Daily Teaching Practice Research Articles

The impact of professional development training on faculty’s integration of universal design for learning in daily teaching practices

ABSTRACT Even though Inclusive Education (IE) is required both legally and socially, it is often not implemented in the day-to-day teaching practice of faculty in higher education (HE) institutions. Professional development (PD) training is considered an important means to address this discrepancy, however, its impact on the long-term implementation of IE is unclear. This exploratory study is the first of its kind to systematically investigate the impact of three factors – PD training design, participant characteristics and organisational culture – on faculty’s subjective learning gains and the sustained integration of universal design for learning (UDL). Utilising a quasi-experimental design, we administered a survey to faculty members who had engaged in various PD trainings related to UDL at a prominent Norwegian university. Our findings indicate that HE institutions should establish two conditions to support faculty in the implementation of UDL in their teaching practice: extended training rather than brief sessions and creating platforms for ongoing discussions on UDL even beyond the training.

Re-framing and enacting diversity in science education: the case of college chemistry classrooms

Abstract Scholarship about the effectiveness of programs related to promoting diversity, equity, and inclusion in college suggests that increasing the presence of marginalized students does not necessarily result in producing inclusion and a sense of belonging in science. Recruiting and retaining marginalized students in science-related fields and comparing them with students from dominant groups is assimilationist because the presence of different people does not inherently create a diverse school setting. The central goal of this viewpoint paper is to propose a holistic view of diversity at the university level. Particularly, I discuss a conceptual framework that frames diversity as a process that entails inducing, orchestrating, utilizing, valuing, and honoring the heterogeneity of ways of thinking, doing, and being of individuals to learn. To translate commitments to enact diversity in daily teaching practices, specifically in the chemistry classroom, I analyze culturally relevant pedagogy as a productive tool to encourage students and instructors to develop and leverage a robust repertoire of thoughts, practices, and identities to learn disciplinary concepts and solve problems that matter to students. To support the operationalization of diversity in science classrooms in higher education, researchers and practitioners should identify and value the coexistence of different thoughts, practices, and identities in the school to create a safe and intellectually challenging learning setting where thinking, doing, and being different is an asset toward learning.

A IMPORTÂNCIA DO ENSINO DA MATEMÁTICA NAS SÉRIES INICIAIS

We live in a very important moment in the country, where the demand for education has expanded, being driven by the growth of technology and deepening of knowledge. This direction leads society and institutions to develop as well, at the same time that it requires education itself to seek new teachings and new practices, so that its studies and projects are always up to date. This need has been observed in the classroom, in the daily practice of teaching and learning, especially with regard to mathematics, since this is a primary subject for citizens. Its priority requires from the teacher and the student themselves better possibilities to work in the classroom and achieve better results in teaching and learning for teachers and students. Under this understanding, this text seeks to present some considerations on the topic.

Research on the Path and Strategy of School-based of College Labor Education Curriculum from the Perspective of Ideological and Political Education

With the continuous construction of socialism with Chinese characteristics in the new era, labor education in institutions of higher education, as a key link in the cultivation of morality and talents, has gradually been paid attention to in all fields of society. Labor education is not only the key link to students all-round growth in moral, intellectual, physical, aesthetics and labour education, but also the core path to mold students correct labor concept and excellent labor quality. In the educational structure of universities, the practice of localization of labor education not only has far-reaching practical significance, but also has significant value of The Times. School-based labor education courses combine the uniqueness of higher education institutions and the local actual needs, and integrate labor education into daily teaching and life practice, which is very beneficial to cultivate students labor consciousness, innovative thinking and practical skills. This paper aims to explore the concrete path and implementation strategy of school-based labor education curriculum in colleges and universities, hoping to provide theoretical support and practical guidance for the reform and development of labor education in colleges and universities, further improve the scientific and practical effectiveness of labor education, and promote colleges and universities to fully implement the fundamental task of cultivating morality and educating people.

Exploring teachers’ agency in inclusive education: Secondary education teachers navigating their projects in responding to the diversity in students’ sociocultural backgrounds

This study examined educational projects that Dutch secondary teachers consider to be inclusive and their agency in implementing them. Using Banks' (1993) Multicultural Education (ME) model, we analyzed inclusive projects that twelve expert teachers mentioned having developed and used Personal Project Analysis (Little, 1983) to capture teachers' accompanied agency. Inclusive projects were considered meaningful, but poorly manageable and connected with daily teaching practice. A high degree of agency hinged on the ability to connect with existing curriculum and a management that supports teachers' inclusive initiatives. This paper refines ME's dimensions and uncovers misconceptions hindering teachers' agency in inclusive practices.

Teachers’ views on the potential of school science clubs for enhancing their learning

ABSTRACT Background The teaching staff learns as a result of their daily teaching practice, and yet there is limited knowledge regarding the impact of extracurricular activities within the school, such as science clubs, on the professional growth of science teachers. Purpose This study is proposed to deepen the understanding of how teachers perceive science clubs, what learning they obtain from them, and what factors contribute to promoting this learning. Sample Five experienced science teachers involved in coordinating school science clubs participated in the study. They were all experienced science teachers with some experience in running a science club. Design and methods The study may most accurately be described as a descriptive-qualitative study with a comprehensive scope. Data was obtained through semi-structured interviews. The collected information was analysed from a descriptive and interpretative perspective using techniques specific to content analysis. Results The results show that teachers value science clubs as an opportunity to enhance both their content knowledge and pedagogical knowledge, a space to reconsider what it means to be a science teacher, to get to know and connect more with their students, and to collaborate with other colleagues. Conclusion It is concluded that the study provides evidence that the learning acquired in science club activities complements and expands the interviewed teachers' expertise and contributes to their professional development in all three dimensions: personal, social, and professional.

Digital technology use in inclusive schools in four European countries: Within- and between-school differences

To fully exploit the potential of digital technologies for preventing exclusion in education and fostering accessible and inclusive learning environments, particularly for vulnerable students, schools need to identify context-specific needs for the systematic integration of digital technologies into daily teaching and learning practices. Therefore, this article presents comparative findings from an online survey conducted in 21 inclusive schools (primary and lower secondary level) in four European countries (Austria, Bosnia and Herzegovina, Italy, North Macedonia). Using the SELFIE tool developed by the EU Commission, school leaders and teachers self-evaluated their school’s digital capacity in different areas. The results, encompassing both inter- and intraschool analyses, revealed several areas requiring attention within the participating countries to align with the global push for inclusive digital education reforms.

Vacare: from Lectio Divina to Contemplative Reading. Making space for the personal formation of secondary school students

The personal formation of students is an important goal in Religious Education in secondary schools in the Netherlands. This article, which is based on the design research of my PhD dissertation, examines how a contemplative approach to reading stories can, according to Religious Education teachers, contribute to the personal formation of students. Thus, a teacher’s manual, based on the monastic tradition of Lectio Divina, was designed and tested for the Contemplative Reading of Biblical parables. What possibilities does this teacher’s manual for Contemplative Reading offer for creating space for the personal formation of students in daily teaching practice? How do the results of this intervention contribute to the theory of personal formation and the theory of contemplative practices in education? Cultivating a space for freedom—vacare—appears to be essential. Contemplative Reading can open this space of attention and listening in the classroom.

A qualitative study on Chinese primary school EFL teachers’ beliefs about incorporating intercultural competence into foreign language teaching

Intercultural competence has become one of the important goals of foreign language education. The potential and value of foreign language education on students' intercultural competence (IC) has been widely recognized by academia. Currently, most of the research on intercultural foreign language teachers in China focuses on university teachers, with little attention paid to primary school EFL teachers. However, the cultivation of IC is a staged and continuous process which cannot be achieved in one stroke. Therefore, it is necessary to include primary school EFL teachers in the study of IC cultivation. This paper presents data on Chinese primary school EFL teachers' beliefs about incorporating IC into foreign language teaching. Specifically, their understanding of culture, IC, and intercultural teaching practices are investigated through interviews. The interview transcriptions were analyzed using thematic analysis. The research found: 1. Chinese primary school EFL teachers generally hold an essentialist view of culture; 2. Teachers emphasize the attitudinal dimension of IC; however, they also exhibit a tendency to oversimplify IC or perceive it as a higher-order skill than language proficiency, hence deeming it unsuitable for cultivation at the primary school level; 3. Most cultural teaching practices are teacher-centered, focusing on background knowledge-style introduction. In general, teachers’ intercultural teaching practices align with their cultural outlook. At last, the study explores two suggestions for promoting intercultural foreign language teaching: 1. Supporting primary school EFL teachers in updating their language and culture concepts system; 2. Encouraging teachers to reflect on their daily teaching practices as a major opportunity to promote the development of intercultural foreign language teaching.

Revolutionising EFL pedagogy: Innovative strategies for integrating GAI (ChatGPT) into language teaching

The recent emergence of cutting-edge Generative Artificial Intelligence (GAI) technology has gained significant attention across diverse domains, and education has not been shielded from its influence. However, the integration of GAI in education remains nascent, with scant attention paid to offering strategic guidance for its specific application in English language teaching. Employing ChatGPT as an example, this article aims to provide English teachers with innovative strategies for incorporating GAI into their daily teaching practices, encompassing class preparation, in-class and after-class instruction and its utilisation as an academic research assistance tool. Furthermore, it highlights the potential challenges and risks associated with adopting GAI in language education, urging teachers to exert timely intervention and guidance when incorporating this technology. Ultimately, the article strives to revolutionise current English teaching pedagogy and shape the future of educational practices.

Embedding social emotional learning from the bottom up in multi‐tiered services and supports frameworks

AbstractStudent mental health needs continue to rise across the United States and many students and families rely on schools to provide services to meet these needs. Yet, an overwhelming number of available frameworks and approaches to school mental health (SMH) and overlapping terminology surrounding SMH supports like trauma‐informed (TI) approaches, social and emotional learning (SEL), and others can lead to confusion and potentially less effective implementation of services and supports for students. In this paper, we aim to mitigate this confusion and offer a solution that integrates several of these approaches into a single complementary model with a special emphasis on the role of SEL. We first present an overview of commonly used SMH frameworks. Next, we present the Trauma‐Informed Multi‐Tiered Systems of Support Model (TI‐SEL MTSS)–an adaptation of the TITI‐SEL MTSS–to include and emphasize the specific role of SEL as a critical foundational layer within a multi‐tiered system of support. The proposed adapted model maintains the key structure of a MTSS while highlighting the importance of embedding SEL pedagogy in daily teaching practices and all aspects of school life. A case study is used to illustrate how the proposed model adaptations can be used in practice and in tandem with TI and SMH services without being conflated as the same service as SEL. Practical implications for implementation are discussed.

TPACK AND TEACHERS' DIGITAL COMPETENCE IN THE ERA OF INDUSTRY 4.0

The impact of the Industrial Revolution 4.0 era extends to all aspects of human life, including education. Professional teachers play a crucial role in fostering effective learning and improving student outcomes. It is expected that teachers not only possess technological proficiency but also integrate it seamlessly into their daily teaching practices. Therefore, it is important to analyse how teachers' digital competence can overcome the challenges of era 4.0, as well as the role of Technological Pedagogical Content Knowledge (TPACK) in improving their competence. This study employs a literature review to analyse teachers' digital competence in era 4.0 and the associated challenges, as well as to explain the role of TPACK in improving their digital competence. This study employs a literature review to analyse teachers' digital competence in era 4.0 and the associated challenges, as well as to explain the role of TPACK in improving their digital competence. The study's results demonstrate that teachers face several challenges in improving their digital competencies, including transforming learning models, developing digital competencies, understanding students' individual needs, and integrating learning using current technologies such as artificial intelligence (AI) and internet-based learning applications. In the 4.0 era, TPACK plays a crucial role in enhancing teachers' digital competencies. TPACK provides a holistic approach that integrates three main dimensions of knowledge.

INNOVATING ENGLISH WRITING SKILL TEACHING METHODS AT TUYEN QUANG SCHOOL FOR EXCELLENCE

The development of effective English writing skills is a crucial component of language education, playing a significant role in students' academic success and future career opportunities. At Tuyen Quang School for Excellence, the current methods of teaching writing have encountered various challenges, including limited student engagement, lack of creativity, and insufficient practical application. This study aims to address these issues by exploring and implementing innovative teaching methods to enhance the English writing skills of students. Through a comprehensive analysis of existing literature and an empirical investigation involving both qualitative and quantitative data, this research identifies the most effective strategies for fostering a dynamic and interactive learning environment. The study begins by reviewing traditional and modern approaches to teaching writing, highlighting their strengths and weaknesses. It then introduces innovative methods, such as project-based learning, collaborative writing, and the integration of technology, to create a more engaging and effective curriculum. By implementing these methods in a controlled classroom setting, the research evaluates their impact on students' writing performance, creativity, and overall motivation. The findings reveal that innovative teaching methods significantly improve students' writing skills, particularly in terms of creativity, coherence, and critical thinking. Students exposed to these methods demonstrate a higher level of engagement and enthusiasm towards writing tasks, resulting in better academic performance and increased confidence in their writing abilities. The study also discusses the practical implications of these findings for teachers, suggesting ways to incorporate these methods into their daily teaching practices to achieve optimal results. Moreover, this research underscores the importance of continuous professional development for teachers, encouraging them to stay updated with the latest educational technologies and pedagogical strategies. By fostering a culture of innovation and creativity within the classroom, educators can better support their students in developing essential writing skills that are vital for their academic and professional success. The study provides compelling evidence that innovative teaching methods are highly effective in enhancing English writing skills at Tuyen Quang School for Excellence. The recommendations presented in this research can serve as a valuable resource for educators seeking to improve their teaching practices and contribute to the overall advancement of language education. Future research should focus on longitudinal studies to further validate these findings and explore additional innovative strategies to continually evolve the teaching of English writing skills.

A Bridge or a Wall: Teachers Mediating ICT in the Classroom

While information and communication technology (ICT) has changed every aspect of our lives and will continue to do so, it is the role of education to prepare students adequately for their future adult lives in the digital age. This places high expectations on teachers. This article aims to provide an understanding of how teachers’ attitudes towards ICT in the classroom are reflected in the regular use of ICT in their daily teaching practices and how teachers describe their role in preparing young people for adult life in the digital age. Data from the DigiGen project are used, which entails in-depth semi-structured interviews with eight general-education (grades 1–12) teachers from Estonia. The results indicate that teachers’ attitudes vary—while some perceive ICT as a natural part of life, others have more moderate or even sceptical attitudes towards ICT use in the classroom. Teachers’ practices in using ICT in the classroom differ greatly, but most are monotonous, putting students in a passive role. Teachers understand their role in preparing young people for adult life in the digital age as important, although this is not reflected in their practices.

Analysing Italian Inclusive Education Practices in Relation to Universal Design for Learning Principles.

This study aims to investigate how teaching practices in the Italian inclusive education system align with the principles of Universal Design for Learning (UDL), which is aimed at providing access to education for all students, including those with disabilities. In line with Article 2 of the Convention on the Rights of Persons with Disabilities (CRPD), which requires states to promote Universal Design (UD) in all aspects of life, including education, this research examines the extent to which the Italian education system meets this requirement. The study involved teachers who participated in a course on inclusive education. The research was conducted in three phases, including the introduction of UDL, identification of teachers' perceptions and initial reactions to UDL, compilation of a questionnaire related to UDL checkpoints, and a focus group discussion on teachers' attitudes towards UDL and the use of information and communication technologies (ICTs) in the classroom. The analysis focused on the first UDL principle, "Provide Multiple Means of Representation," which emphasizes the need to present information in an accessible way to learners with disabilities. The findings revealed that despite not having previous training on UDL, teachers in the Italian inclusive education system use ICTs in their daily teaching practices to make knowledge accessible, which is in line with the UDL principles. However, the study also highlighted a lack of awareness and reflection on the use of ICTs in teaching, suggesting the need for specific training to enhance inclusive practices. This study contributes to the ongoing dialogue on inclusive education in Italy and highlights the importance of promoting UD principles in education to ensure that all learners, regardless of their abilities, have equal access to education. Furthermore, it underscores the significance of providing adequate training and support to teachers to facilitate inclusive practices and improve learning outcomes for all students.

Exploring the gender gap in mathematics and science from the score distribution of PISA: Lessons learned from gifted education teachers’ perspective

ABSTRACT This paper addresses how there are still issues with students’ performance due to the gender gap in the STEM area. The researchers first analyzed 2012 and 2018 PISA data in Taiwan. They found that the gender difference is polarized. There are more boys than girls at the high score level, this phenomenon is global. Then the researchers used this analysis as a protocol and conducted focus group interviews with 28 gifted education teachers to explore the gender issue of teaching gifted students. From their perspective, the influences of gender stereotypes and gender issues reflected the psychosocial challenges for both genders. The focus groups also developed a potential action plan to improve science learning for both genders. Later, a follow-up survey found the participating teachers reported they used positive approaches in their daily teaching practices after they joined the focus group interviews.

Identity formation and transformation of Chinese university translator trainers

ABSTRACT While there has been increased scholarly interest in the translator trainer’s competence, the translator trainer’s professional identity, that is, how they conceptualise their work and roles in daily teaching practice, remains an unexplored area. This multiple-case study aims to fill this gap by examining four university translator trainers’ constructions of professional identities in the Chinese context. A purposeful sample of four translator trainers was recruited from three Chinese universities. Two rounds of in-depth semi-structured interviews were conducted along with the collection of lecture slides, syllabi and observed teaching sessions. Subsequently, an inductive thematic analysis was applied to data, and three dimensions embedded in teachers’ accounts – temporality, sociality and place – were scrutinised. The analysis of the data revealed five key identity themes among the translator trainers: the curriculum maker, the praxis initiator, the learning facilitator, the advocate for translation technologies, and the broker between the translation market and training programmes. The study also identified changes in pedagogical roles and relationships with translation technologies within their identity discourse. This study is concluded with implications for translator trainers’ professional development.

The Application of Portfolio Assessment in English Continuation Writing for Senior High Schools

The continuation writing has emerged in college entrance examination. It undoubtedly increased the writing difficulty and students’ writing anxiety. The English curriculum standard stressed on formative assessment. Among various types of formative assessment, “portfolio” assessment is one of the most effective evaluation methods. This paper attempts to explore the application of portfolio assessment in English continuation writing, which provides a way of teaching, practicing, and evaluating for the continuation writing. To be specific, it explains introduction, concepts and types, important values and application methods of continuation writing in the senior high schools. And hopefully it can be rationally used and scientifically optimized in daily teaching practice of continuation writing.

The Effect of Review Questions and Response Cards on Increases in Active, Accurate Responses by Spanish University Students

The aims of this study were to compare the use of Review Questions (RQs) and RQs + Response Cards (RCs) in a Spanish university context; to observe which procedure most increases Active Student Responses (ASRs), to verify whether the use of these procedures improves the accuracy of students’ exam answers and, to observe whether unscheduled ASR increases under experimental conditions. 67 Spanish university students from a Spanish public university participated in the study. An A–B design of alternating treatments was used to compare the use of RQ and RQ + RC. The results showed that the condition RQ y RQ + RC increased the frequency of ASRs and RQ + RC improved the accuracy of students’ answers in online exams. There was also an upward trend in unscheduled ASRs during both conditions. The conclusion was that more research is needed to improve the daily teaching practice of university teachers by developing strategies to facilitate formative assessment, to improve ASR and, by extension, to improve the effectiveness of students’ final exam answers.

Life Experiences and Teaching Practices: An Analysis of Role Models in Accountancy

This study seeks to understand the meaning of experiences and knowledge used in the process of professional development of teachers of undergraduate courses in Accountancy in Brazil. It was used as the theoretical basis for the Interconnected Model of Professional Growth of Teachers and the teaching knowledge from Tardif’s perspective. A semi-structured interview with a qualitative and reflective approach was used as a technique to build the narratives. The analyzed excerpts were grouped into four analysis categories: the personal domain, related to the disciplinary knowledge of accounting; the domain of practice and the didactic-pedagogical knowledge; the external domain and experiential knowledge; and the domain of consequence, highlighting the significant results in professional development. From the analyses, it is concluded that teachers develop in teaching through reflection and action on their practice; through the positive relationships of partnership, support, and guidance established with their students; through the careful search for the exchange of experiences with peers and with the professional market; as well as through the personal search for the improvement of their daily teaching practice.