Development Of Teaching Skills Research Articles

Teaching Physical Education Online in Schools: Challenges and Recommendations from the Preservice PEMAC Teachers in Fiji

Teacher preparation programs in institutions of higher learning serve as an incubator for the professional development of teachers and leaders in the education sector. It is imperative for these programs to deliver high-quality instruction, even when circumstances are extraordinary. To this end, during the COVID-19 pandemic, teacher preparation programs worldwide were forced to move programs online with little preparation. This study aimed to learn about barriers to teaching online physical education (PE) in Fiji using an Interpretative phenomenological analysis (IPA) approach. Data were collected from preservice PE, Music, and Arts (PEMAC) teachers enrolled in the second or third year of the PEMAC teacher preparation program in Fiji. Five focus group discussions were conducted with a total of twenty participants (14 males and 6 females). Sixty percent of the participants did not think the digital infrastructure for teaching online PE was adequate. Seventy percent thought online PE could potentially make an impact. Four superordinate themes were identified as a result of the IPA including: (a) the development of pedagogical skills; (b) program design; (c) instructional delivery; and (d) advocacy, branding & marketing for PE. The findings imply that greater investment in digital infrastructure is needed and also suggest that preservice teachers can benefit from professional development aiming to build teacher confidence and competency for teaching online PE effectively in Fiji.

Professional development for Indonesian elementary school teachers: Increased competency and sustainable teacher development programs

Background Various problems, such as a shortage of teachers, especially in certain outlying and underdeveloped provinces, unequal distribution of teachers, low teacher competency, and mismatch between educational qualifications and scientific fields, as well as the demands of increasingly dynamic developments in science and technology, resulting in the need for professional development for elementary school teachers to improve teacher professionalism in Indonesia. These background as a basis for the government to create teacher professional education program for elementary school teachers continuously. It is hoped that it will be able to answer the educational problems facing the Indonesian nation. This research explores the opinions of elementary school teachers who have participated in teacher professional development activities through the in-service teacher professional education program. Methods We collected data through a written survey of 24 elementary school teachers, as well as article documents relevant to the research topic. Data were analyzed using thematic analysis. Result The research produced two main themes: increasing teacher competencies and sustainable teacher development programs. Increasing teacher competency related to social competence, pedagogical competence and professional competence. The sustainable teacher development program is related to the guaranteeing the instructional quality of post-program and multi-sectoral collaboration Conclusion Developing teacher professionalism through teacher professional education program in elementary schools in Indonesia positively impacts teachers’ becoming professional teachers. Teacher professional education program is an indication of improving teacher professionalism, especially in developing teaching skills, improving the quality of instruction, teacher motivation and individual development in dealing with various problems in instruction in the classroom, especially in elementary schools, so that the instructional objectives that have been set can be achieved. The professionalism of elementary school teachers will improve if there are sustainable programs such as mentoring programs from the government, universities and parties that focus on improving the quality of education in Indonesia

The Experiences of Implementing a Near-Peer Teaching Scheme Into an Undergraduate Dental Hygiene and Dental Therapy Programme at the University of Sheffield in the United Kingdom.

To assess the learning and relationship-building potential of a near-peer teaching scheme that is low in faculty financial and time input. This longitudinal study collects data via pre- and post-programme questionnaires completed by near-peer tutors and learners following a six-week scheme schedule. Qualitative data are analysed using a descriptive analysis model to assess the perceived value of the scheme. Participants find the scheme to be highly beneficial and rewarding. In the 2023 scheme, as for all previous cohorts, no near-peer tutees reported any issues of negative cognitive congruence and most found that they had experienced a greater opportunity to ask for clarification on basic knowledge without fear of reproach. Near-peer tutors valued the opportunity to develop teaching skills in the supportive confines of their own undergraduate diploma, and reflected on their own experience of learning within a prior run of the scheme as being motivational to teach others. Near-peer teaching offers a sustainable and effective approach for dental hygiene and dental therapy programmes. It benefits both tutees and tutors, enhancing skills, fostering relationships and preparing students for future teaching roles. The scheme also promotes a positive learning culture and improves overall educational quality.

Transforming Higher Education: The Power of Educational Breakouts

Introduction: This research investigates the design process of educational breakouts within higher education, focusing on the perspectives of a teacher training program at a Spanish University. Methodology: Utilizing a qualitative approach, data were collected through a comprehensive survey to evaluate the perception concerning the design of these educational breakouts. The study identifies key strengths, such as enhanced engagement and creativity, while also highlighting challenges like technical difficulties and content complexity. It also explores the opportunities these methods present for fostering innovative teaching practices and skill development, alongside potential threats including technical issues, student engagement variability, and time constraints. Results: Findings suggest that while designing educational breakouts can significantly boost motivation and active learning, their effectiveness is contingent on proper training and resource allocation. Discussions: The discussion provides insights into improving teacher training programs through gamification, emphasizing the need for support in digital literacy and collaborative practices. Conclusions: Recommendations for future research include refining breakout designs to overcome identified challenges and optimizing their educational impact.

THE DEVELOPMENT OF PEDAGOGICAL SKILLS OF PEDAGOGICAL UNIVERSITY GRADUATE STUDENTS IN COOPERATION WITH STUDENTS OF SPECIALISED PSYCHOLOGICAL AND PEDAGOGICAL CLASSES

The article describes the results of a study on the development of pedagogical skills among final year students in interaction with students of specialised psychological and pedagogical classes. The main groups of teaching skills are described and categorised. It was established that participation in practical work, which involves active participation and organisation of pedagogical interaction, contributes to the development of the main groups of pedagogical skills - analytical, predictive, perceptual, developmental and projective skills. The results obtained can be used to create conditions for graduates’ professionalisation and to organise interaction between specialised universities and classes of psychological and pedagogical orientation.

Comparison of the Effectiveness of Microteaching and School Environmental Introduction (PLP 2) in Developing Teaching Skills for Biology Education Students

The research presented a comparison analysis of the effectiveness of microteaching and PLP 2 in developing teaching skills for biology education students. Microteaching, a commonly used method in higher education, involves simulated teaching sessions where students receive feedback from peers and instructors. On the other hand, PLP 2 offers practical teaching experience in a school environment, providing real challenges and interaction with students in the classroom. This research evaluates and compares how both methods contribute to improving teaching competencies. The main findings indicate that while microteaching focuses on pedagogical techniques and classroom management, PLP 2 emphasizes adaptability to various learning environments and student engagement strategies. The study concludes that integrating both approaches into teacher education programs can better prepare aspiring educators with the comprehensive skills to teach in diverse educational contexts

Action Research for Developing Teachers’ Pedagogical Skills in the ‘Out of School Children Education Program’

This study aimed to investigate the potential influences of action research on the professional development of teachers involved in the ‘Out of School Children (OSC) Education Program’ in Bangladesh. The qualitative approach was used with an action research component. Seventeen teachers from seventeen non-formal schools (learning Centers) from eight divisions were selected purposively. Semi-structured interviews, class observations, reflective diaries, and field notes were used to gather data. The thematic technique of qualitative data analysis was utilized. The results show that although every teacher from the seventeen learning centers engaged in very impromptu activities, their teaching-learning strategies were restricted to a few common exercises like group work, peer work, storytelling, reading aloud to each other while adhering to the teacher's instructions, and Club Day activities. The usual pedagogies of the learning centers were reciting the Quran together, singing the national anthem, and taking oaths. The results also show that teachers could reflect on their current pedagogical practices and create professional development strategies through a well-run collaborative action research project. The action research also revealed some noteworthy modifications of pedagogical practices. Numerous obstacles have been discovered and discussed. The results have implications for non-formal education research, practice, and policy. Even if the results of this qualitative research cannot be broadly applied because of its nature, there are instances where the process of implementing changes via an adaptable and tailored kind of action research could serve as a powerful model in a non-formal education setting. The results will also add to the body of knowledge in the fields of non-formal education, teacher preparation, and, more especially, the development of pedagogical skills in non-formal school teachers. Teacher’s World: Journal of Education and Res arch, 50(1): 61-78

Issues of physical development among the Mongolian youth

At the beginning of the research, we proposed the goal of studying the modern trends in physical education at the Mongolian University of Science and Technology through analysis and comparative assessments. As a result of the study, it was observed that comprehensive education in England, sports education using technical and technological advances in Australia, sports teaching for happiness in Japan and China and skills education and physical education in Mongolia are the dominant teaching approaches. In the course of the analysis, it has been found out that there is a lack of attitude towards physical education in Mongolia, and we have determined the extent to which it has been effective through a test study. One of the main goals of our work is to study the issue of physical development of the Mongolian youth in years past. The article presents the results of the unprecedented physical development test of the first-year students enrolled in the Mongolian University of Science and Technology from 2008 to 2018. We used the “Test to Determine the Level of Physical Development and Fitness of the Population”. Actually, this test named after the President of Mongolia Mr. Tsakhiagiin Elbegdorj has been implemented at the national level. During the test, height, weight, speed, strength, flexibility and endurance of students were studied by the movement test method. The test was evaluated according to the approved methodologyю. And as a result, we used quantitative and statistical research methods, performed reliability and statistical tests for each questionnaire and data obtained and analyzed the correlation of factors. If we look at physical development levels of all students, there were 14 percent with poor results and 44 percent with insufficient ones. The physical development of the majority of participants (58 percent) was rated below the sufficient level (17 points) that a person of that age should have. In terms of gender, 53 percent of male students and 65 percent of female students had insufficient physical development. According to the data of a sociological questionnaire survey of students participating in the test, 58.1 percent did not exercise or play sports. It was an interesting observation that coincided with the result that 58.0 percent of the test participants had insufficient physical development. According to our research, the majority of Mongolian students and young people had a low level of physical fitness, and one of every six students had weight problems. This may indicate that the approach to teaching skills development and physical education is somewhat ineffective. The theoretical and practical significance of the research is that the current situation regarding physical development of students and youth can be determined and the results can serve as a basis for making detailed policies and decisions for the development of physical activity and sports among young people. Today, students and youth are the most important segment of the population that drives the economy and human development of Mongolia, so it is important to cultivate a healthy and physically fit nation relying on the fact that physical activity and sports should be available for all people.

Peran Keterampilan Dasar Mengajar dalam Meningkatkan Prestasi Siswa di SD

This research aims to analyze the role of basic teaching skills in improving student achievement. Basic teaching skills include the teacher’s ability to plan learning, manage the class, deliver material, and provide constructive evaluation and feedback. The research method used is a qualitative research method. The research results show that teachers who have good basic teaching skills are able to create a conducive learning environment, motivate students, and increase understanding of subject matter. Apart from that, these skills also contribute to improving students’ academic scores. The conclusion of this research confirms that the development of basic teaching skills is a key factor in efforts to improve student achievement. Therefore, training and professional development programs for teachers must be more focused on improving basic teaching skills to achieve optimal educational results.

Responses and Challenges of Indonesian Prospective Elementary Teachers Interacting with Australian Avatar Students

The quality of teaching is a critical factor in educational success, and innovative tools like SimLab offer promising opportunities for enhancement. This research aims to analyze how SimLab user responses contribute to the development of teaching skills among students and to identify the challenges encountered during its implementation. A mixed-methods approach was employed, involving bilingual PGSD students from Unesa as the subjects of the study. Data were collected through a combination of surveys, interviews, and observations, with analysis conducted using both quantitative and qualitative methods. The findings indicate that SimLab significantly enhances various aspects of teaching proficiency, such as boosting self-confidence, improving the effectiveness of lesson delivery, engaging avatar students, interpreting avatar student body language and voice, providing constructive feedback, and fostering relationships with the avatars. However, the research also uncovers several challenges students face, including academic difficulties in adapting teaching methods to diverse student profiles, cultural obstacles related to the student's cultural adaptation, and technical challenges, such as unstable internet connections and limited technological facilities. The study concludes that while SimLab has substantial potential as a tool for preparing competent future educators, addressing these challenges is crucial for maximizing its effectiveness.

Pre-service Teaching Practicum in Ecuador: An Assessment from the Educational Actors’ Perspective

This study examines the implementation and evaluation of the new pre-service teachers’ teaching practicum in Ecuador at the National University of Education (UNAE). The primary objective was to investigate the perceptions of students, teachers, and administrators from host schools regarding the impact of the teaching practicum in these institutions. Quantitative and qualitative analyses were integrated through surveys and focus groups using a mixed-methods approach. This allowed the researchers to cover a broad spectrum of perceptions from different stakeholders. The collected data included responses from 245 teachers and 2,605 students, which allowed researchers to assess both the work practices and the interaction with the pre-service teachers. Focus groups with 45 teachers facilitated an in-depth analysis of the impact and areas that needed improvement. Additionally, survey results from 2020 to 2022 were reviewed to determine the benefits and overall effect of the teaching practicum. The results generally highlight a positive perception of the teaching practicum, emphasizing their importance in enriching the educational experience and pointing out areas for improvement to strengthen the pre-service teachers’ pedagogical competencies so that they can face specific contextual challenges. The study underscores the relevance of these practices in developing teaching skills and their essential contribution to continuous school improvement.

To teach is to learn twice, revisited: a qualitative study of how residents learn through teaching in clinical environments

BackgroundTeaching helps the teacher’s own learning as a professional—as the saying goes, ‘to teach is to learn twice’. Near-peer teaching in clinical practice has been shown to contribute to the development of both teaching skills and necessary competencies for doctors. Research on how near-peer teachers learn through their teaching roles has mainly focused on classroom learning. However, understanding how the phenomenon of ‘teaching is learning twice’ occurs in clinical settings and its influencing factors is important for the development of a quality workplace learning environment. Therefore, this study investigated how residents learn through teaching in clinical practice and the factors influencing this process.MethodsThis study’s methodology is based on the constructivist grounded theory from a social constructivist perspective. Several teaching hospitals in Japan were included, and the study participants were post-graduate year 2 residents (PGY2s) from these hospitals. The interviews were recorded, transcribed into text, and analysed by the first author.ResultsFrom January 2016 to July 2022, 13 interviews were conducted with 11 PGY2s from nine educational hospitals. The PGY2s played diverse educational roles in clinical settings and learned competencies as physicians in almost all areas through such roles. We found that knowledge transfer and serving as role models stimulated PGY2s’ intrinsic motivation, encouraged reflection on their own experiences, and promoted self-regulated learning. Further, educating about procedural skills and clinical reasoning prompted reflection on their own procedural skills and thought processes. Supporting post-graduate year 1 residents’ reflections led to the refinement of PGY2s’ knowledge and thought processes through the verbal expression of their learning experiences. Such processes required the formation of a community of practice. Thus, education promoted learning through reflection and clarified the expert images of themselves that PGY2s envisaged.ConclusionsThe study found that residents acquire various physician competencies through multiple processes by teaching as near-peer teachers in clinical settings, that a community of practice must be formed for near-peer teaching to occur in a clinical setting, and that teaching brings learning to those who teach by promoting reflection and helping them envision the professionals they aim to be.

Preparing for the Transition to Academic Practice: A Graduate Medical Education Elective.

Background Residents and fellows as educators (RFAE) programs typically focus on clinical teaching skills in single departments, which may not be sustainable for those with limited trainees or faculty. Objective To determine the feasibility and value of a 2-week interdepartmental RFAE elective for advanced teaching skill development and transition to practice as clinician educators. Methods Facilitated discussion, simulation, and critiqued peer presentations developed participants' skills in teaching, curriculum design, professional development, and scholarship. Assessments in this prospective intervention included 2 self-reported surveys addressing: (1) teaching process and motivation (Conceptions of Learning and Teaching [COLT]), and (2) skills and attitudes. We administered both surveys at baseline, immediate-post, and 3-month-post elective with data compared across time points using Kruskal-Wallis tests. Program evaluation comprised daily open-ended surveys on engagement and an end-of-course feedback survey. Results There were 79 participants from 2019 to 2023. Survey response rates were 84.8% (67 of 79) at baseline, 58.2% (46 of 79) immediate-post, and 51.9% (41 of 79) 3-month-post. Most participants were residents (89.9%, 71 of 79), female (60.8%, 48 of 79), from pediatrics and/or medicine departments (77.2%, 61 of 79), and in their final year of training (77.2%, 61 of 79). COLT factor orientation to professional practice scores increased in the immediate-post (3.3) compared to baseline (2.5) surveys (P=.008). Teaching skills attitudes scores increased for all questions in 3-month-post compared to baseline surveys. In open-ended questions, participants emphasized the importance of professional development sessions in guiding their careers toward medical education. Conclusions This interdepartmental elective was feasible, favorably received, and sustained over time, with observed changes in participants' teaching skills attitudes.

Development of pedagogical skills of students of technology and pedagogical specialties using STEM technologies

The purpose of the research is to theoretically substantiate the issue of incorporating STEM technologies in the educational process of higher education as a means of developing pedagogical skills of students of technology and pedagogical specialities. Additionally, the study aims and to assess the extent of knowledge regarding STEM education among future teachers and their preparedness to effectively integrate STEM projects into their professional practice. We used various methods, including analyzing the existing theoretical works of Ukrainian and foreign authors related to our research topic. We also utilized techniques such as generalization, systematization, and questionnaires. During the experimental research, we focused on determining the levels of awareness regarding STEM education and the preparedness of students of technology and pedagogical specialities to implement STEM projects in their professional roles. Based on the survey results, it was discovered that the majority of future specialists a positive view of utilizing STEM projects as a means to enhance their pedagogical skills.

Investigation into the Development of Pedagogical Skills through Teacher Education Programs and their Standardization in India

This study explores the landscape of teacher education programs in India, with a particular focus on the cultivation of pedagogical skills among educators and the imperative of standardizing these programs nationally. Given the pivotal role teachers play in shaping education, understanding the effectiveness of teacher education is paramount. This research provides an overview of the current state of teacher education programs in India, examining their quality and content. It investigates how these programs impact the development of pedagogical skills among teachers and addresses the challenges they face in their professional growth. Additionally, the study delves into the need for national standardization of teacher education and offers policy recommendations to ensure consistent program quality across the country. Utilizing a blend of qualitative and quantitative methods, this research contributes to discussions on improving the efficacy of teacher education programs and raising the standards of pedagogical practice in India.

Perception Of Teaching Skills Development Through Kampus Mengajar Program By English Education Study Program Students Of PGRI Silampari University

This research aimed to describe the perception of English education study program students at PGRI Silampari University regarding the development of their teaching skills after participating in the Kampus Mengajar program. This research used a qualitative approach in a qualitative descriptive research design. The research subjects were 15 students of the English Education Study Program at PGRI Silampari University who had participated in the Kampus Mengajar Program batches 4, 5, and 6. The data collection technique used was an open-ended questionnaire. Data obtained from the questionnaire was analyzed using three techniques, namely identification, description, and conclusion. The results of this research showed that students who took the Kampus Mengajar program were able to make good planning and preparation before teaching, present lessons that matched the desired learning outcomes, manage time well and effectively, create a positive classroom climate, enforce class discipline by setting clear and consistent rules, assess student progress properly, and reflect on and evaluate teaching well to develop future teaching skills. In conclusion, students' teaching skills increased after participating in the Kampus Mengajar Program.

Understanding Virtual Laboratories in Engineering Education: A Systematic Literature Review

<div class="WordSection1"><p>Engineering education has gained significant importance in the 21st century due to its integration of essential technological literacy needed in our rapidly changing world. Laboratories, including virtual laboratories, allow students to apply theoretical knowledge practically. Virtual laboratories have emerged as innovative tools that offer increased accessibility and flexibility. This study reviewed 29 peer-reviewed journal articles indexed in Scopus and published between 2018 and 2023 on the use of virtual laboratories in engineering education. The research employed a systematic literature review framework, utilizing PRISMA for article selection. The findings indicate that virtual laboratories provide numerous benefits, including cost-effectiveness, flexibility, safety, and accessibility. They boost student motivation, engagement, and the ability to apply knowledge while effectively enhancing conceptual understanding and practical skills. Virtual laboratories support the development of pedagogical skills and promote careers in engineering by offering a comprehensive and inclusive learning environment. Despite these advantages, challenges like limited interactivity, restricted content, and technical issues persist. Virtual laboratories are valuable supplements to traditional laboratories, providing an economical means to explore phenomena and offering a safe space for experimentation. Educators should consider the benefits and limitations of integrating virtual laboratories into their curriculum. This study aims to deepen the understanding of virtual laboratories in engineering education, advocating for their broader adoption as an innovative tool with a positive impact.</p></div>

Portfolio-based assessment feedback and development of pedagogical skills among instructors and pre-service teachers

Portfolio-based assessment feedback and development of pedagogical skills among instructors and pre-service teachers

Exploring the Role of Lesson Planning on Prospective Teacher Professional Skills at the University of Narowal: A Qualitative Research Study

This qualitative research article investigates the impact of lesson planning on the professional skills of prospective teachers at the University of Narowal. Lesson planning is a critical component of effective teaching, and it usually influences the effectiveness of teacher training programs. The study employs qualitative research methods, including interviews and focus group discussions, to explore the perspectives and experiences of prospective teachers regarding the influence of lesson planning on their professional skill development. The study involves sixteen prospective teachers enrolled in teacher education programs in the 3rd and 8th semesters at the University of Narowal. As a sample of the study, these prospective teachers were selected by using a purposive sampling technique. The findings stated that lesson planning may play a key in teaching skill development and professional growth and make teaching and learning more effective during a planned class.

예비 특수교사들이 작성한 시각장애학생이 포함된 초등교과 교수·학습지도안에서의 보편적 학습설계 원리 적용

The purpose of this study is to analyze actual application of UDL(universal design for learning) principles in preliminary special education teachers‘ lesson plans applying for elementary school classes including students with visual impairments. The lesson plans were analyzed by Korean UDL Instruction Analysis Checklist and UDL Practical Application Matrix to analyze satisfaction rates and practical application by UDL principle. The results of this study are as follows. First, the satisfaction rate of UDL principles guidelines was 50.80% in 7 lesson plans. Among the 3 UDL principles, the satisfaction rate was the highest at 53.57% in the principle of engagement, followed by 50.00% in the principle of representation and 48.83% in the principle of behavior and expression. Second, preliminary Special Education Teachers used keywords for each UDL principle at 37.26% in the principle of participation, 35.29% in the principle of action and expression, and 27.45% in the principle of representation. At a time when preliminary special education teachers need to develop teaching skills based on UDL for all learners, including the visually impaired, the results of this study can be used as basic data.