Classroom Teaching Experience Research Articles

Creating a Complete Online Environment for Ancient-Language Teaching

There are many reasons for creating online resources both to supplement in-person teaching and to lay the basis for a course taught entirely online. This paper aims to give an overview of the questions we ought to ask ourselves so that we can design exactly the resources or the course we need. Even an experienced classroom teacher may not be aware of all the elements that should be in place for an online and thus possibly more student-guided course to be successful. We thus begin by looking at very basic issues of learning space, time and patterns. Next, while ‘teaching a language’ or ‘knowing a language’ are precise-sounding aims, they unite a broad variety of activities and abilities. We thus suggest a series of questions that let instructors figure out what they mean by those terms, and then go through the various practical decisions that need to be made on that basis in order to set up exactly the course needed: we go through what course elements should be included, and the best ways of creating these given the academic services available electronically and online. Sometimes, more is better, but often, basic structures set up in a way possible even for time-strapped academics who are required to focus on publishing rather than teaching can go a long way. Finally, we introduce the examples of two complete online alt-ac set-ups (for both language and ‘content’ classes) as potential models for future courses.

Nurturing prospective teachers noticing skills through argumentation: The case of fractions

This study aimed to investigate the extent to which prospective teachers’ noticing skills develop while they engage in argumentation on students' mathematical thinking regarding fractions. The study consisted of 10 third-year prospective teachers participating in online methods of teaching mathematics course. Classroom teaching experiment design was used where 8 sessions of teaching experiments were conducted. Data involved pre and post-tests, interviews, video recordings, daily reports, and post-discussion reflection papers. Findings revealed that prospective teachers' noticing skills of attending to students' strategies and making sense of their understanding were enhanced after their involvement in the classroom teaching experiment. Findings were discussed within the scope of the noticing literature.

Good Measures: Developing a Process for Authentic Assessment Creation in Food Education.

This paper presents the process taken by a nonprofit educational organization to create authentic evaluation tools for Food Education in K-12 schools. Development was a collaborative effort between organization staff and teachers during an Evaluation Summit. The program background, development of the Summit, and plans for post-Summit work continuation are described. The Summit included 14 teacher participants (3-4 per grade band in preK-1, 2-5, 6-8, 9-12). The process of tool development was captured via direct observations and analysis of artifacts (eg, participants' brainstorming chart paper, online development documents) to identify themes in successful approaches and challenges. Additional post-Summit activities were also captured via surveys and artifacts. Outcomes of this work are outlined, including the challenges in carrying out the creation of authentic assessments that accurately reflect the classroom teaching experience, and the value of in-person community building in the Food Education space. Key findings relate to the importance of in-person collaboration amongst teachers, centering students in evaluation, and equity and accessibility in tool development. Although outlining challenges and outcomes was not an a priori goal of this work, it provides important information for others working in the education nonprofit space-especially as it pertains to new approaches to classroom evaluation.

Designed activities on developing mental strategies using alms value-based learning trajectory in elementary school

Mental strategies are recognized as an effective approach for solving arithmetic operations such as addition and subtraction. This study focuses on developing and implementing instructional activities aimed at enhancing students' mental strategy skills through the Indonesian Realistic Mathematics Education (IRME) approach. The research employed a design-based methodology involving 2nd-grade students from an Islamic-integrated school in Surabaya. The study followed a research design that emphasizes the development of local instructional theory, encompassing three key phases: the preparatory phase (initial design development), the experimental phase (classroom teaching experiments), and the retrospective analysis phase. Data collection methods included documentation, field notes, and interviews. In the first trial, three instructional activities were conducted. Based on the analysis of the first trial, the number of activities in the second trial was increased to four: "Let's Get Used to Alms Every Day," "Don't Forget Routine Alms This Week," "Set Your Own Pocket Money," and "Let's Give Away Your Alms to Break Mr. Samad’s Fast." These activities were designed to achieve specific mathematical objectives, enabling students to understand and solve addition and subtraction problems using strategies such as skip counting, borrowing, and saving. The retrospective analysis concluded that students successfully learned to perform addition and subtraction operations on both monetary values and ordinary numbers within the designed learning trajectory.

Literacy Transmission and Development of Xu Gongning Bianzhong in Chinese Universities

The Xu Gongning Bianzhong, an ancient musical instrument dating back to the Western Zhou Dynasty, embodies China’s rich cultural heritage. This study investigates the literacy transmission and development of Xu Gongning Bianzhong in Chinese universities, aiming to understand its preservation and development in traditional Chinese music education. Utilizing qualitative interviews, archival research, and thematic analysis, the research focuses on the School of Music at Pingdingshan University in Henan Province, China, as the research site. A total of 18 informants, including experts in Bianzhong reproduction and performance, students, and teachers, provide insights into the transmission process. Data analysis reveals structured classroom teaching, curriculum integration, and student experiences shaping Bianzhong’s literacy. Results highlight historical findings, innovative teaching methods, and positive student feedback, emphasizing the instrument’s cultural significance and educational impact. The study suggests a continued emphasis on immersive teaching practices, interdisciplinary collaboration, and cultural preservation efforts within higher education settings.

Teachers’ knowledge of different forms of complex numbers through quantitative reasoning

ABSTRACT This study investigated teachers’ conceptualizations of different forms of complex numbers in a professional development study (PD) conducted with classroom teaching experiments focusing on quantitative reasoning. We report from five secondary school mathematics teachers’ post-interview data and the post-written sessions upon completion of the PD. Results showed that all the participants could relate the formal definition of complex numbers with the roots of quadratic equations both algebraically and geometrically. Participants could also explain the Cartesian and polar form relationship using vectors with connections to the roots of quadratic equations. They further explained the Euler form by pointing out that the polar form of any complex number on a circle determines a function of Θ from R to C. Albeit making connections, results also pointed to some teachers’ difficulties in certain points. Altogether, results suggest that quantitative reasoning might lay a foundation for connecting different forms of complex numbers. We discuss implications for curriculum, teaching, and teacher education.

When algebra makes you smile: Playful engagement with early algebraic practices

BackgroundThe typical competitive and results-driven approach to school mathematics has traditionally been conceived as devoid of play, joy, and positive affect. AimsIn this paper we address the following questions: What markers of positive affect are observed while students are doing early algebra? Specifically, how are students’ markers of joy related to early algebraic practices? What are the characteristics of playful stances to learning early algebra that are observed when children express positive epistemic affect? SampleWe analyze three cases in which elementary school students engaged in tasks from an early algebra classroom teaching experiment. MethodsDrawing from two theoretical frameworks, epistemic affect and early algebra, we conducted microgenetic analyses of lesson transcripts to identify markers of joy and early algebraic practices. We conducted frequency analyses to determine their co-occurrence. ResultsOur results indicate that children expressed joy while engaging in early algebraic practices, evidence of positive epistemic affect. We describe the aspects of each of the cases we present in terms of prior literature on playful stances to learning to further bolster our claims about the relationship between joy and engagement with the early algebraic practices. ConclusionsWe conclude that mathematical learning environments should include open opportunities for students to engage with mathematical content, with multiple entry points and ways to respond. We also conclude that early algebraic practices provide opportunities for playfully engagement and positive epistemic affect.

Promoting Theory and Practice: A Year-Long Residency Program to Better Prepare Future Educators

A challenge frequently voiced in the field of teacher preparation is the divide between theory and practice. Specifically, university coursework is often viewed as “the theory,” with classroom teaching experiences in PreK-12 settings being considered “the practice.” One Teacher Preparation Program re-designed their program to address this divide and better prepare pre-service teachers (PSTs) for their futures as educators. To do this, the re-designed program included more authentic classroom experiences through the implementation of a year-long residency model and the creation of a residency-specific course. This article details how an English methods course and residency course were designed to support PSTs as they made connections to their residency experiences. In this way, PSTs majoring in secondary English Language Arts (ELA) education were immersed within middle and secondary ELA classrooms as residents, while simultaneously engaging in rigorous university coursework, which sought to promote educational theory and practice. Specific instructional approaches and assignments are shared, along with reflections on what was learned.

The Use of Vlogs and Collaborative Reflection in Teacher Education

The primary purpose of this paper is to explore the nature of student teachers’ reflections initiated and supported by certain reflection prompts such as SAT (Self-Assessment Tool) and vlogs shared on a Google classroom. Within the context of practicum, ten teacher candidates were randomly recruited for the study. Quantitative data were analyzed through SPSS with the purpose of generating a summary of descriptive statistics. Qualitative data were employed in depth-analysis for the interpretation of emerged patterns and themes. In order to understand how collaborative reflections emerged and developed between the student teachers, discussion transcripts were analyzed and coded with discourse analysis. The results indicated that regular and collaborative reflections had important contributions to the participants’ teaching practice. Through finding the opportunities of having real classroom teaching experiences, sharing these practices, and getting new perspectives, student teachers have become more cognizant of their beliefs, teaching behaviors, and their teaching settings. On the way of being strong decision-makers of their future teaching, it can be highlighted that through the reflective practices enhanced with peer collaboration, teacher candidates have become more willing in reflecting and sharing their experiences and professional knowledge and more determined in practicing theory to deal with the problems in their classrooms.

Nurturing Preservice Mathematics Teachers’ Reasoning about Measures of Central Tendency and Variability

This study aimed to examine the development of preservice mathematics teachers’ reasoning about measures of central tendency and variability. To this end, a classroom teaching experiment enriched by four compelling learning activities was conducted with 14 preservice teachers. The activities in the teaching experiment were designed to promote classroom discussion and collaboration. The study’s data comprised the video recordings of class sessions, field notes, and participants’ artifacts. The findings revealed the ideas about statistical measures generated by the preservice teachers based on their communal reasoning in the classroom. When using appropriate statistical measures for the context, they made sense of the measures of central tendency as indicators of certainty in situations including uncertainty. In other words, they could integrate central tendency and variability measures rather than just focusing on them independently. This study has valuable implications for teacher education in developing preservice teachers’ statistical reasoning on central tendency and variability measures.

Investigating statistical predictions with first graders in Greece

This paper argues that engaging students in informal statistical reasoning from early school years is essential for the development of statistical understanding. We investigated if and how children aged six-seven years old identified variation in a table of data and made predictions through the design of a teaching experiment. The classroom teaching experiment was comprised of four 45 minutes lessons addressing the understanding and interpretation of data sets. In order to describe students’ informal predictive reasoning, we used the framework of “data lenses”. More specifically, we analyzed the different types of answers the students produced as they engaged in predictive reasoning during an interview given before and after the teaching experiment. The participation of students in (classroom) and out-of-school (family) communities of practice was also taken into consideration. Our results demonstrate that the students benefited from their learning experience and developed data understanding.

Structure recognition and generalization by second-graders in direct and inverse forms of a linear function

ABSTRACT Within the context of the functional approach inherent in early algebra education, this paper reports the structures recognized and the generalizations shown by second-grade students (aged 7–8 years). Semi-structured interviews were conducted with 4 students selected from a cohort participating in a previous classroom teaching experiment. These students were tasked with solving word problems that required understanding of both the direct and inverse forms of linear functions. This paper details the structures recognized by the students both when working with specific cases and when attempting generalization. All students successfully identified the structures involved in both the direct and inverse forms of the function. Differences in the generalized structures were observed depending on the function and its form. A greater number of students was able to generalize structures for the inverse form than for the direct form of the functions examined. This study is presented as part of a broader research project at XXXX.

Analysis of Student Perceptions of Teaching Campus Participants


 
 
 
 The Independent Campus Learning (MBKM) policy provides students with the opportunity to take part directly in society to solve the country's problems. The Teaching Campus is one of the MBKM programs with the aim of solving educational literacy and numeracy problems in Indonesia. The research in this article aims to describe the impact of implementing the MBKM program, namely the 6th Teaching Campus organized by the Ministry of Education and Culture, which comes from students from HKBP Nommensen Pematangsiantar University. The research used mixed methods. Quantitative data in this research includes questionnaires from teaching campus school partners and students participating in teaching campuses. The research data is in the form of perception interviews from students participating in the teaching campus class 6. Based on the research results, it is known that students' perceptions after attending the teaching campus are very good, namely on average 90%. This is in line with the partner's high perception of the quality and abilities of students, namely 93%. Based on student perceptions, campus teaching programs not only provide classroom teaching experience and literacy and numeracy skills but can also help improve students' collaboration abilities and soft skills.
 
 
 

Exploring Prospective Teachers’ Development of the Cartesian Form of Complex Numbers

In this study, we investigated prospective secondary mathematics teachers’ development of a meaning for the Cartesian form of complex numbers by examining the roots of quadratic equations through quantitative reasoning. Data included transcripts of the two sessions of classroom teaching experiments prospective teachers participated in, written artifacts from these teaching sessions, and their answers to pre-and-post written assessment questions. Results point toward prospective teachers’ improved meanings regarding the definition of complex numbers and the algebraic and geometrical meanings of the Cartesian form of complex numbers. Implications for mathematics teacher education include providing specific tasks and strategies for strengthening the knowledge of prospective and in-service teachers.

Experiences of Student Teachers in Thailand: A Pre-service Teacher Training Encounter

COVID-19 greatly impacted the lives of students in universities worldwide, more so for the students who are to take their last year of schooling and are about to enter their pre-service teacher training. Students who wished to become teachers before and even during the pandemic needed their pre-service teaching training or teaching internship. It can be done locally or abroad. This study aimed to explore the professional experiences of student teachers while having their pre-service teacher training and on-the-job training abroad. This study aimed to determine the future teachers' professional needs as demonstrated by the challenges experienced by these student teachers, especially in addressing the call of the global community. A qualitative design was used employing individual interviews of the nine (9) Student Teachers participants based on purposive sampling. Then, it was supported by a group interview after the first interview round. Through thematic analysis, the professional experiences of the student teachers were determined and analyzed. Results showed that the student teachers had unique professional experiences, such as dealing with the English level of students, multi-level classroom teaching experience, use of different strategies, professional development, learning the Thai Language, and use of good facilities. The student teachers also faced challenges along with their professional experiences. These are challenges related to the difficulty in teaching English, teaching in multi-level classes, teaching more than the expected class size, multiple co-curricular tasks, and difficulty in learning the Thai language. However, despite these challenges, the student teachers learned and improved themselves in their pre-service teacher training abroad. They managed to equip themselves to become fit regarding the call of Internationalization and Globalization through quality education.

Teacher-Student Relationships: Impact of Positive Behavioral Interventions and Supports

The purpose of this study was to investigate how caring student-teacher relationships facilitate positive student behavior. Additionally, it examined the effect of student behavior when building positive student-teacher relationships. Previous research by the authors determined that when teachers build relationships with children it is one of the most effective strategies to impact student learning. A secondary implication identified by the participants and their administrators in that study was that building relationships can create a positive classroom environment resulting in fewer discipline disruptions. This current study was conducted to measure the relationships between school children, in grades K-8 in the USA, and their teachers using a standardized instrument before and after a two-week implementation of a positive behavioral intervention and supports strategy to determine if there are any significant differences. The participants involved in this study are comprised of classroom teachers in their first year of teaching, and experienced classroom teachers (5+ years). Keywords: teacher preparation, teacher-student relationships, positive behavior support interventions

Understanding the Lived Experiences of ESSU Guiuan Lecturers

Using a phenomenological qualitative approach, the researchers examined the components and lived experiences of six lecturers who have entered into the educational environment from schools of education with less than eight years of classroom teaching experience as contractual teachers. This study looked at what it means to be a lecturer in the classroom today, the challenges in the profession, how lecturers approach educating students, and the types of professional development, mentoring, or training they believe they need to educate students in the classroom effectively. This research used an in-depth interview strategy for data collection because it allows the participants to reflect on past, current, and relevant experiences in detail for the study. The one-on-one, in-depth interviews sought to engage the participants in conversations that would encourage responses that revealed the meanings of the participant's experiences in the education profession. The discussion summarizes the findings, the emerging themes included (1) the prevailing truths in pursuing a career of teaching, (2) side stories on new days of teaching,(3) transition, interaction, and relationship as perceived components in the journey of teaching, (4) challenges in instruction, student's behavior management, peer-relationship, and working environment, (5) aspiration to meet competence in teaching, (6) overwhelming consequences on the change of role of teachers amidst pandemic. Further, this study offers recommendations and discusses implications on the lived experiences of lecturers in the education profession.

Investigating Kurdish Efl Student Teachers’ Classroom Teaching Experiences And Problems during Teaching Practice

Investigating Kurdish Efl Student Teachers’ Classroom Teaching Experiences And Problems during Teaching Practice

To Analyze the Impact Of Formative Assessment In Fostering The Students Learning Competencies

The purpose of this study was to analyze the impact of formative assessment through classroom teaching and assessment experiences of teachers as well as students' learning outcomes. Education is a vibrant phases. that involves a number of interconnected teaching and learning The method can be performed without effective assessment, which is a key issue for those and serves as an essential function in teaching methodology. A particular lecturer as one of the most effective teaching strategies and practices likely used formative assessment at some point in history. As the primary characteristic of formative assessment, Socrates known as an early practitioner when preparing college students for the questions that are searched and provoked. Their responses are used to gauge their acquired knowledge and direct the instruction. A system of evaluation rewards cultural learning from teachers and students' interest. Formative assessment is utilized in Intermediate College, this qualitative and quantitative study examined that formative assessment had a positive impact on the students' learning and also teachers can review their teaching performance in the classes on the bases of student feedback. The researcher examined that although there were few weaknesses in some areas due to the lack of awareness, which can be removed by conducting a session with the teachers and students. The overall result of the report about the impact of formative assessments was on quite positive for the learning competencies of students at college.

Supporting the development of preservice teachers’ mathematical connection skills in a teacher education programme

This paper aims to examine the extent to which pre-service teachers’ mathematical connection skills were promoted through the course designed within the scope of pedagogies of practice (Grossman et al. [2009]. Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055–2100. https://doi.org/10.1177/016146810911100905) in the teacher education programme. Data were collected in a course that was designed to develop pre-service mathematics teachers’ (PSTs) mathematical connections skills through a classroom teaching experiment with individual contributions to the whole class learning process. Thirty-six PSTs who were enrolled in the course participated in the present study. Initial and revised lesson plans were used as primary data collection instruments. In the most general sense, the findings demonstrated that most of the PSTs improved their mathematical connection skills during the course. The results of the current study provide insight into how the courses in undergraduate education should be implemented to give PSTs opportunities to develop their mathematical connection skills.