Current Teaching Research Articles

Reflections on the Heuristic Teaching in Xue Ji

Xue Ji is the earliest monograph on educational theory in ancient education in ancient Chinese education. It is the crystallization of the wisdom of the sages of ancient education in ancient times. It is the treasure of our human culture. It contains many useful experience and unique insights. The inspirational teaching principles and methods of inspiration and induction, even more than 2,000 years later, still have a great reference and revelation effect. This article briefly describes the connotation of inspiring teaching in Xue Ji, and combines the same classic inspiration thoughts in my country's "The Analects of Confucius". Two representative inspiration teaching methods in the West, and finally think about how to use inspiration teaching to our current teaching activities.

Comprehensive Analysis of YCT Vocabulary Size and Gamification Strategies for Elementary Students

In an era of globalization and increasing cultural exchange between nations, a large number of foreign language learners have turned proficiency in Mandarin into a vital skill that provides individuals with opportunities to enhance communication, cultural understanding and international cooperation. Simultaneously, China's growing economic influence and its pivotal role in global affairs further highlight the promising prospects for Chinese language acquisition. In this context, this study adopts the method of random sampling to assess the YCT vocabulary of 30 first-year students from different language backgrounds at a private school in Chiang Mai, Thailand. Meanwhile, semi-structured interviews with 10 experienced Chinese teachers using the method of purposive sampling are employed to further strengthen the research findings and capture their views on integrating gamification technology into Chinese language teaching. The findings, which reveal a clear gap between the vocabulary of Thai primary school students and the expected YCT standards, as well as feasible gamification strategies to address these issues, have prompted Mandarin educators to re-evaluate current Mandarin teaching methods. This study advocates the integration of gamification strategies in Mandarin teaching in primary schools to promote vocabulary acquisition and student participation. By elucidating the benefits of Mandarin proficiency in a global context and providing actionable recommendations for Mandarin teaching improvement, this study contributes to the ongoing discussion on language education and intercultural competency development.

How to improve medical students’ ECG interpretation skills ? Multicenter survey and results of a comparative study evaluating a new educational approach

BackgroundLearning to interpret electrocardiograms (ECGs) is a crucial objective in medical education. Despite its importance, errors in ECGs interpretation are common, and the optimal teaching methods have not yet been clearly established.ObjectivesTo evaluate students’ confidence in ECGs analysis and their opinion on current teaching methods, and to assess the effectiveness of a new ECG educational approach.MethodsFirst, we conducted a survey on ECG learning among fourth to sixth-year medical students. Second, a 5-week multicenter comparative study was conducted with fourth-year medical students during their cardiology internship. Two different teaching methods were used, assigned by center. The first group participated in 5-minutes workshops 4 times a week using a “reversed classroom” method, supervised by a cardiologist, where students took turns selecting, presenting and discussing ECGs. The control group attended a single 2-hour face-to-face ECG course. All participants completed a 30-minute ECGs analysis test at baseline and after 5 weeks.ResultsOut of 401 survey respondents, the confidence levels in ECG interpretation were 3/5 (IQR 2–3) for routine situations and 2/5 (IQR 1–3) for emergency situations. Satisfaction with ECG teaching was low (2/5, IQR 1–3) and 96.3% of respondents favored more extensive ECG training. In the comparative study, 52 students from 3 medical schools were enrolled (control group: n = 27; workshop group: n = 25). Both groups showed significant improvement in exam scores from baseline to 5-week (33/100 ± 12/100 to 44/100 ± 12/100, p < 0.0001 for the control group and 36/100 ± 13/100 to 62/100 ± 12/100, p < 0.0001 for the workshop group). The improvement was significantly greater in the workshop group compared to the control group (+ 26 ± 11 vs. + 11 ± 6, p < 0.001).ConclusionsAmong French medical students who initially reported low confidence and insufficient skills in ECG interpretation, the workshop approach using a “reversed classroom” method was found to be more effective than conventional lecture-based teaching during cardiology internship.Graphical abstract

Analisis dan Desain Pengembangan Bahan Ajar dan Sumber Belajar PAI

Textbooks and learning resources play a vital role in the educational process. They function as the primary media for delivering materials, concepts, and values to students. The aim of this research is to analyze and design the development of teaching materials and learning resources for Islamic Religious Education (PAI) using a qualitative research method of literature review. This study involves the collection and analysis of relevant literature to identify the strengths and weaknesses of existing PAI teaching materials, and to formulate innovative and effective design strategies. The analysis results indicate that current PAI teaching materials are often less contextual, less interactive, and have not fully utilized digital technology. The implications of this research include the need for policy support and teacher training to implement modern and effective teaching materials, thereby improving the quality of Islamic religious education in schools. This research is expected to serve as a reference for the development of more adaptive and innovative PAI teaching materials.

Factors influencing students’ attitude towards science subjects in Secondary Schools: A case study of Secondary Schools in Kisseka Sub County, Masaka District

As a result of its earliest history, science has faced a minimal level of interest in secondary schools by students and few teachers qualified for teaching. The study, therefore, was about factors influencing students’ attitudes towards science subjects in secondary schools. The study was carried out in Kisseka Sub County, Masaka District. The study was aimed at analyzing factors that influence students’ attitudes towards the sciences, analyzing current teaching and learning practices in science and mathematics, and establishing strategies that have been adopted to improve students’ attitudes towards the science subjects. Various data collection methods were used to elicit information from the respondents. These included a self-administered questionnaire, key informant interviews, and a documentary review. The data was analyzed both qualitatively and quantitatively using a computer package known as Microsoft Excel. Excel was used to generate tables, charts, and graphs. From the findings, it was found that students’ attitudes towards science subjects were generally negative. The negative students’ attitudes toward science subjects were attributed to a lack of necessary laboratory equipment, a lack of confidence and trust that the students may have towards the teachers handling the subject, low commitment by teachers, old students influence, and poor teaching methods. The teaching methods used by science teachers were said to include the use of notes and explanations, the use of practicals in the laboratory, setting constant tests for the science students, and the use of discussions. These teaching methods varied according to different secondary schools and according to their different capacities. With the above background, there is a need to encourage science and mathematics teachers to improve their classroom practices and create a conducive learning environment for students to motivate them to offer science subjects. Also, the school head teachers, in conjunction with the district education department, should recruit more trained and qualified science teachers to effectively handle science students’ needs. Keywords: Students, Science teachers, Secondary schools, Teaching methods

Enhancing Malay Islamic Monarchy Education: Current Teaching Strategies in Secondary Schools

This study investigates the teaching strategies of Malay Islamic Monarchy (MIB) Education teachers in upper secondary schools in Brunei Darussalam. The MIB Education subject is akin to moral education but integrates Malay, Islamic, and Monarchical values in alignment with the national philosophy. The objective of this study is to analyze the teaching strategies outlined in the syllabus and textbooks, and to interview teachers to identify the strategies practiced in the classroom. The findings reveal a variety of teaching strategies suggested in the syllabus documents. However, the textbook content predominantly comprises factual reading texts and comprehension exercises. The study also found that project-based methods are the recommended teaching strategies in the curriculum documents and are popularly practiced by teachers. Interviews indicate that teachers continue to use the textbooks provided by the Ministry of Education, Brunei, with appropriate improvisations that align with the suggested teaching strategies in the syllabus. To ensure the effectiveness of MIB Education teaching and learning in the future, the syllabus and textbooks need to be updated with current teaching strategies, and teachers should be given exposure to these strategies.

Objective Comparison of the First-Person-View Live Streaming Method Versus Face-to-Face Teaching Method in Improving Wound Suturing Skills for Skin Closure in Surgical Clerkship Students: Randomized Controlled Trial.

The use of digital online teaching media in improving the surgical skills of medical students is indispensable, yet it is still not widely explored objectively. The first-person-view online teaching method may be more effective as it provides more realism to surgical clerkship students in achieving basic surgical skills. This study aims to objectively assess the effectiveness of the first-person-view live streaming (LS) method using a GoPro camera compared to the standard face-to-face (FTF) teaching method in improving simple wound suturing skills in surgical clerkship students. A prospective, parallel, nonblinded, single-center, randomized controlled trial was performed. Between January and April 2023, clerkship students of the Department of Surgery, Pelita Harapan University, were randomly selected and recruited into either the LS or FTF teaching method for simple interrupted suturing skills. All the participants were assessed objectively before and 1 week after training, using the direct observational procedural skills (DOPS) method. DOPS results and poststudy questionnaires were analyzed. A total of 74 students were included in this study, with 37 (50%) participants in each group. Paired analysis of each participant's pre-experiment and postexperiment DOPS scores revealed that the LS method's outcome is comparable to the FTF method's outcome (LS: mean 27.5, SD 20.6 vs FTF: mean 24.4, SD 16.7; P=.48) in improving the students' surgical skills. First-person-view LS training sessions could enhance students' ability to master simple procedural skills such as simple wound suturing and has comparable results to the current FTF teaching method. Teaching a practical skill using the LS method also gives more confidence for the participants to perform the procedure independently. Other advantages of the LS method, such as the ability to study from outside the sterile environment, are also promising. We recommend improvements in the audiovisual quality of the camera and a stable internet connection before performing the LS teaching method.

Transformation of English Education in the Digital Era: A New Paradigm for Holistic Development

This paper explores the transformation of college English education in the digital era, proposing a new paradigm for holistic development. Information technology is driving educational reform, and government policies are facilitating its modernization and digitalization. College English education must evolve to cultivate students' practical application abilities, as current teaching models have limitations. The new paradigm for holistic development emphasizes the comprehensive cultivation of student abilities, including the integration of interdisciplinary knowledge as a core element. The transformation requires top-level policy guidance, needs analysis, curriculum design innovation, teaching model innovation, practical-focused instructional design, addressing implementation challenges, and innovative assessment methods. These initiatives can drive the transformation of English education, foster the development of well-rounded talents, modernize education, and lay the foundation for national progress.

Research on the Reform of the Teaching Mode of Transportation Specialized Courses Based on AI Technology

As an important support for the development of modern society, the teaching quality of the transportation profession directly affects the development level of the industry. However, the current teaching mode has many problems, such as outdated teaching content, single teaching methods, lack of personalized guidance, etc., which can not meet the demand for transportation talents in the new era. With the rapid development of AI technology, its application in the field of education provides new ideas and methods to solve these problems. Through the introduction of AI technology, a comprehensive reform of the teaching mode of transportation professional courses can be realized, and the teaching effect and students' learning quality can be improved. This paper will discuss in detail the necessity, specific measures, and expected results of the reform of the teaching mode of transportation professional courses based on AI technology.

Advancing medical laboratory practice in Pakistan: insights from a focus group study on technologists’ training needs

BackgroundThe realm of medical laboratory technology (MLT) training and education is unstructured in Pakistan. The primary challenge currently confronting the workforce in MLT is the absence of standardized curricula and assessments in education and training. This was an exploratory study aiming to inquire experiences of trainees, alumni and teaching coordinators regarding the technologist training program in a single institute at Pakistan.MethodsTo gain an in depth understanding of MLT program, three focus group discussions (FGDs) were held at Department of Pathology and Laboratory Medicine, Aga Khan University, Pakistan during Feb-April 2024. A team of pathologists and educationists developed interview guides for FGDs in English. Interviews were bilingual, transcribed verbatim and coded using thematic analysis. Participants included current trainees, alumni, teaching and learning coordinators and moderators for the interview.ResultsA total of 29 participants were engaged; these included current MLT trainees (n = 10), alumni (n = 10), and teaching/learning coordinators and sectional supervisors (n = 9). Five main themes emerged from the analysis of FGDs: (Scott MG, Rifai N, Smith B, Oellerich M, Panteghini M, Apple F et al. The changing face of laboratory medicine: a more service and less academically oriented profession? 2015;61(2):322-9.) Recognition of key features of the MTT program, (Ferraro S, Braga F, Panteghini MJCC, Medicine L. Lab Med new Healthc Environ. 2016;54(4):523–33.) Evaluating curriculum design, (Waheed U, Ahmad M, Wazeer A, Saeed M, Saba N, Rasheed FJMJMS. Medical laboratory science education; shaping competent and skilled healthcare professionals. 2023;1(1):58–63.) Teaching and learning strategies, (Ned-Sykes R, Johnson C, Ridderhof JC, Perlman E, Pollock A, DeBoy JM. Competency guidelines for public health laboratory professionals. 2015.) Addressing the need to improve assessment methods, and (Linder RJJM, Education B. Educating medical laboratory technologists: revisiting our assumptions in the current economic and health-care environment. 2012;13(2):150-4.) Navigating the transition from a trainee to a competent technologist.ConclusionOur investigation demonstrated its potential as a valuable needs assessment study, highlighting key strengths, drawbacks, and challenges of the existing MTT program. Importantly, these findings at our institute can inform further research efforts to design competency-based MLT education and training programs in Pakistan.

Teachers' Digital Competencies: Diagnosis and Development in the Context of the Teacher21 Model

This article explores the use of the Teacher21 Model for the diagnosis and development of teachers' digital competencies. The Teacher21 Model is based on the European Framework of Reference for Teachers' Digital Competencies and divides them into six domains: professional engagement, digital resources, teaching, digital assessment, student support, and supporting students' digital competencies. The paper presents the results of the analysis of data obtained from a survey that included three groups of respondents: future (prospective) teachers, future (prospective) ICT methodologists and current teachers. The aim of the research is to find out how these groups perceive their digital competencies in relation to the Teacher21 Model and to identify differences between them. The results showed that all three groups have an average level of digital competencies, with the highest level in the area of professional engagement and the lowest in the area of digital assessment. The paper goes on to offer recommendations for developing teachers' digital competencies in line with trends in education and highlights the importance of the quality of education in the digital age.

Harnessing Educational Big Data Analytics for Decision-Making in Enhancing School Teaching Quality

The application of educational big data analytics holds significant importance in enhancing decision-making processes for school teaching quality. This study explores the effective utilization of educational big data analytics technologies to support the improvement of teaching quality in schools. Initially, the challenges and needs faced by current school teaching quality decision-making were analyzed, highlighting the critical role of educational big data analytics in this context. Subsequently, the limitations and gaps in existing study were identified through a review of related studies, underscoring the study value of this study. Based on this foundation, this study progresses through an examination of the decision-making factors that influence school teaching quality, problem description and model assumptions, construction of decision models, and model solutions using genetic algorithms. By analyzing key factors and constraints in the decision-making process for school teaching quality and integrating optimization algorithms, a viable decision support model was proposed and empirically analyzed. This study aims to provide a scientific basis for school administrators and decision-makers, thereby promoting continuous improvement in school teaching quality.

US teacher opposition to so-called critical race theory bans

Several states in the United States, including Tennessee, have enacted laws prohibiting so-called critical race theory in public schools. Positioning teachers as policy actors, this study examines how future and current teachers understand and plan to navigate Tennessee's legislation. In focus groups, participants disapproved of the legislation. They expressed active opposition, reluctant compliance, and intentional disregard. We theorize these responses as reflecting teachers' calculations regarding power in their contexts. Findings illustrate that teachers are not merely passive subjects enacting mandates, but instead intentionally and strategically interpret policy. The study has implications for global contexts in which teachers navigate censorship policies.

Creating School–University Partnerships in Urban Schools to Address Teacher Shortages

Partnerships among professionals within collegiate teacher preparation programs and school districts are needed to address current teacher shortages, especially critical in urban, high-needs schools. This research study showcases a collaborative model of teacher recruitment, preparation, and support that envisions and co-constructs reconceptualized roles, opportunities, and responsibilities for university faculties, supervising teachers, and teacher candidates. The concept is supported through a continuum of professional learning and reflection. The enhanced partnership model (EPM) for internship requires a partnership between faculties in teacher preparation programs and school districts to develop, engage, and evaluate an EPM for urban-school teacher preparation in multiple urban school sites in the southeastern United States. The goals of this innovative EPM revolve around recruiting diverse teacher candidates, collaboratively preparing them to focus on rigorous academic coursework as well as practical, classroom-based experiences, and retaining the new teachers. Employment data were accessed via administrative sources. A chi-square test of association was used to examine the relationship between participation in the EPM and employment (n = 158). The findings highlight that pre-service teachers participating in the EPM are 4.5 times as likely to be employed in a high-needs school, and 75% of those employed are still employed three years later. The implications of these results are shared.

Review of Translation Teaching for Postgraduates of Non-English Majors (2003-2023)

As international exchange continues to expand and intensify, E-C (English-Chinese) translation teaching for postgraduates of non-English majors, aimed at nurturing interdisciplinary talents equipped with both professional knowledge and pragmatic competence, has garnered widespread attention. Domestic scholars have explored the aspects of “teaching” and “learning” in E-C translation teaching for postgraduates of non-English majors from multiple dimensions. This paper reviews E-C translation teaching for postgraduates of non-English majors in China in the past two decades based on representative studies, sorts out the focus and current status of research, and looks forward to the future development of teaching practice. We found that universities generally advocate and adopt interdisciplinary teaching methods that integrate “foreign language” into “majors”, and E-C translation teaching for postgraduates of non-English majors also revealed aspects that urgently need to be improved. Therefore, reviewing and reflecting on research related to translation teaching and proposing targeted measures based on its current teaching challenges have extremely important theoretical and practical significance.

Literature Review: The Influence of Negative Transfer of Mother Tongue on the Syntax of Junior Middle School English Writing

This paper discusses the concept of language transfer of the mother tongue and reviews both domestic and foreign research on the negative effects of such transfer. The focus is on the relevant research in the field of English writing teaching for junior middle school students in China. These studies have shown that the negative transfer of one's native language has a detrimental impact on the acquisition of a second language. Despite the efforts of education experts and scholars to explore various teaching models and improve the situation of junior middle school English writing teaching, the teaching dilemma has not been significantly resolved. To overcome these obstacles, it is vital to investigate students' specific difficulties using quantitative and qualitative methods such as questionnaires and case studies, informing targeted teaching strategies. Additionally, a systematic examination of mother tongue transfer on English syntax, alongside evaluating current teaching methods, is crucial for effective instruction. Collaborative efforts among education experts, linguists, and teachers are essential to integrate findings into practical teaching approaches. Future research should emphasize identifying root causes, applying transfer theory, and continuously evaluating methods to enhance junior middle school English writing instruction.

The Application of Online and Offline Hybrid Mode in Pharmacology Laboratory Teaching: A Case Study of the &amp;quot;Insulin Overdose Response and Rescue Experiment&amp;quot;

Pharmacology, as a core course for Pharmaceutical Engineering students, is a basic medical course, which is usually composed of &amp;quot;theoretical courses&amp;quot; and &amp;quot;experimental courses&amp;quot;. Pharmacology experiments are a visual validation of the theoretical knowledge learned in the classroom. Through practical operation and observation of experimental results, we can have a deeper understanding of the concepts of drug mechanism of action, pharmacodynamics and pharmacokinetics. In order to meet diversified learning needs, optimize the utilization of teaching resources, and promote independent learning and collaboration ability, online and offline blended teaching is the mainstream teaching mode in the &amp;quot;Internet+&amp;quot; era, which provides a suitable environment and starting point for the ideological and political construction of the curriculum and the practice of the goal of cultivating people with virtue. It is especially necessary to conduct online and offline teaching methods for pharmacology experiments. This article uses the example of &amp;quot;insulin overdose reaction and rescue experiment&amp;quot; to demonstrate the blended teaching mode of online and offline teaching. It attempts to start with the necessity of strengthening students&amp;apos; innovative practical ability cultivation in pharmacology experiment teaching, analyze the problems exposed in current pharmacology experiment teaching in detail, and propose optimization measures such as effectively integrating teaching resources, designing different experimental projects, innovating experiment teaching mode, and emphasizing students&amp;apos; innovative practice based on the mastered situation, in order to provide reference for the blended teaching mode of pharmacology experiment online and offline.

Transition between face-to-face education to virtuality: understanding students’ selves.

This qualitative research study aimed to describe the transition from face-to-face to virtual education, in order to understand, as teachers, the personal and academic life of students before and during the pandemic. This descriptive study was conducted on a group of students from different majors at a public institution in Tunja, Boyacá, Colombia. Four relevant aspects were taken into consideration to categorize the data: behavioral, motivational, affective-emotional and cognitive domains. Data were gathered through a questionnaire and notes taken by the researchers. The interpretation of the findings led to a profound reflection in order to orient a change, if necessary, in current teaching practices.

Research on the Use Power Point (PPT) in Junior High School Mathematics Classroom Teaching

Since PowerPoint (hereinafter referred to as PPT) is of great significance to mathematics teaching, more and more attention has been paid to how to use PPT effectively in junior high school mathematics classroom teaching. This paper uses the method of theoretical analysis, through the analysis of the characteristics of PPT, the current teaching situation and the problems existing in students' mathematics learning, combined with the various requirements of the Mathematics Curriculum Standards for Compulsory Education (2022 Edition) (hereinafter referred to as The Standards) for junior high school mathematics teaching, puts forward four strategies for using PPT in junior high school mathematics classroom teaching. Through analysis, we can know that PPT is characterized by its powerful presentation function, dynamic presentation effect, lacks of procedural presentation, multiple ways of emphasis, and strong inclusiveness. The current problem of students in mathematics learning is students do not have a firm grasp of basic knowledge and have an inaccurate understanding of many concepts, students' ability to analyze and solve mathematical problems is weak, and they cannot accurately understand the conditions and requirements of the problems, students lack enthusiasm for learning mathematics, and students have improper learning methods and lack the habit of writing on time. The current situation of mathematics classroom teaching is teachers pay too much attention to the teaching of problem-solving methods and calculations and neglect the inspiration and training of problem-solving ideas, teachers' teaching resources are obsolete, and the use of information technology in teaching is inadequate, teachers' teaching methods are rigid and lack diversity and innovation, and the interaction between teachers and students is mostly ineffective and the overall participation of students is low. The standard puts forward specific requirements for the teaching of number and algebra, graphics and geometry, statistics and probability in junior high school. Therefore, through the above analysis, we give the following suggestions: 1. Making full use of the multiple emphasis effect of PPT to highlight different mathematical symbols; 2. Skillfully using the dynamic presentation function of PPT to make the process of mathematical knowledge formation dynamic; 3. Expanding the scope of use of PPT and give full play to the value of PPT in all aspects of teaching; 4. Integrating and collocating a variety of technologies reasonably, and use PPT in a variety of ways to teach mathematics. These strategies can be used for reference by junior high school mathematics teachers in practical teaching.

Ontario college media professor careers across five decades

ABSTRACT This exploratory research analyses the careers, teaching practices, and self-assessments of Ontario college media teachers in three parts of the Province and three time periods (those hired in the 1970s and 1980s, 1990–2007, and 2007–2022). I interviewed 15 retired media teachers and academic managers; also, 42 current instructors and academic managers answered a survey about their professional experiences. My analysis uses a feminist model of closure theory from the neo-Weberian sociology of professions (Witz, 1992) along with intersectional writing on identity to explain the gendered and racialised nature of the labour market in these geographically and historically specific areas and eras. At the beginning of the first period, privileged white middle-class men with connections to education and industry experience founded the programmes, eventually hiring privileged white women with relevant credentials, all teaching full-time. In the 1990s, the neoliberal practice of hiring substantial cohorts of non-fulltime (NFT) teachers, and a demand for graduate university credentials can be linked to the advent of joint university-college media programmes and an increase in hiring of administrative staff (Mackay, 2014). In the programmes themselves, I found that the institutionalised apprenticeship model of the early college changed to a skills-based curriculum, the current emphasis in all college programmes. In hiring, gender parity for white heterosexual women has been achieved in the central hub, and consciousness of race has grown over time. However, media teachers still do not match the intersectional diversity of their students due to credentialist and legislative professional closure in hiring and promotion among fulltimers. I theorise that this closure operates by requiring credentials for full-time positions that are not available to all, depending on intersectional class, race, sexuality, disability, neurodiversity, and age.