Conceptions Of Teaching Research Articles

Peran Guru Mata Pelajaran Pendidikan Agama Islam dalam Pembelajaram Tata Cara Wudhu pada Siswa Sekolah Khusus Tunarungu Don Bosco Wonosobo

This thesis aims to: 1) Find out the concept of Islamic religious education teachers in learning ablution procedures for students at the special school for the deaf, Don Bosco Wonosobo, 2) Find out what the role of Islamic religious education teachers is in learning ablution procedures for students at the special school for the deaf, Don Bosco Wonosobo. , 3) knowing how to carry out learning ablution procedures for students at the Don Bosco Wonosobo special school for the deaf.This thesis uses a qualitative research approach where the type of research is field research presented with descriptive data. The subjects in this research were Islamic religious education teachers at the Don Boso special school, the principal of the Don Bosco special school and also students at the Don Bosco special school. Technique data collection uses observation methods, semi-structured interviews and also documentation. Data sources were obtained from field research and also qualitative research. The analysis technique used is a data analysis technique, namely the analysis of data that has been collected by researchers through methodological tools. Where data is obtained using a data analysis process in the form of data reduction, data presentation and also conclusions or verification. To test the validity of the data, extended observations, persistence of observations, and triangulation were carried out. The research results show that the concept of Islamic religious education teachers at the Don Bosco special school regarding learning ablution procedures is to emphasize the repetition method where students with hearing impairments have quite short memories which requires teachers to take steps by having students perform ablution practices one by one. The role of the Islamic religious education teacher at the Don Bosco special school is the main factor in students' success in carrying out daily worship, for example introducing ablution material from the pre-primary class. Then, with the implementation of learning about ablution procedures carried out by Don Bosco special school students using the repetition method as well as practice carried out in each learning activity with the aim of increasing students' memory regarding the steps for ablution and also the number of washings in each movement. By practicing ablution one by one, the teacher can find out where each student's mistakes are.

Assessment of Early Childhood Teachers' Competencies for Care and Education of Toddlers

Contemporary trends in the education and care of toddlers shed light on the specific competencies of early childhood teachers. The aim of this empirical qualitative study with elements of a comparative approach is to investigate, look at and understand the perspective of early childhood teachers about their own competencies for working in toddler groups in kindergartens in Bosnia and Herzegovina and in the Republic of Slovenia. We collected the data needed for the research in 2022 from 91 respondents using a self-created structured online interview in written form. Through the thematic analysis of the content of respondents' answers and the theoretical setting of the concept of early childhood teachers' competencies, nine categories of difficulties and six categories of advantages related to their competencies were distinguished. The findings of this study point to the fact that early childhood teachers for toddlers do not assess their own competencies as optimally developed.

Preparing Teachers of the Future in the Era of Artificial Intelligence

Artificial Intelligence (AI) is designed to create intelligent systems capable of performing tasks traditionally dependent on human intellect. Its integration into the field of education presents both opportunities and challenges as it is quickly expanding. Preparing teachers for this rapidly advancing technological shift is essential for success, as education itself is not static. This position paper adopts the methodology of synthesizing existing literature on innovative strategies for integrating AI into the preparation of Teachers of the Future. The concept of Teachers of the Future was introduced in this paper, addressing concerns surrounding AI’s potential to replace teachers. The paper recognized the irreplaceable roles of teachers in providing emotional and moral support as well as nurturing critical thinking among learners. It further explored the importance of AI for effective application in teaching and learning processes. Drawing upon the synthesis of literature collected from the review of related works, strategies for preparing Teachers of the Future in the Era of AI can be realized by implementing approaches such as development of AI literacy, integrating AI into teacher training courses, promoting collaborative learning among teachers in training, offering continuing education opportunities, and nurturing a positive attitude towards AI utilization. The paper suggested, among others, that Teachers of the Future should be provided with foundational training in AI application for teaching and learning processes within teacher education programmes offered by teacher training institutions.

Environmental Education in Angola: a look at the conception of teachers at the São Pedro Primary and Secondary Education School

Environmental Education in Angola: a look at the conception of teachers at the São Pedro Primary and Secondary Education School

Efektivitas Simulasi Virtual PhET dalam Pembelajaran Fisika Zat Padat untuk Meningkatkan Pemahaman Konsep Calon Guru Fisika

One of the challenges in learning solid-state physics is that phenomena are microscopic and therefore difficult for students to understand. This study aims to evaluate the effectiveness of using PhET virtual simulations in solid-state physics learning in improving conceptual understanding among prospective physics teachers. The research method used was a quasi-experiment with a one-group pretest-posttest design. The sample consisted of 30 prospective physics teachers from the Universitas Pendidikan Indonesia in Bandung. Concept understanding is measured through a description test. Data were analyzed using the Wilcoxon test and normalized gain to assess the effectiveness of virtual simulation and increase understanding of concepts. The results of the analysis show the positive potential of PhET virtual simulations in increasing the understanding of solid-state physics concepts for prospective physics teachers. Further research is needed regarding factors that can optimize the use of PhET virtual simulations in learning

The Fedathi Sequence methodology and the training of reflective teachers

The Fedathi Sequence has been presented as a methodology that provides a change in the educator's attitude, leading him to overcome his epistemological and didactic obstacles. In this context, this research aims to identify the contributions of the Fedathi Sequence methodology in the conception and development of the reflective teacher based on a training action. Methodologically, the investigation, of a basic and exploratory nature, has a qualitative approach and elements of empirical research through semi-structured interviews and a training action, with the subjects of this research being a sample of five teachers participating in this training. In our analyzes we found that the Fedathi Sequence contributes through the development of reflective action in promoting a change in teaching posture that is aimed at improving pedagogical praxis.

Beyond analytics: Using computer‐aided methods in educational research to extend qualitative data analysis

AbstractThis study proposes and demonstrates how computer‐aided methods can be used to extend qualitative data analysis by quantifying qualitative data, and then through exploration, categorization, grouping, and validation. Computer‐aided approaches to inquiry have gained important ground in educational research, mostly through data analytics and large data set processing. We argue that qualitative data analysis methods can also be supported and extended by computer‐aided methods. In particular, we posit that computing capacities rationally applied can expand the innate human ability to recognize patterns and group qualitative information based on similarities. We propose a principled approach to using machine learning in qualitative education research based on the three interrelated elements of the assessment triangle: cognition, observation, and interpretation. Through the lens of the assessment triangle, the study presents three examples of qualitative studies in engineering education that have used computer‐aided methods for visualization and grouping. The first study focuses on characterizing students' written explanations of programming code, using tile plots and hierarchical clustering with binary distances to identify the different approaches that students used to self‐explain. The second study looks into students' modeling and simulation process and elicits the types of knowledge that they used in each step through a think‐aloud protocol. For this purpose, we used a bubble plot and a k‐means clustering algorithm. The third and final study explores engineering faculty's conceptions of teaching, using data from semi‐structured interviews. We grouped these conceptions based on coding similarities, using Jaccard's similarity coefficient, and visualized them using a treemap. We conclude this manuscript by discussing some implications for engineering education qualitative research.

Metaverse Integration in Moroccan Schools: A Quantitative Study of Educator’s Perspectives

This research revolves around the examination of Moroccan teachers' attitudes to the integration and day-to-day use of the metaverse in educational settings such as the classroom. This research is particularly concerned with educators in both public and private schools within Morocco. Utilizing quantitative research methods and including statistical techniques such as Analysis of Variance (ANOVA) and T-tests, this study aspires to unhide the motivations and aspirations driving Moroccan teachers to embrace the use of metaverse technology in the classroom. It also aims to investigate whether these teachers harbour reservations or anticipations regarding metaverse’ seamless integration in educational settings. The study uncovers variations in teachers' enthusiasm for metaverse integration, as well as a plethora of concerns or anticipations regarding its implementation and feasibility in different classroom settings. This research’s attempts to uncover patterns of readiness or resistance among teachers in public and private schools, which will undoubtedly providing insights into the factors that shape their perspectives and facilitating the identification of areas for potential professional development. The outcomes of this study offer valuable insights for policymakers, assisting in the development of effective training and teaching designs and concepts for teachers as well as students.

Heutagogy as an alternative in teacher education: conceptions of lecturers and pre-service teachers of school of education and life-long learning, SDD-UBIDS

IntroductionThe needs of today’s higher education have changed and higher education does not need a one-way communication from teacher to student but rather learn to appreciate the new role of the teacher as a facilitator with mutual responsibilities toward the creation of knowledge. Heutagogy, which emphasizes learner autonomy and the creation of self-determined learners, has garnered attention as a potential solution to address the evolving needs of teacher preparation. However, empirical research on the beliefs and attitudes of Heutagogy within the teacher education context remains limited. This study aimed to fill this gap by exploring the beliefs and attitudes of lecturers and pre-service teachers of the School of Education and Life-Long Learning (SoELL) at SDD-UBIDS.MethodsConvergent mixed method design with both quantitative and qualitative data analysis, the study collected both quantitative and qualitative data on 513 Pre-service teachers and 30 Lecturers from SoELL, SDD-UBIDS using a four-point Likert scale questionnaire and interview.ResultsThe findings revealed diverse perspectives among Lecturers and Pre-service Teachers regarding Heutagogy, with varying levels of understanding, acceptance, and readiness for implementation. Lecturers expressed enthusiasm for Heutagogy’s potential to foster learner autonomy and critical thinking skills, while pre-service teachers demonstrated varying levels of readiness and comfort with self-directed learning approaches.DiscussionLecturers and Pre-service teachers expressed willingness to embrace a self-determined approach in which the learner reflects on what is learned and how it is learned and where the Lecturers teach the learners how to learn by themselves. The cognitive conflict and the inadequacy of pre-service teachers’ preparedness will necessitate a shift in their attitudes toward developing autonomy skills to effectively navigate the challenges of the 21st-century knowledge economy.

An Analysis of Ways to Optimize Teacher-student Relationship in Ideological and Political Wisdom Classroom Teaching in Senior High School

Wisdom classroom based on big data technology breaks the traditional dichotomous teacher-student relationship, and it is necessary to re-explore the teacher-student relationship in the context of wisdom classroom. In view of the current teacher-student relationship problems in smart classroom teaching at the data, technology and virtual levels, the whole process and scene teaching combining in-class and extra-class, online and offline, virtual and reality are constructed from the three levels of intermediary symbols, interactive ways and knowledge concepts of teachers and students, and the relationship between teachers and students in smart classroom teaching is reconstructed through data empowering. In order to promote the high school ideological and political teaching practice into a democratic cooperation, spiritual communication behavior, and effectively improve the effectiveness of high school ideological and political teaching.

Akhlak Guru dan Murid Menurut Ibnu Jama’ah dan KH Hasyim Asy’ari

The occurrence of various social problems lately, especially in the field of education, especially moral issues in the world of education has become a problem in itself. This requires separate research to overcome these problems. This study aims to analyze the morals of teachers and students according to Ibn Jama'ah and KH. Hasyim Asy'ari, and comparing the thoughts of the two and then afterwards relevant to teacher competence that is common in Indonesian education today. The type of research used in this study is qualitative and the methods used include literature research methods, which produce data in the form of written words from analyzed data sources. This research also uses content analysis techniques in data processing. The primary data sources used are Kitab Tadzkiratu as-Sami wa al-Mutakallim by Ibn Jama'ah and Kitab adabu al-'Alim wa al-Muta'allim by KH. Hashim Ash'ari. While the secondary data sources are books or other references related to the moral statements of teachers and students. The similarity with the conclusions of other academics is the research method used, namely qualitative research methods. While the difference is in the results of the research, which may be due to differences in the material presented and the time of research. In conclusion, there are similarities between the moral concepts of teachers and students according to Ibn Jama'ah and KH. Hashim Ash'ari. While the difference between the thoughts of the two lies in the difference in diction and the existence of discussions that are only discussed in one of each of the books of both.

教育部产学合作协同育人项目结项项目：基于在线开放课程的药理学实践平台建设

药理学是医学、药学本科的专业必修课，是学校药学专业精品课程群主干课程之一。本项目利用在线开放课程资源为基础，探索线上线下混合式教学模式，与企业充分合作建设药理学实践平台，构建情境、交互、体验、反思为一体的深度学习模式，让学生更加积极主动参与学习，符合新时代医药学专业人才培养模式的需求。本项目旨以在线开放课程为基础建设药理学实践平台，构建药理学线上线下混合式教学体系，优化教学资源，提升育人成效。本项目与企业充分联合、广泛合作，在教师教学理念提升、教学模式改革以及育人实践方面取得了一定的成效。 Pharmacology is a compulsory course for undergraduate students in medicine and pharmacy, which is one of the main courses in Pharmaceutical major course group. This project utilizes online open course resources as the foundation to explore a hybrid teaching mode of online and offline, and fully cooperates with enterprises to build a pharmacology practice platform. It constructs a deep learning mode that integrates context, interaction, experience, and reflection, allowing students to actively participate in learning, which meets the needs of the new era of medical pharmacy professional talent training mode. This project aims to build a pharmacology practice platform based on online open courses, construct a mixed online and offline teaching system for Pharmacology, optimize teaching resources, and enhance educational effectiveness. This project has achieved certain results in enhancing the teaching concept of teachers, reforming teaching models, and practicing education through full collaboration and extensive cooperation with enterprises.

Sustaining professionalism: Teachers as co‐enquirers in curriculum design

AbstractIn England, the development of teachers' curriculum design capabilities has been identified as a ‘challenge remaining’ (Department for Education [DfE]. (2022). Opportunity for all: Strong schools with great teachers for your child. https://www.gov.uk/government/publications/opportunity‐for‐all‐strong‐schools‐with‐great‐teachers‐for‐your‐child). A recent White Paper (Department for Education [DfE]. (2022). Opportunity for all: Strong schools with great teachers for your child. https://www.gov.uk/government/publications/opportunity‐for‐all‐strong‐schools‐with‐great‐teachers‐for‐your‐child) offered access to a publicly funded online platform as a solution. Drawing on Stenhouse's concepts of teachers as researchers and curriculum as an inquiry process, this article argues that such a policy initiative restricts both curriculum and professional development. An alternative approach to curriculum design, one based on Stenhouse's conception of the iterative development of teachers' professional and curriculum knowledge is profiled. In this article, we, as four teacher‐researchers, analyse a project which featured the Curriculum Design Coherence (CDC) model. We share insights gained from our involvement, both in relation to our professional learning and the impact of our curriculum design work on our pupils. We argue that the ‘othering’ of teachers in research contributes towards the under valuing of practice‐informed evidence in policy making. We draw on the work of Lawrence Stenhouse to inform a different means of generating educational research evidence, one that sustains teacher‐researchers through engagement with principles and concepts so as to inform policy and curriculum development.

Developing professional digital competence in Norwegian teacher education: a scoping review

The widespread use of educational technology in schools compels teachers to seamlessly integrate technology while developing students’ digital competence. As educational technology continually evolves, digital competence becomes a dynamic target. Thus, teacher education must effectively prepare student teachers to teach effectively with technology. Researchers are increasingly examining the concept of teachers’ digital competence and how teacher education supports student teachers’ acquisition of digital skills for future employability. In Nordic countries like Norway, the term Professional Digital Competence (PDC) frames a teacher’s essential knowledge for using digital technology in teaching and learning. Despite this focus, there’s limited understanding of how Norwegian teacher education fosters PDC. This scoping review investigates current research on PDC and its implementation within Norwegian teacher education. Findings from numerical and thematic analysis offer insights into the prevalent types of PDC research. Thirty-four peer-reviewed papers were identified and coded along three dimensions: (1) theoretical perspectives, (2) research questions and methods, and (3) application and implementation. The review reveals a predominant focus on student and teacher educator perceptions or self-assessments when measuring digital competence. Our findings show that professional digital competence in teacher education is diverse and multifaceted. However, there are gaps in the current state of knowledge. To address this, we propose a definition and a framework to guide teacher educators. Future research should broaden participant profiles and involve a more diverse group of educators.

How do we know what they know? A case study of classroom-based assessment with multilingual learners

ABSTRACT We employed qualitative research methods to examine student learning in context during a teacher’s unit on 1920s-Great Depression in an 11th grade United States & Virginia History class in a standards-based setting with a high-stakes end-of-course test. We focused on four focal students (all of whom were classified as English learners at some point during their education) and collected extensive data to investigate whether these students learned and how they experienced and described their learning from regular classroom instruction. Despite receiving the same instruction, student learning, as measured by the summative assessment, differed greatly, and it was unclear if students learned the historical content. Teaching to the test (e.g., lecture-focused, didactic, narrow fact-focused instruction) did not yield improved results on the multiple-choice test. These findings problematize the use of multiple-choice testing, emphasize the need for explicit academic vocabulary scaffolds for multilingual learners, and highlight the importance of formative assessment. We argue that the conception of teacher as curricular-instructional gate-keeper needs to be expanded to curricular-instructional-assessment gate-keeper.

Secondary School Teachers’ Conceptions of Teaching Science Practical Work through Inquiry-Based Instruction

Contemporary science teaching pedagogy in Namibia places a strong emphasis on fostering inquiry-based instruction and practical work in secondary school science education. In recent years, there has been a growing recognition of the need to move beyond traditional, rote-based methods towards more learner-centred approaches that encourage active inquiry and critical thinking. Teachers are encouraged to design lessons that promote inquiry, where learners actively investigate scientific phenomena, ask questions, and develop solutions through hands-on experimentation. Science practical work, which involves conducting experiments and investigations, is considered a cornerstone of this approach as it provides learners with opportunities to apply theoretical knowledge, develop laboratory skills, and gain a profounder understanding of scientific concepts. This sequential explanatory mixed methods study explored Namibian secondary school teachers’ conceptions of teaching science practical work through inquiry-based instruction to provide a comprehensive understanding of teachers’ perspectives and practices. Findings from this study revealed that many teachers held traditional views of science practical work, emphasizing cookbook-style experiments and memorisation. These teachers often faced challenges in implementing inquiry-based instruction due to a lack of training and resources to facilitate science practical work. However, a subset of teachers who embraced inquiry-based methods reported increased learner engagement, critical thinking, and in-depth understanding of scientific concepts. Additionally, the findings underscored the importance of aligning teacher conceptions with contemporary pedagogical approaches for effective secondary science education in Namibia. The study thus, highlighted the need for professional development and support to help more teachers transition to inquiry-based instruction and improve science education in Namibian secondary schools.

Fostering Teachers’ Growth Mindset to Face Education Challenges Using a Cultural Language Learning Approach (CLLA)

Growth mindset practice by teachers’ is essential for facing the disruption of education that has been caused by technological advances. This study used multiple case studies to investigate the level of teachers’ growth mindset, teachers’ readiness to face education challenges, and how to foster teachers’ growth mindset using a cultural language learning approach. It involved 26 teachers from elementary to higher levels who completed a questionnaire comprising closed-ended questions, and participated in in-depth interviews and a peer debriefing – the latter to determine trustworthiness. The data were compiled and analyzed descriptively using defined criteria. The research procedure followed these steps: (1) Gathering raw data on three research variables; (2) Reviewing data; (3) Analyzing data; (4) Ensuring trustworthiness through peer debriefing; and (5) Research judgment. This study fills a gap in the literature concerning the concept of teachers’ growth mindset and fostering teachers’ growth mindset by using a cultural language learning approach as an alternative to their educational practices. This study reports the following findings. First, most of the participants confessed that they did not fully practice the seven growth mindset principles, namely, never stop growing, experiment and innovate, ask questions, be flexible, learn new technology, truly listen and reflect constantly. Second, they were not yet prepared to face education challenges. Third, they admitted to not yet having embedded local cultures as their teaching discourses. The findings are expected to provide an alternative reference and guide for policymaking for teachers and practitioners affected by theses issues.c

Aspects of regional history Ilhéus-BA as a source of content for the teaching of physics

In this article, we recover the history of an old hydroelectric power station in the rural area of the city of Ilhéus - BA through documentary analysis and interviews. We go on to offer suggestions for working with physics and technology concepts for elementary school science teachers, which can also be extended to high school physics. Although the content is of great regional relevance, our idea can be used to study relevant information for science teaching in other locations. We based our study on the CTS (Science, Technology and Society) approach to science teaching. The perspective we adopted emphasizes scientific literacy with a view to citizenship, against the backdrop of the social importance of the subject. We also draw attention to the recovery of the history and culture of a region for the teaching of physics and technology within this framework. Finally, we suggest strategies for teaching physics in accordance with the PCN (National Curriculum Parameters) for Natural Sciences for the final years of elementary school.

Research on the Problems and Improvement Strategies of Rural Early Childhood Teachers' Health Education Competence

The health concept of the new era calls for the return and renewal of the identity of rural early childhood teachers, as health educators, what makes them competent in their professional roles? The health education ability of rural early childhood teachers has become an important factor affecting the physical and mental health of rural young children. This study points out that the development of rural early childhood teachers' health education ability is not balanced, rural early childhood teachers' health education curriculum resources development ability is weak, and it points to the lack of rural early childhood teachers' family health education guidance ability. Therefore, based on the analysis of the problem, we start by updating the concept of health education for rural early childhood teachers, establishing the evaluation system of rural early childhood teachers' health education ability, integrating the rural early childhood health education resources, and carrying out rural early childhood health education garden-based teaching and research. Therefore, based on the analysis of the problem, we put forward the strategies to improve the health education ability of rural kindergarten teachers from four aspects: updating the health education concept of rural kindergarten teachers, establishing the evaluation system of rural kindergarten teachers' health education ability, integrating rural kindergarten health education resources, conducting rural kindergarten health education garden-based teaching and research and reflection.

Concepciones del alumnado del Grado en Educación Primaria de la Universidad de Huelva en torno al patrimonio de Huelva capital

This research focuses on the exploration of conceptions about heritage among students of the Degree in Primary Education, with a particular focus on heritage perspective, knowledge of heritage typology and teaching-strategies learning that influence such conceptions. The purpose is to achieve a significant learning rooted in the foundations of civilization, emphasizing the importance of understanding the conceptions of teachers in formation about the heritage of Huelva. The study focuses on analysing the conceptions of teachers in training about the heritage of Huelva, with the aim of understanding how they will teach this heritage from the initial educational stages. The research, in mixed format, is carried out among fourth-year students of the Degree in Primary Education of the University of Huelva, using a questionnaire on the Google Forms platform and a system of categories for analysis. The results reveal concepts related to visible and physically valuable heritage elements, such as the Columbus Monument, a historical heritage perspective, and the importance attributed to the natural and historical-temporal heritage typology. As for the teaching-learning strategies for the development of their initial training, the preference for master classes, talks and colloquiums, as well as the development of general curricular elements, stands out, including conceptual content and competence in linguistic communication. These results point to the need for a genuine dissemination of history through future teachers, thus ensuring the effective transmission of cultural heritage.