Development Of Teaching Practices Research Articles

Uncovering the emotional dimension of developing teaching practice through uncertainty: a multimodal methodology

ABSTRACT This study explored how academics perceived the development of their practice during emergency remote teaching. It investigated how they approached the rapid upskilling required and what they found helpful and challenging. Interview findings are discussed in relation to a conceptual framework of professional development to reveal shifts in academics’ conceptions when faced with a highly disruptive environment. Findings highlight the importance of capturing non-verbal data to uncover the emotional dimension of teaching development through uncertainty. In addition to assisting reflection on the design of professional development during crises, the study underscores the value of multimodal methodologies in understanding academics’ professional development needs.

Fostering Motivation in Physical Education to Promote Learning and Achievement

Research exploring motivation has yielded a robust body of evidence to guide efforts to improve teaching and learning in physical education (PE). We begin by defining motivation and achievement within the context of PE. Given the extensive and diverse motivational perspectives, we purposely selected three widely studied theories in PE, achievement goal theory, self-determination theory, and interest theory, as the focus of our review. These theories have guided many investigations and the development of pedagogical practice over the past 3 decades. We elaborate on these theories and then synthesize recently published intervention studies to provide an interpretive analysis of the literature. This analysis has enabled us to identify gaps that need to be addressed in future research and efforts to improve practice. We conclude with the proposition calling for innovative, theory-driven, evidence-based research and practice to foster adaptive student motivation for optimal educational, behavioral, and health outcomes in K–12 PE.

Applying an Academic Literacies Lens to the Scholarship of Teaching and Learning (SoTL): A Scoping Review

Scholarship of teaching and learning (SoTL) is central to improving teaching, enhancing students’ learning experiences and ensuring practice is evidence-based. This study explores the insights gained by applying an academic literacies lens to the results of professional development initiatives (programmes, schemes, etc.,) designed to enhance features of faculty colleagues’ SoTL skills. A scoping review was conducted on Journal of University Teaching and Learning Practice (JUTLP) papers published from 2004-2023. Developing teaching practice is a central theme of JUTLP and the papers published across this timeframe provide a rich source from which to explore initial insights as a first step to potentially deeper explorations. The review identified four themes emerging from the qualitative data captured across the review sample: meaning-making together; journey of becoming; flattening of power; and context-specific identities. The analysis points to reasons why collaborative meaning-making opportunities are so valued within professional development initiatives. The academic literacies lens highlights issues of discourse, power, epistemology and identity, and consequently illuminates these collaborative moments as spaces that provide a knowledge and identity-based anchor for colleagues. This lens also stresses the destabilising and emotive nature of ‘becoming’ a pedagogic scholar. Implications of the findings are considered from an academic development perspective. Discussion centres particularly on how academic developers may work to support rather than jeopardise colleagues’ future SoTL trajectories.

IMPLEMENTASI METODE QIROATI DALAM PEMBELAJARAN AL-QUR'AN

In the context of education in Indonesia, Al-Qur'an education does not receive serious enough attention because most children and adolescents in the surrounding community still do not pay attention to the science of recitation and makhorijul letters when reading the Qur'an, so a a method to improve reading of the Qur'an, namely the Qiro'ati method at TPQ Al Irsyadiyah. The Qiro'ati method is a method of teaching reading the Qur'an directly according to its tartil and tajwid. The purpose of this study is to describe the Implementation of the Qiro'ati Method in Al-Qur'an Learning at TPQ Al Irsyadiyah Dermolemahbang Lamongan. Data collection methods used in the form of observation and, interviews using the validity of triangulation data sources and techniques. The technique of determining the informants used purposive sampling using data analysis techniques, namely data reduction, data presentation and conclusions. The results of the study show that implementing the Qiro'ati Method program, teachers must have a shahadah certificate through the process of developing teaching practice methodologies and teachers must also follow the rules of Qiro'ati. For the implementation of early learning there are tawasul, collective prayer, muroja'ah (asmaul husna, hadith and prayers), 2) Core learning 15 minutes classical read see later, 30 minutes individually 3) Read prayers after learning then, 15 minutes for the process memorizing and checking what has been written

What Visibilising Pedagogical Approaches do the Chinese as a Foreign Language (cfl) Teachers Adopt in the Teaching of Chinese Characters?

Abstract Chinese can be considered as one of the more challenging languages to learn for many non-native learners. Its complicated visual script, the Chinese characters, demands that teachers be proficient in utilizing diverse visual pedagogical approaches, coupled with different digital visual tools, to enhance their teaching effectiveness. Adopting a descriptive qualitative analysis method, interview transcripts from fourteen cfl teachers were examined. There were five online teachers, four university teachers and five pre-service teachers. The findings revealed that: 1) all the teachers use various visual pedagogical approaches, such as pictures, videos, Chinese character digital image files, Chinese character studying applications, and websites, to enhance the effectiveness of Chinese character learning, as well as motivate and engage learners; 2) teachers choose different pedagogical approaches to help students visualise characters as a whole unit or as several separate radical components; 3) the use of Pinyin to input characters on digital devices has been widely taught in class; and 4) online teachers, and some pre-service teachers, have replaced traditional handwriting methods with digital character input methods, whereas university teachers have not made this shift. The ways in which these perspectives relate to the form of Chinese characters and developing teaching practices are discussed.

Trading card games and Environmental Education

The relationship established between popular media and elasmobranchs, especially sharks, is barely sympathetic and generally includes a common-sense idea of terrible ocean creatures that are a threat to human life. Elasmobranchs are threatened, and the preservation of these animals has been a matter of concern to conservationists worldwide. This study was dedicated to developing, applying, and testing a teaching activity using Trading Card Game cards (Magic: The Gathering, Pokémon, Yu-Gi-Oh!) in school and university students, aiming to investigate how pop culture can promote students’ affection and awareness about sharks and rays and their conservation. The results suggest that using popular culture to develop teaching practices is an effective strategy for raising awareness about elasmobranchs and conservation issues.

Teachers’ perceived opportunity to contribute to school culture transformation

Teachers’ active role in school development has been recognized as important in school culture transformation. Leadership practices, such as distributed leadership and organizational support, aim to engage teachers and foster their participation and contribution opportunities. However, studies have shown that teachers’ earlier experiences and beliefs shape their participation activities. To facilitate school culture transformation and the development of pedagogical practices, it is important to understand how teachers position themselves as school developers. This interview study aims to explore what kinds of views teachers express regarding school development work and teacher collaboration, along with how these views influence their perceived opportunity to contribute to school culture transformation. Altogether, 35 teachers from three schools in Helsinki, Finland, were interviewed. The analysis revealed five teacher profiles and, thus, five different ways of approaching school culture transformation: (1) Visioner, (2) Responsibility Bearer, (3) Participating Observer, (4) Traditionalist, and (5) Stressed Withdrawer. Teachers’ orientation to school development work and received organizational support influenced teachers’ perceived contribution opportunities. Furthermore, the identified profiles experienced the needed organizational support for school development work differently; for some, it was mainly common time for collaboration, while for others, it meant reorganized structures. The results indicate that diverse support is needed to engage the whole teacher community in school culture transformation and that school leaders need to pay attention to how the distributed leadership model benefits all teachers, not just the visionary ones.

Meeting the moment: Trauma responsive teaching for student success

ABSTRACT Classroom environments, virtual and face-to-face, are changing; we are moving to focus more explicitly on students’ health and well-being and to ensure we actively promote anti-racist educational environments for students. This paper examines how we can enshrine those lessons into academic programs by institutionalizing a trauma-responsive approach to education; building upon key findings from student and adult development theories, then bridging the scholarship of teaching and learning literature as a guide for developing teaching practices that support individual student growth. We outline structured practices that faculty can utilize to improve learning and success for students who are experiencing personal, secondary, or institutional trauma while establishing boundaries in teaching. Five goals for trauma-responsive teaching include 1. Ensure safety; 2. Establish trustworthiness; 3. Maximize choice; 4. Maximize collaboration; and 5. Prioritize empowerment. We conclude by offering tangible practices to incorporate from syllabus changes to classroom discussion guidance and beyond.

A Literature Study on Experiential Collaborative e-Learning Based on ECEL Articles

Abstract: Educational institutions around the world continue to develop teaching practices in which the importance of digital solutions is expanding. The increasing digitization of education and learning has made it even more important to explore and test how experiential collaborative teaching methods can be digitized and designed to facilitate collaboration, active participation, and exploration, elements that are all crucial to support development of complex skills and competencies. Previous research reveals that many solutions for e-learning do not sufficiently support more complex forms of learning. The authors argue that many technologies developed for the field of education fall short of their purposes and neglect or ignore intended underpinning pedagogy and didactics. As new technologies are being developed, promising great improvements in supporting student’ learning processes, the problem is exasperated by a technological euphoria, supported by EdTech companies, which effectively undermines appropriate cautions and reservations. The article applies the overarching conceptualization Experiential and Collaborative learning (ECL) in an attempt of include an array of established and complex educational methods or pedagogical models, such as Problem-Based Learning (PBL), Reflective Practice-based Learning (RPL) and Inquiry- of ECL have been derived. Based on those keywords, a systematic literature study within the database of ECEL article from 2012-2021 has been conducted to investigate and summarize the potential gap often seen between pedagogical and technological development in Edtech. The research question is twofold: "How is ECL addressed in ECELs papers" and "What is the potential gap transforming ECL to digital solutions"? The findings reveal that ECL is present in many articles to some extent. However, after sorting the articles using PRISMA, only a few articles are included capturing the complexity of ECLs. Based on the selected articles, gaps and potentials are identified, indicating a need for further research.

Learning to teach for promoting student thinking in science classrooms

As part of a larger effort to support pre-service teachers' learning to develop ambitious teaching, we explored how pre-service teachers came to develop teaching practices for promoting demand on student thinking. We focused on five pre-service teachers' lesson planning, implementation of, and reflections on a science lesson in a methods course and the interviews during their internship. Our analysis revealed a variation in pre-service teachers' orientations to students’ ideas. These patterns were consistent with how they facilitated demand on student thinking in their teaching and their appropriation of the pedagogical tools for promoting cognitive demand on student thinking.

Instructional design and its role in developing teaching practices for secondary school physical education teachers for schools in the center of Maysan province

Instructional design and its role in developing teaching practices for secondary school physical education teachers for schools in the center of Maysan province

Examining reflection as a tool to develop equity-mindedness in future educators: One teacher candidate's reflection with a mentor through three theoretical lenses

The purpose of this piece is to interrogate the development of equity-mindedness with one teacher candidate (TC). Reflection is widely accepted as a component of teacher education, yet it remains under-examined as an equity-based tool. Through reflective dialogue we created ‘problem spaces’ in which TCs considered how to improve teaching and learning for marginalized students. Utilizing “thinking with theory” (Jackson & Mazzei, 2012) as the research methodology allowed us to examine the concepts of reflection from varying theoretical perspectives (Van Manen, 1991/1995; Schön, 1987; Freire, 1993) for analysis. Authors selected from an information-rich sample of written reflective dialogue between a university supervisor (Author 1) and a TC from a larger data set and analyzed this artifact of reflection through the three selected theoretical lenses. Utilizing thinking with theory to interrogate a single artifact of reflection allowed authors a multi-faceted, complex view of the TC's emerging understanding of educational inequities, developing teaching practice, and the impact of reflective dialogue with her mentor on her professional growth that would not be possible using one theoretical lens only. Engaging in open, messy, and specific critical reflection led to deeper understandings of in/equities and possibilities for teaching and teacher preparation. Application of “thinking with theory” that includes critical perspectives can afford teachers, especially in teacher education, reflective analysis and honest dialogue to change inequities in schools.

International service-learning: possibilities for developing intercultural competence and culturally responsive pedagogies

ABSTRACT Globalisation and human mobility have contributed to increased student diversity in Australian schools and globally. Initial Teacher Education (ITE) programmesare under pressure to prepare pre-service teachers (PST) who can respond to the educational and cultural needs of diverse student cohorts. International study tours and service-learning programs are conceived as means for developing interculturally competent “classroom-ready” teachers. This paper reports on a New Colombo Plan water safety/swimming programmedesigned and delivered by pre-service teachers in a rural Fijian community. Findings indicate that immersion as “other” was important for building empathy and appreciation of the lived realties of linguistically and culturally diverse Indigenous Fijian and Indo-Fijian children. Additionally, findings reveal various ways by which PST enacted cultural competence in teaching the water safety/swimming program. Where international service learning is not always be an option, we argue for multiple opportunities for PST to work with children within diverse communities and cultural life-worlds. At stake is the potential of ITE programs to enable the development of pedagogical practices for meeting the cultural and educational needs of all children We believe these calls have relevance for ITE educators and their programs in Australia and the broader Asia-Indo-Pacific region.

The Use of Video Annotation in Education: A Review

Abstract: Video annotation (VA), a tool which allows commentaries to be synchronized with video content has recently received significant research attention in education. However, the application contexts of these studies are varied and fragmented. A review was therefore undertaken with the objectives to find out the extent to which the use of VA has been explored for different instructional purposes and summarize the potential affordances of VA in supporting student learning. Articles related to the use of VA in education context were searched from 2011 to 2020 (Nov). Of the final 32 eligible studies, it was found that VA tools were used predominantly to develop teaching practices, enhance learners’ conceptual understanding of video content and develop workplace skills as well as clinical practices. Five most dominant educational affordances of VA tools were summarized as follows: (1) facilitating learners’ reflection (2) facilitating feedback process (3) enhancing comprehension of video content (4) promoting students’ learning satisfaction and positive attitude and (5) convenience and ease. With the outstanding weight of research evidence gained on educational affordances offered by VA, it is convincing that advancing the use of VA in education can further expand the learning opportunities in 21st century classrooms. 
 
 Keywords: Affordances, Education, Feedback, Learners’ reflection, Video annotation

Impact of WIUT Library Activities on Labour Market Outcome

This paper investigates the impact of the Learning Resource Centre activities of Westminster International University Tashkent (WIUT) graduated students on the labour market outcome. WIUT library provides a learning environment that helps students to create practical teams and individual projects to support the agenda of employability. The study aims to clarify the relationship between library activities and labour market outcomes. This proposes the improvement of a commercial responsiveness workshop, in collaboration with other services, and alumni voices in an employability guide. A quantitative research approach was employed; an online survey questionnaire was distributed to alumni students to obtain the data. It was a semi-structured questionnaire designed using a Likert Scale to collect data from 607 graduates. The study revealed that LRC activities have a significant impact on labour market outcomes for students. LRC activities such as presentation skills, information technology skills, problem-solving skills, research skills were mostly expected in the labour market. Research limitations– The study was focused only on graduates of WIUT, which may limit the generalizability. Therefore, the researcher proposed to study and compare other graduates of universities in Uzbekistan. The insights are valuable for planning the curriculum of LRC activities and developing teaching practices at WIUT. Moreover, current and graduate students can learn market-oriented skills and labour market demands. This is the first-ever study in Uzbekistan that explores the relationship of university library activities on employability skills of alumni.

Features of the introduction of innovative technologies in the professional training of Teachers

The main purpose is to determine the main aspects and features of the implementation of innovations in the professional training of teachers. Now all over the modern world standards, technologies of vocational education and training of specialists are being revised, updated. Indeed, the reform of professional pedagogical education requires the approval of fundamental pedagogical education, the harmonization of methodological, didactic and psychological knowledge, which will allow a specialist to fully realize the humanitarian, cultural functions of education, master innovative technologies of teaching and upbringing. The formation of a new education provides for natural processes of the development of pedagogical practice, a purposeful control effect on the training system, retraining of pedagogical personnel, significant adjustments to the content, style of activity of pedagogical institutions, future teachers, that is, the transition of the educational system to functioning on a new basis. The current state of the training of future teachers in higher educational institutions dictates the need to look for new ways to improve the quality of their theoretical training, the ability to independent creative work, and professional self-development. The methodological training of future teachers should be based on modern teaching technologies, which graduates should have flawlessly. Based on the results of the study, the key features of the implementation of innovations in the professional training of teachers were identified.

Changing teaching practice: The evolving purpose of the teacher in higher education

In this Editorial, we take the opportunity to expand on the second Journal of University Teaching and Learning theme, Developing Teaching Practice. Building on Editorial 18(4), which articulated changes to higher education in the period roughly between 1980 and 2021, we believe it is pertinent to explore the changing conceptions of academic as ‘teacher’. We use Engeström’s cultural-historical activity theory as a lens to consider how higher education teachers are situated in the current context of rapid changes arising from the COVID-19 pandemic. We explore possible future purposes of higher education to consider flow-on impacts on the purpose of its teachers and how their roles might change to accommodate future expectations. We assert the need to challenge the notion of the academic as a person who is recruited into higher education largely because of their subject matter expertise and maintains strong commitment to teaching expertise that is grounded in scholarship, critical self-reflection, and agency. In our various teaching and leadership roles, and consistent with the literature, we have observed paradoxical outcomes from the nexus between risk, innovation and development, driving risk aversity and risk management, with significant (contradictory) impacts on teaching, teachers and student learning. The barriers to implementing innovative curricula include questions of do students get a standardised and ‘safe’ educational experience or are they challenged and afforded the opportunity to transform and grow? Are they allowed to fail? Related, do teachers have genuine agency, as an educator, or are they positioned as agents of a higher education system? We explore these questions and invite our readers to engage in serious reflexivity and identify strategies that help them question their attitudes, thought processes, and assumptions about teaching and student learning. We welcome papers that contribute values-based conversations seeking to continue exploring ways of dealing with and adapting to change in our teaching practices, case studies of learning through failure, change and adaptation and the development of the field.

This Ain’t What I’m Used to: Reflections of a Black Educator in Rural Black America an Autoethnography

This autoethnography highlights reflections of a Black woman social studies educator, from a predominantly White, southern Appalachian area, teaching in a Southern, predominantly Black, rural area. The study reflects on practices utilized while teaching in southern Appalachia and the pedagogical transformation undergone as a result of migrating and teaching in a Southern, predominantly Black, rural area. Using Critical Race Theory, this autoethnography explores the impact of race in the development of pedagogical practices of a Black woman teacher. The author asserts Black teachers need to learn about and utilize culturally relevant pedagogical practices in their preservice programs and that teachers should engage in self-reflection as a means to navigate personal biases and confront the perpetuation of hegemonic culture in their classroom practices.

فاعلیة برنامج مقترح قائم على نظریة الذکاء الناجح فی تنمیة ممارسات التدریس للطلاب المعلمین بشعبة الریاضیات اللازمة لتنمیة الکفاءة الاستراتیجیة

مستخلص البحث: هدف البحث الى دراسة فاعلية برنامج مقترح قائم على نظرية الذکاء الناجح في تنمية ممارسات التدريس للطلاب المعلمين بشعبة الرياضيات اللازمة لتنمية الکفاءة الاستراتيجية، وقد أعدت الباحثة قائمة بمؤشرات الکفاءة الاستراتيجية، وقائمة بممارسات التدريس اللازم توافرها للطلاب المعلمين بشعبة الرياضيات لتنمية الکفاءة الاستراتيجية، وبطاقة ملاحظة لممارسات التدريس اللازم توافرها للطلاب المعلمين بشعبة الرياضيات لتنمية الکفاءة الاستراتيجية، شملت ستة أبعاد، کما أعدت الباحثة البرنامج المقترح القائم على نظرية الذکاء الناجح لتنمية تلک الممارسات، وقد تکون من خمس وحدات: وحدة ممارسات تمثيل المشکلة، وحدة ممارسات تحليل المشکلة، وحدة ممارسات اختيار استراتيجيات التفکير المناسبة، ممارسات کتابة وتقويم الحل، ممارسات صياغة وتکوين المشکلة، وتضمن البرنامج جانب نظرى (في جلسات البرنامج مع نماذج عملية للباحثة)، وجانب تدريبى للطلاب ( في ورش العمل وتطبيقات التربية العملية )، وقد تم اختيار مجموعة من الطلاب المعلمين بالفرقة الرابعة شعبة رياضيات، بکلية التربية ببنها عددهم (33) في الفصل الدراسى الأول عام 2020-2021م، وتم تطبيق بطاقة الملاحظة قبليا، ثم تطبيق البرنامج، ثم تطبيق بطاقة الملاحظة بعديا، وقد أشارت النتائج الى فاعلية البرنامج المقترح في تنمية ممارسات التدريس للطلاب المعلمين بشعبة الرياضيات اللازمة لتنمية الکفاءة الاستراتيجية ککل، وأبعادها السته على حدة، وأوصت الباحثة بالاستفادة من البرنامج ومواد وأدوات البحث في تطوير برامج اعداد معلمى الرياضيات، وتطوير برامج تدريب معلمى الرياضيات. کلمات مفتاحية: برنامج مقترح - نظرية الذکاء الناجح - ممارسات التدريس - الکفاءة الاستراتيجية. ABSTRACT: The effectiveness of a suggested program based on the successful intelligence theory in developing teaching practices among Math student teachers for developing strategic competence The present research aims to investigate the effectiveness of a suggested program based on the successful intelligence theory in developing teaching practices among Math student teachers for developing strategic competence. The researcher has prepared a list of the indicators of strategic competence, and an observation card of teaching practices including six dimensions that are required for Mathematics student teachers to develop strategic competence. The researcher also prepared the suggested program based on the theory of successful intelligence to develop these practices. The suggested program consists of five units: the problem representation practices unit, the problem analysis practices unit, the selection of appropriate thinking strategies practices unit, the practices of writing and evaluating the solution, the practices of problem formulation and formation. The program included a theoretical background (in the program sessions with practical models for the researcher), and a training side for students (in workshops and applied practical education). The participants of the study included (33) students enrolled at the fourth year Mathematics section at faculty of Education, Benha University, at the first term of the academic year 2020-2021. In this design, the checklist (dependent variable) was measured before and after the experiment. The results indicated the effectiveness of the proposed program in developing teaching practices for student teachers in the Mathematics section that are required for the development of strategic competence as a whole, and its six dimensions separately. The researcher recommended making use of the program, research materials and tools in developing programs for preparing mathematics teachers, and developing training programs for mathematics teachers. Key words: Suggested program-the successful intelligence theory-teaching practices- Strategic Competence

Peer reviews of teaching as appreciative inquiry: learning from “the best” of our colleagues

Research on peer review to date has focused on its role as a formal compliance mechanism, a process for enhancing and developing teaching practice, and as a considerable source of anxiety for educators. In this paper, we draw on scholarly reflections from our experience of undertaking a reciprocal, formative peer review in an Australian higher education setting. Our findings provide novel conceptual, empirical, and practical insights by providing the first application of an appreciative inquiry framework to the process of peer review. We argue that adopting an appreciative inquiry framework assists us in learning from “the best” aspects of our colleagues’ teaching. Moreover, it offers a framework for understanding and responding to some of the challenges long-associated with peer review. In doing so, it presents potential benefits pertaining to student retention and learning outcomes, while opening up new possibilities for researching and practicing peer review.