was chosen for data collection. The results show the modesty of the Finnish teachers in their choice of teaching strategies, with independent work or group work with peer learning predominating, but with the help and cooperation of a number of teaching staff working in the classroom at the same time. Thus, the simplicity of the chosen forms and methods, with a high degree of differentiation and the involvement of a number of other teaching staff, appears to be essential to ensure quality inclusive education.

Junior High School Teachers and Students’ Attitude toward Teaching and Learning Mathematics through Problem Solving: A Case Study from Mampong Municipality

Purpose: Effectiveness of education depends on factors which include teachers’ instructional role associated with students’ learning outcomes. Teachers’ attitude is an enduring system of their beliefs, feelings and actions which invariably influence students’ achievement in mathematics learning. This study sought to investigate into Junior High School (JHS) mathematics teachers and students’ attitudes toward teaching and learning mathematics through problem-solving instructional strategy.
 Methodology: A cross – sectional exploratory survey design was employed to obtain a snapshot of what pertained in the classrooms of the selected Junior High Schools. Questionnaires for measuring teachers and students’ attitude were pilot tested to ensure scale reliability. Descriptive and inferential statistics were used for the data analysis. Spearman’ rank correlation was calculated to establish the nature of relationship between teachers and students’ attitude, at a fixed significance level of 0.05.
 Findings: It was revealed that there existed positive but weak relationship between teachers and students’ attitudes toward teaching and learning mathematics through problem solving. Findings from this study were not quite different from the studies reviewed in the literature that showed that teachers’ attitude influence their choice of teaching strategy and the quality of teaching students receive. Format for conducting external examination, time available for teaching topics in the syllabus, and students’ entry behaviour were found to be determining factors for teachers’ choice of instructional strategy. It can be inferred that though students considered problem solving instructional approach as challenging, but they do not despise its use in mathematics learning.
 Recommendations: From this study, subject-based workshops or professional development sessions must be organized by District Education Office at the beginning of every term for the JHS mathematics teachers. Students must equally be encouraged by teachers through specific assignments that involve the use of problem-solving strategies. workshops, District Education Office should provide mathematics teachers with materials that will enable them to model mathematical concepts in classroom.

Modern strategies for learning a foreign language in training future teachers of the updated school

The relevance of teaching a foreign language to future teachers in the context of updating school education puts forward requirements for the choice of teaching strategies. The article deals with the meta-subject aspect of foreign language training of future teachers. To form the readiness of future teachers to use the potential of a foreign language, it is important to understand the basic principles of integrating the content of special disciplines and knowledge of a foreign language. The meta-subject potential of a foreign language allows you to create opportunities for the development of general and special professional competencies. The formation of the competencies necessary to work with the updated content of education is the main task of the courses of the component for the choice of the bachelor's degree program at pedagogical university. The selection of optimal learning strategies contributes to the implementation of this task. The author examines the features of the use of modern pedagogical technologies and methods in the training of teachers of a new format.

Creative Methodologies in Teaching English for Engineering Students

The present paper is an argument in favor of a consistent application of creative educational methods in the process of teaching English for Specific Purposes (ESP). The theoretical part explores the role and function of creativity in the context of the changing paradigm regarding the overall scope of the educational system in general and of the specialized language learning in particular, highlighting a series of factors pertaining to creative methodologies in ESP. This changing paradigm is triggered by the application of Industry 4.0 principles not only in the industrial sector, but also in the educational domains which form the professionals who will be acting in the Industry 4.0 context. The study addresses problems faced by language instructors in achieving success in the acquisition of foreign language skills and competences by ESP students given the specifics of the language teaching process. It aims to demonstrate the advantages of applying creative and innovative methods in teaching ESP and to illustrate the conditions and factors which determine the best choice of methodologies, materials and activities involved in teaching English in technical academic environments. The research highlights the importance of the language instructor’s choice of teaching strategies, materials and techniques in achieving overall language success. The application of creative methods in teaching ESP is one of the factors contributing to increased student motivation, which is one of the essential preconditions of the successful practice of language skills in a professional language context.

Comparison of beliefs about teaching and learning of emotional expression in music performance between Spanish and English HE students of music

Despite an increase in research on emotional expression in music and its teaching and learning, little is known about the beliefs and conceptualizations that students hold regarding musical expression, and how they differ depending on educational context. To address this gap, a comparison was made between a sample of 79 UK and 117 Spanish higher education students of music, who were asked to indicate their beliefs about expressivity, most useful instructional methods to develop expressive performance, and factors that influence expressiveness and its teaching and learning. Results indicated agreement, but also several significant differences across cohorts. UK students endorsed the idea more strongly that musical context (i.e., piece and instrument) influences expressivity and the choice of teaching strategy, while Spanish students linked expressivity more strongly to particular music-emotional characteristics. Both groups considered using technical explanation as the better method for teaching expressivity, whilst modelling was considered the worst. On the other hand, they agreed that the choice of the teaching approach should depend on the age of the student with modelling being preferred for younger age groups, and technique for adults only. These results highlight differences in the understanding of musical expressivity that parallel academic debates on emotional vs. stylistic expressiveness.

Teachers' perception of the differences in the reading profiles of students with dyslexia and the role of dyslexia assessment for an appropriate choice of teaching strategy

The paper discusses how literacy teachers approach the differences in the reading profiles of their students with dyslexia, and the value of an available diagnosis of dyslexia in their choosing the most appropriate teaching methods. The research was carried out in the Greater London area in 2014. It involved interviews with six practitioners directly involved in teaching reading skills to pupils with dyslexia in various capacities. All of the participants demonstrated awareness of the wide range of difficulties on the dyslexia spectrum. This underlay their commitment to personalized teaching based on a detailed assessment of the pupils' weaknesses and strengths. Provided that such an assessment and special educational expert's recommendations for teaching were available to inform their approach, five out of the six interviewees, who were working only at a school level, did not find the availability of a diagnosis of dyslexia necessary. However, the participant with the most extensive expertise, occupying a leadership role in a borough's literacy support centre, strongly defended and insisted on the existence and the instructional necessity of the dyslexia category. The overall conclusion is that applying the most appropriate teaching strategies would depend on the availability of a detailed assessment, which poses the question how teachers who have no access to such information will be able to adjust their instruction to the needs of the particular student.

Culturally Responsive Practice for Teacher Educators: Eight Recommendations

In this article, we argue for the importance of all teacher educators engaging in a culturally responsive practice in their university classrooms. Whereas the literature is replete with recommendations regarding the use of a culturally responsive practice in P-12 settings, it is virtually silent on the use of such a practice in higher education settings. Given the changing demographics in our nation's schools, including in postsecondary settings, we strongly suggest this practice to maximize teacher candidates' learning and to influence their choice of teaching strategy and philosophy. We propose eight university teaching recommendations that are research-based and drawn from the work of various scholars who offer well-conceptualized and comprehensive texts that describe a culturally responsive practice.

The Revolution of Communication Media and Its Impact on Education

Medium means “middle” originally. When it is used as an academic term in communication theory, it would be a bridge of information exchange between two agents. The more advanced medium is, the richer amount of information it can carry. And then the communicating way changes. The way of thinking changes, too. This paper firstly analyzed the development of communication process and the corresponding changes in media, and then discussed the major impact on education re- form in different media. Each of the change will affect the media choice of teaching strategies and teaching effectiveness. Especially when the information media are used in education, much more information changing happens than ever before. People can learn with auditory, vision, tactus, olfaction, and so on. “Communication” became one of the most important keywords in the study sup- ported by information technology.

Development of a Urinary Incontinence Educational Program Using a Competency-Based Approach and Case Method

Nurses have limited knowledge about urinary incontinence and find it difficult to care for those who suffer from it, yet there is little training on incontinence designed for nurses. Hence, there is a real need to develop and evaluate an appropriate urinary incontinence educational program. A critical issue is the choice of teaching strategies designed to integrate learning. This article describes the competency-based approach and case method used to develop a urinary incontinence education program.

Effects of Using Human Patient Simulator (HPSTM) versus a CD-ROM on Cognition and Critical Thinking

Background: Very little prospective randomized experimental research exists on the use of simulation as a teaching method, and no studies have compared the two strategies of using the HPSTM and a CD-ROM. In addition, no researchers have investigated the effects of simulation on various levels of cognition, specifically lower-level and higher-level cognition or criticai thinking.Objectives: A prospective pretest-posttest experimental mixed design (within and between) was used to determine if there were statistically significant differences in HPSTM and CD-ROM educational strategies in lower-level, higher-level cognition and critical thinking.Results: A repeated measures multivariate analysis of variance (RMANOVA) with LSD post-hoc tests were used to analyze the data. There were no significant differences between the HPSTM and CD-ROM groups on lower-level cognition scores. The HPSTM group did significantly better than the CD-ROM group on higher-level cognition and critical thinking scores.Conclusion: This study demonstrated that the choice of teaching strategies for lower-level cognition does not make a statistically significant difference in outcome. However, the HPSTM is supe-rior to using CD-ROM and should be considered as the choice in teaching.

The use of popular culture as a stimulus to motivate secondary students' English learning in Hong Kong

Social and economic factors account for why Hong Kong students need to learn English in school. Schools are crucial to students' language learning, so all English teachers should feel responsible for promoting its effective teaching. However, too many of them rely on uninteresting textbooks that focus students' attention on grammatical structures, and on practice in isolation; too many of their classroom activities are based on teacher-talk and student-listen routines. These practices are unlikely to lead students to develop a genuine interest in learning English. This paper argues that English teachers' use of popular culture is a key to effective teaching and learning. If this method proves effective in motivating students to learn English, there will be a number of implications for how we cater for their needs in our choice of teaching strategies and learning materials.

Preservice teachers: Process skill entry behaviour and opinions about teaching primary science

This group of preservice teachers entered their education programme with conceptions about teaching primary science which are biased towards science content and preparation for secondary science. However, although process skills are not mentioned specifically by the vast majority of students, about a third of the intake considered “problem solving/discovering” things to be a purpose for teaching primary science. There would appear to be a ‘base’ for change towards a balanced process-product so favourably to the structured questionnaire on choice of teaching strategies tends to support this opinion.