Contemporary Teaching Approaches Research Articles

Historical Foundations and Educational Practices in Greek Elementary Education: A Comprehensive Overview

This paper provides an in-depth exploration of the historical factors shaping Greek elementary education and the contemporary pedagogical approaches and curriculum implemented in Greek elementary schools. Beginning with a historical analysis, the paper examines influential factors and developments spanning ancient times to the present day, including the legacy of ancient Greek education, Byzantine educational traditions, and modern educational reforms. By synthesizing historical insights with contemporary educational practices, this paper offers a holistic understanding of Greek elementary education. It underscores the enduring influence of historical legacies on present-day educational philosophies and methodologies while highlighting the innovative approaches adopted to meet the needs of modern learners. Ultimately, this comprehensive overview aims to contribute to scholarly discourse and inform ongoing efforts to enhance elementary education in Greece.

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.

Transformative Insights: Global Perspectives on Feedback Quality for Elevating undergraduate students’ Engagement and Motivation

This study explores the dynamics of feedback quality from the perspectives of professors and its profound impact on the motivation and engagement of undergraduate students. Drawing upon insights from a diverse group of professors representing 12 different countries, this study employs a meticulously designed qualitative methodology, facilitating a thorough exploration of the connections between feedback processes and student outcomes through an interpretive lens. Notably, our findings emphasize the transformative potential of constructive feedback when supported by contemporary pedagogical approaches. The study reveals the challenges educators face in delivering comprehensive feedback while also highlighting themes such as a commitment to continuous professional development, a preference for face-to-face interactions over technological advancements, and the transformative impact of the feedback process on personal growth. Additionally, the participants’ recommendations align with broader pedagogical principles, emphasizing relationship building, perceiving feedback as an opportunity for improvement, fostering accessibility, continuous professional development, and creating psychological safety within the classroom. These recommendations provide practical insights for educators, guiding them to enhance their practices and cultivate supportive learning environments.

How Should a Teacher Be According to The Teacher’s Views?

Identifying and enhancing teacher competencies and qualifications is crucial for advancing the quality of education. This qualitative study aimed to explore teachers' qualifications and self-perceptions through interviews with 78 teachers across various disciplines. The objective was to understand discrepancies between teachers' self-views and critical perceptions of colleagues, thereby identifying essential competencies. Semi-structured interviews, employing a qualitative approach, facilitated a thorough exploration of teacher perspectives. The study group included classroom, English, Turkish, math, science, philosophy, religious culture, computer, biology, history, chemistry, physical education, music, Turkish language, literature, painting, and physics teachers. Open-ended questions elicited opinions on colleague qualifications, essential teacher competencies, and self-perceptions. The findings revealed that experienced teachers demonstrated higher confidence, while beginners expressed a commitment to improvement. Communication skills, empathy, love for students, subject knowledge, self-development, patience, tolerance, and passion for teaching were highlighted as crucial competencies. Teachers emphasized the need for a balance between personal and professional qualities, advocating for pedagogical formation, contemporary teaching approaches, and technology proficiency. The study concludes that continuous professional development is vital, emphasizing the importance of both human-oriented qualities and technical competencies for effective teaching. This research provides a foundation for raising teachers' awareness of competence assessment and development, urging educational institutions to support ongoing teacher growth.

Teacher-student rapport and gamified learning: Investigating the role of interpersonal variables in classroom integration

Using the educational setting of Jordan, this research aims to investigate the complex relationship between teacher-student rapport and student involvement in gamified learning experiences. As it relates to the effective use of gamified learning methodologies, this research digs into the far-reaching ramifications of cultivating strong interpersonal interactions between instructors and students. This research uses a strict quantitative technique to investigate the complex relationships between 400 children and 40 teachers. This study's results shed light on an interesting and statistically significant phenomenon: a significant positive connection (r = 0.742, p 0.001) between teacher-student rapport and the amount of engagement seen in gamified learning sessions. The finding, in line with Jordan's educational reforms, highlights the critical role of positive rapport in generating dynamic and significant participation within modern instructional techniques. The practical repercussions highlight the need for teachers to work to improve their interpersonal skills. It becomes clear that this is a crucial factor in enabling effective teaching and learning, especially within the context of contemporary pedagogical approaches. The current research helps us better understand the complex dynamics at play in teacher-student relationships, illuminating their far-reaching consequences for the pursuit of educational excellence in the Jordann setting.

Introducing Virtual Reality and Emerging Technologies in a Teacher Training STEM Course

In recent years, the adoption of emerging technologies in education (ETE) has significantly grown. However, the effective integration of these technologies remains challenging as many educators have not been afforded the professional/career readiness to properly acknowledge and use them as educational tools. Although the STEM approach has gained prominence in science education, it still requires proper teacher readiness for successful implementation. In this study, with design-based research and mixed-method approaches, a ten-session program for prospective teachers was developed and evaluated to foster the necessary skills and knowledge to effectively integrate different technological resources in STEM education. The program aims to bridge the gap between technology and pedagogy, empowering educators to maximize the use of ETE to enrich learning experiences. The main conclusions emphasize the significance of technology-centric education for future educators, stressing the necessity for teacher training programs that align technological potential with practical classroom applications. Integrating emerging technologies supports contemporary pedagogical approaches like STEM education, promoting active student participation and problem-solving skills. To fully harness emerging technologies’ potential, educators need training and support. Developing comprehensive training pathways for these technologies is vital to narrow the gap between technology and effective educational integration.

Empowering Accounting Educators: Innovative Development through Community Engagement


 
 
 
 
 
 
 
 
 
 This study underscores the imperative for continuous teacher development by elucidating an innovative community engagement endeavor aimed at augmenting the proficiency of accounting educators within the Sidoarjo Regency's Subject Teachers Forum (Musyawarah Guru Mata Pelajaran – MGMP). Employing a triad of methodologies encompassing awareness campaigns, training modules, and mentorship, the initiative proffers a curriculum centered on teaching factory concepts, financial technology integration, and millennial business trends. Evidenced by amplified pre- to post-test scores, the outcomes reveal a discernible upswing in pedagogical acumen following program participation. Qualitatively, heightened post-training dialogues showcase expanded knowledge domains concerning the aforementioned subjects, bolstering the claim of qualitative competence enhancement. This pioneering approach holds potential implications for fostering transformative teaching paradigms in the global pedagogical landscape.
 Highlights:
 
 Innovative Engagement: This study presents an inventive community engagement strategy that redefines teacher development through collaborative initiatives.
 Targeted Curriculum: The program introduces a curriculum emphasizing teaching factory concepts, financial technology integration, and millennial business trends, fostering contemporary pedagogical approaches.
 Measured Impact: Quantitative improvement observed in pre- and post-test scores is substantiated by qualitative enhancements, underscoring the efficacy of the engagement in elevating accounting educators' proficiency.
 
 Keywords: Accounting educators, Competence enhancement, Community engagement, Pedagogical innovation, Teacher development.
 
 
 
 
 
 
 
 
 

Empowering Accounting Educators: Innovative Development through Community Engagement


 
 
 
 
 
 
 
 
 
 This study underscores the imperative for continuous teacher development by elucidating an innovative community engagement endeavor aimed at augmenting the proficiency of accounting educators within the Sidoarjo Regency's Subject Teachers Forum (Musyawarah Guru Mata Pelajaran – MGMP). Employing a triad of methodologies encompassing awareness campaigns, training modules, and mentorship, the initiative proffers a curriculum centered on teaching factory concepts, financial technology integration, and millennial business trends. Evidenced by amplified pre- to post-test scores, the outcomes reveal a discernible upswing in pedagogical acumen following program participation. Qualitatively, heightened post-training dialogues showcase expanded knowledge domains concerning the aforementioned subjects, bolstering the claim of qualitative competence enhancement. This pioneering approach holds potential implications for fostering transformative teaching paradigms in the global pedagogical landscape.
 Highlights:
 
 Innovative Engagement: This study presents an inventive community engagement strategy that redefines teacher development through collaborative initiatives.
 Targeted Curriculum: The program introduces a curriculum emphasizing teaching factory concepts, financial technology integration, and millennial business trends, fostering contemporary pedagogical approaches.
 Measured Impact: Quantitative improvement observed in pre- and post-test scores is substantiated by qualitative enhancements, underscoring the efficacy of the engagement in elevating accounting educators' proficiency.
 
 Keywords: Accounting educators, Competence enhancement, Community engagement, Pedagogical innovation, Teacher development.
 
 
 
 
 
 
 
 
 

A Review of Dogme Approach: Principles and Practices

As an emerging teaching approach, Dogme is proposed to protest against the over-reliance on coursebooks and technologies in language teaching and is compatible with a conglomerate of contemporary teaching approaches. According to Dogme, language teaching should not rely too much on teaching materials but should focus on communicative activities that could satisfy students’ actual needs and interests. In this paper, the theoretical principles of Dogme are briefly summarized by discussing the similarities and differences between Dogme and several contemporary teaching approaches, and then major studies on Dogme are reviewed and summarized by discussing its suitability. The findings are that (a) Dogme is more suitable for high-level second language learners, but findings about its suitability for low-level learners are inconclusive; (b) inexperienced teachers are unable to use Dogme exclusively, and it is more suitable for them to integrate Dogme’s principles into the traditional materials-based lessons; (c) the combination of Dogme and mainstream teaching methods in different educational environments is comparatively effective and is widely welcomed by teachers and students, and (d) studies on the suitability of Dogme in the technological era are still in its infancy, with limited research results. The previous studies on the universality of Dogme have failed to support each other. Therefore, further research is needed.

A Bibliometric Review of Learning Approaches in Primary Education Level: Examining the Indonesian Contribution to the Field

<p>It is crucial to employ contemporary pedagogical approaches in primary education to cultivate capable and skilled young individuals who are equipped to excel in competitive environments. Despite a significant amount of field research on the use of learning approaches in primary education, there is a lack of studies that consolidate the findings through bibliometric techniques. The main aim of this bibliometric investigation is to identify prevalent research patterns and evaluate Indonesia's scientific contributions to the study of learning approaches in primary education. The study employs bibliometric analysis, which includes four stages: initial search, application of inclusion and exclusion criteria, data extraction, and data cleaning. Data analysis is conducted using Publish or Perish, Ms. Excel, and Chat GPT. This research analyzed 549 papers published over 56 years, which gathered 4552 citations. The citation frequency peaked in 2008 with 690 citations. The 17 most influential authors came mainly from Indonesia and the United States. Most of the most-cited works were published more than ten years ago. The British Journal of Educational Psychology and Switzerland's Sustainability Journal lead in publishing educational research articles. Six out of the top 11 institutions in learning approaches research are Indonesian universities, showcasing Indonesia's dominance in the field. Surpassing other countries like the United States, Turkey, Spain, the UK, Australia, and China, Indonesia has achieved significant success.</p>

Theoretical and methodological principles of integrating CLIL and ESP in educational establishments in Ukraine

The article issues the questions of effective teaching both content and second language by integrating CLIL and ESP within the process of professional competence formation at Ukrainian universities – the challenges, prerequisites and perspectives of teaching content and professionally oriented skills through the English language. The authors provide a comparative analysis of the definitions and characteristics of content and language integrated learning (CLIL) and English for specific purposes (ESP) at the present stage of linguodidactics. The investigation is theoretically granted and issues the question of CLIL and ESP integrated principles application, and reflects the main scientific ideas and stages of implementation, the application of which makes it possible to modernize the system of professional training according to European standards. Regarding the integration of the CLIL and ESP approaches in the process of professional training at non-language specialties, the authors state that process of immersion into professional oriented environment facilitates the increase of learning outcome standards. Theoretical and methodological review of contemporary teaching approaches, its principles, advantages, challenges and effective ways of CLIL and ESP in Europe and Ukraine are analyzed. The usage of the methods of CLIL and ESP approaches are rational at different stages of professional education.

Application of Bloom’s Taxonomy in the Instruction of Islamic Education

Islamic education has over the years been taught using traditional methods. One of the modern approaches used in preparation of the lesson is the Bloom’s taxonomy. It has been used for setting objectives and learning outcomes as well as determining the content of the lesson and evaluation. In this paper, the position is that Islamic studies teachers should be equipped with contemporary pedagogical skills, techniques, approaches, strategies and theories such as Bloom’s taxonomy. This will not only enable the instructors of Islam to teach more effectively and efficiently but also it will enable them to have a long-term positive impact on the learners in terms of behaviour and character.

Use of the Argumentation-Based Learning-Teaching Approach in the Development Of Self-Expression Skills

Argumentation-based teaching is one of the contemporary teaching approaches. This approach is versatile in terms of making the claim, stating the reasons, eliminating the ambiguities, generating thoughts in the mind through questions and having the purpose of convincing. Considering the relationship between language and thought, it is thought that the use of argumentation-based teaching in language practice studies will be effective. As a matter of fact, the prerequisite for producing arguments is the effective use of basic language skills. This study shows the usability of argumentation-based teaching in Turkish lessons. This study shows the usability of argumentation-based teaching in Turkish lessons. In the study, information about the argumentation-based learning-teaching approach is given; The activities that can be carried out in order to gain, develop and effectively use narration skills are emphasized. Finally, some suggestions for the effective use of this teaching model in Turkish lessons are given.

Enhancing Primary Schoolchildren’s Autonomy and Interest towards Reading through Inquiry-based Activities and Digital Applications (A Case of Georgian Private School)

Over the last century language teaching methods have undergone fundamental changes. A different set of approaches has appeared in response to the ineffectiveness of traditional teaching methods. As traditional approaches are not designed to pursue students’ interests and do not encourage them to cooperate in self-directed learning, there is an urgent need to develop more effective teaching and learning approaches for 21st-century learners. Nowadays, teacher-centered education gives the way to more student-centered approaches, where the main goal of learning is to nourish interest in students and give them an opportunity to inquire and master learning in a more meaningful way. As technology-assisted education has become an indispensable and challenging part of student-centered education, it has become absolutely vital for teachers to enhance the integration of technology into their classrooms. Inquiry-based English language teaching through digital applications is among the most contemporary teaching approaches, which perfectly corresponds to the 21st-century demands while enhancing autonomy and fostering students’ reading interest. Considering the urgency of integrating contemporary teaching methods in English as a Foreign Language (EFL) class, the objective of the presented study has been shaped to outline the impact of inquiry-based English language teaching through digital applications on primary learners’ autonomy and interest development in one of the Georgian private schools. A quantitative method was applied to the present study in order to compare pre and post-experimental questionnaire results and measure primary schoolchildren’s autonomy level, curiosity, and interest in reading through digital applications before and after the experiment. The learning processes of the experimental and control groups were compared. The obtained data has been analyzed using SPSS to compare the survey results. The quantitative study has revealed that the 21st-century generation positively responds to contemporary teaching methods and inquiry-based teaching through digital applications has proved to be effective. Based on the research findings, eBooks and digital applications are reasonable resources to be utilized in EFL reading lessons as learning only with the help of traditional books appears to be boring for students. Based on the study results, it is obvious that working on electronic texts through inquiry-based approaches has assisted students in completely changing their negative attitudes toward reading and increased engagement and autonomy. Consequently, because of the decreasing interest in reading through traditional books, there is a need of promoting more student-centered teaching practices and increase technology integration in the teaching and learning process.

RETROSPEKTIVNI OGLED JEZIČKIH VEŠTINA U NASTAVI STRANOG JEZIKA I STATUS VEŠTINE PISANjA

At the beginning of the twentieth century L2 teaching practice has been established based on the theoretical framework and practice of L1 teaching. Striving to meet the needs of L2 students sufficiently there was a need to shift the focus of the teaching practice through many traditional and contemporary approaches. Although today there is a rather equivalent distribution among all four language skills in the classroom, for a long period of time the writing skill has been marginalized. In order to understand the status of the writing skill in the L2 classroom, this study attempts to recapture the development and the position of the writing skill from the middle of the XX century to the contemporary practice today in relation to the status of other language skills. In this research we have applied a descriptive and a comparative analysis to discover that the writing skill position has just recently obtained a coexisting, equivalent status in the L2 class- room in relation to other skills and the results enlighten the teaching techniques that have been utilized for the writing skill respectively in the transition from the traditional towards the contemporary teaching approaches.

Ο ρόλος της διαγλωσσικότητας στην επικοινωνία μεταξύ ενήλικων σπουδαστών της Ελληνικής ως δεύτερης/ ξένης γλώσσας

In L2 classes a monoglossic teaching approach is quite often, according to which the language of instruction is the target language and other languages should be avoided, in order for students not to be confused. However, today’s globalized environment as well as contemporary teaching approaches and techniques support the necessity of promoting translanguaging in the teaching process. In the context of our research targeted teaching interventions were implemented and their aim was to help adult students of Greek as L2 practice several language skills. The results show that students often engage in translanguaging practices in order to express themselves, to enrich their linguistic repertoire, to make correlations between structures of several languages etc.

An Investigation of Students’ Identity Work and Science Learning at the Classroom Margins

We investigate fifth-grade students’ identity work and science learning at the margins of a science classroom. By “margins” we refer to activities unrelated to formal classroom instructional content and practices, and which unfold across many settings and contexts, including the classroom itself, but also multi-party, social group gatherings during recess, field trips, and the home. Data were collected in ethnographic fashion, in both field notes and video records, and data analysis focused on the interactional details in which students’ multiple identities were actively negotiated. Our descriptive analysis reveals some novel types of identities (e.g. collective and “occupational”) that students enacted in daily social situations, which suggests that students’ identity repertoire is more extensive and diverse than usually accounted for. In addition, students’ identity work at the margins was most frequently tied to the dynamics and structure of the locally established, small-sized social groups in which students routinely clustered and thus reflected locally grounded identities (rather than normative categories of gender, race, and class identities). Finally, because students’ activities shared continuities with biology content and practices, knowing and learning of biology were implicated in their identity work. We close by drawing implications of these findings for contemporary pedagogical approaches and teachers’ instructional practices.

Investigating the Dynamics of Contemporary Pedagogical Approaches in Higher Education through Innovations, Challenges, and Paradigm Shifts

Investigating the Dynamics of Contemporary Pedagogical Approaches in Higher Education through Innovations, Challenges, and Paradigm Shifts

METAPHORIES USED BY HIGH SCHOOL STUDENTS ABOUT THE HISTORY COURSE AND WITH ITS COMPONENTS

Araştırmada lise öğrencilerinin tarih dersi ve bileşenleri ile ilgili algılarını metaforlar aracılığıyla ortaya koymak amaçlanmıştır. Bu amaç kapsamında araştırmanın çalışma grubunu, 2020-2021 eğitim-öğretim yılında Antalya ili merkezinde bulunan MEB’e bağlı farklı liselerde öğrenim görmekte olan 23’ü kadın, 39’u erkek toplam 62 öğrenci oluşturmuştur. Araştırmada nitel araştırma yöntemlerinden, olgu bilim (fenomenoloji) deseni kullanılmıştır. Araştırmanın verileri araştırmacılar tarafından ilgili alan yazın ve uzman görüşü alınarak hazırlanan görüşme formu aracılığıyla toplanmıştır. Görüşme formu aracılığıyla toplanan veriler içerik analizi yönteminden yararlanılarak çözümlenmiştir. Araştırmada ulaşılan sonuçlar genel olarak değerlendirildiğinde ise, çalışma grubunu oluşturan lise öğrencilerinin tarih bilimine, tarih derslerine, tarih dersindeki sınıfa, tarih öğretmenine, tarih ders kitabına ve tarih atlasına yönelik olumlu bir algıya sahip olduklarını buna karşın tarih öğretimi konusunda öğretim sürecine ilişkin olumsuz bazı metaforlar ürettikleri sonuçlarına ulaşılmıştır. Bu sonuçlardan hareketle öğrenciler tarafından tarih dersinin sevildiği fakat dersin öğretim sürecinin sıkıcı ve zorlayıcı olduğu görülmüştür. Bu bakımdan bilginin kalıcılığını sağlaması, öğrencinin süreç içerisinde aktifleşmesi, derse olan ilgi ve isteğini arttırması için tarih dersi öğretim sürecinin çağdaş öğretim anlayışı doğrultusunda verilmesinin oldukça önemli olduğunu söylemek mümkündür.

ВИКОРИСТАННЯ ІНСТРУМЕНТАРІЮ ПЛАТФОРМИ GO-LAB ДЛЯ РОЗВИТКУ ДОСЛІДНИЦЬКИХ УМІНЬ ШКОЛЯРІВ

У статті обґрунтовано актуальність використання методу дослідницько орієнтованого навчання предметів STEAM у закладах загальної середньої освіти. Представлено можливості екосистеми Go-Lab (https://www.golabz.eu), яка сьогодні містить найбільшу колекцію віддалених / віртуальних лабораторій, освітніх додатків, понад тисячу дослідницьких навчальних середовищ (Inquiry Learning Space – ILS) для інноваційного викладання в класі, змішаного та дистанційного навчання. Ця платформа активно використовується в школах Західної Європи, деяких країн Африки і стала доступною для України завдяки проєкту програми ЄС ERASMUS+ К2 «Модернізація вищої педагогічної освіти з використанням інноваційних інструментів викладання – MoPED» (№586098-EPP-1-2017-1-UA-EPPKA2-CBHE-JP). Авторами висвітлено особливості побудови ILS як персоналізованого дослідницького середовища для самостійного вивчення предметів STEAM, де учні мають змогу здійснювати наукові експерименти, розвивати дослідницькі навички та цифрову компетентність. Доведено переваги використання віртуальних / віддалених лабораторій у роботі з учнями, зокрема в інклюзивній освіті. Описано типи навчання-дослідження на основі запитів. Охарактеризовано етапи цілісного дослідницького циклу на порталі Go-Lab: орієнтація, концептуалізація, дослідження, висновки та обговорення. Висвітлено можливості цієї платформи для створення власного віртуального сценарію навчання або модифікації імпортованого ILS, створеного іншими користувачами. Наведено приклади деяких ILS українською мовою для активного експериментування онлайн, що уможливлює самостійне навчання здобувачів освіти, розвиток їхнього критичного мислення та ін. Виокремлено критерії оцінювання створеного дослідницького навчального середовища на платформі Go-Lab з використанням віртуальних лабораторій, навчальних ігор, симуляцій тощо, які розроблені під час проведення навчальних тренінгів у Прикарпатському національному університеті імені Василя Стефаника. Наголошено на потребі розроблення нових онлайн лабораторій українською мовою, адаптованих до Державних стандартів загальної середньої освіти з урахуванням вимог до результатів і компетентностей школярів за освітніми галузями. Новизна результатів дослідження полягає в обґрунтуванні теоретико-методичних засад використання дослідницько орієнтованого навчання з допомогою екосистеми Go-Lab у Новій українській школі.