Development Of Teaching Skills Research Articles

Platform Merdeka Mengajar: Integrasi Teknologi dalam Pendidikan Vokasi dan Pengembangan Guru

This study explores the potential of the Merdeka Mengajar platform in supporting teacher professional development and the integration of technology in vocational education at SMK Negeri 1 Dlanggu Mojokerto, as well as understanding teachers' perceptions and experiences in using the platform. Adopting a qualitative approach, this research investigates how the platform contributes to improving educational quality through the development of teaching skills, collaborative learning, and the use of digital resources. Findings indicate that Merdeka Mengajar facilitates access to a diverse range of learning resources, allowing teachers to enrich teaching content and adopt more interactive and innovative teaching methods, which align with the needs of the modern job market. The study also highlights challenges faced, including difficulties in integrating technology into the existing curriculum and limitations of technological infrastructure. Nonetheless, the overall perception of teachers towards this platform is positive, with many emphasizing its benefits in enhancing student engagement and enriching their learning experiences. This research underscores the importance of ongoing support and technical training for teachers to optimize the use of the platform and suggests better coordination between schools, platform managers, and teachers to overcome existing barriers. In conclusion, the Merdeka Mengajar platform offers significant opportunities to enhance the quality of vocational education through teacher professional development and technology integration. With a holistic and strategic approach, the use of this platform can be more effective, enriching students' learning experiences and preparing them with relevant skills for the future.

Teaching Opportunities for Postgraduate Trainees in Primary Care.

The purpose of this AM Last Page is to help faculty and postgraduate medical trainees (residents) identify resident teaching opportunities and foster teaching skill development. The Fundamental Teaching Activities (FTA) framework includes three domains in which physicians teach: Clinical Preceptor; Teacher Outside the Clinical Setting; and Educational Leader. Based on interviews with faculty and residents as well as our collective and diverse teaching experience, we adapted the FTA framework to be more applicable to resident teaching. The resultant domains are: Clinical Teacher; Teacher in Nonclinical Settings; and Educational Collaborator.

Impact of supervisors ‘feedback on development of pedagogical skills among prospective teachers during teaching practicum

The study examined the Impact of supervisors’ feedback on development of prospective teachers’ pedagogical skills during teaching practicum. for achieving this purpose. The researcher selected the prospective teachers as population of the study. he drew the 416 prospective teachers as sample for the research. He used cluster sampling for the sample selection. The instrument for the study was a closed-ended questionnaire based on five-point Likert scale. The researcher used quantitative approach for carrying out the research. He collected numerical data. He analyzed the data by using one-sample-t-test. He employed the SPSS for analyzing the data. The findings showed that the study's alternative hypotheses were accepted, indicating that supervisors’ feedback have an impact on the development of pedagogical skills among the prospective teachers during their teaching practicum. Prospective teachers perceived that their skill of setting expectations from students, skill of aligning the lessons with already set objectives, and skill of framing questions for teaching had been significantly improved because of timely feedback. The study's findings provide valuable insights into the use of supervisors’ feedback for developing prospective teachers’ pedagogical skills during teaching practicum.

Preparing medical students for their educational task as physicians: important, desirable and unexplored territory

BackgroundPhysicians engage in educational activities in daily practice and take over an important role in providing information and transferring knowledge to patients and medical students. Therefore, it is important to focus on methods to develop teaching skills during medical school. Peer-teaching is a teaching method that is connected to different positive learning outcomes. This study aims to investigate the perspective of medical students regarding teaching as a core competency of physicians and peer-teaching as an opportunity to acquire educational skills. The study also aims to examine to what extent medical students are prepared for their teaching role at medical schools.MethodsThis cross-sectional study was performed by an online survey amongst Dutch medical students from all medical schools across all years of study. In total, 2666 medical students filled out the survey. The survey was part of the annual online survey of the Dutch medical advocacy group (DeGeneeskundestudent) amongst all medical students in the fall of 2017. The data were analysed with descriptive statistics and statistical tests (chi-squared-test and binomial test).ResultsThe results show that 49% of medical students see teaching as one of the core tasks of a physician. However, only 25% feel well prepared by their medical school for this teaching role. Instead, there are many students who gain experiences and teaching skills on their own outside medical schools. 64% of the respondents agrees that senior medical students can educate junior medical students well.ConclusionsImplementing peer-teaching in the curricular of medical schools could be an effective teaching method to prepare medical students for their future teaching role. It is important that medical schools focus on enhancing educational quality and designing learning environments for best learning outcomes to better prepare medical students for professional life.

The new Foundation Programme Mental Health Curriculum: foundation doctors' perceptions of its importance and their competency: pre-post psychiatric placement evaluation study.

The new 2021 UK Foundation Programme Curriculum mandates foundation doctors to acquire mental health competencies. This study aimed to evaluate the effectiveness of psychiatry placements in facilitating competency attainment, foundation doctors' perceived importance of acquiring these and their preferred teaching methods. Utilising Kirkpatrick's evaluation framework, the study employed a pre-post intervention design assessing the impact of psychiatry placements on 135 foundation doctors across three cohorts from August 2021 to March 2022. Initially, foundation doctors assigned high importance to mental health competencies. Post-placements, this perceived importance improved slightly, whereas that of clinical skills scenarios slightly decreased. Significant confidence increases were observed in recognising and assessing specific psychiatric disorders. Foundation doctors favoured small seminar groups and on-the-job ad hoc teaching. Qualitative insights underscored the need for context-specific teaching. Psychiatry placements enhance foundation doctors' confidence and perceived importance of mental health competencies as specified by the curriculum. Addressing clinical scenario gaps through context-specific teaching and transferable skills development is essential. Customised teaching approaches, especially small seminars and ad hoc teaching, hold promise for effective mental health training.

Gamification and development of social skills in education

Introduction: gamification refers to techniques used in game design but used in other areas, not related to games, to promote the motivations of individuals.Objective: characterize the effects of gamification on the development of social skills in education.Method: a review of the bibliography was carried out using articles rescued from databases such as SciELO, Dialnet, Scopus, Researchgate, recovering a total of 16 reference articles from available literature related to the topic in question, included in the time frame. between 2019 and 2024.Results: this method makes the educational process become a meaningful experience based on factors such as motivation and social identification through play. Gamification is related to the development of skills, motivation and commitment. Furthermore, it does promote different social competencies in a more or less homogeneous way, generating in people more autonomy and a skill that is very necessary for their future.Conclusions: gamification constitutes an effective tool in the teaching and learning process by consolidating knowledge, social skills, as well as various capacities because it increases motivation in personal development activities, increases the degree of commitment, increases the acquisition of social skills since offers immediate feedback and opportunities for experimentation

Understanding the Mechanism of Conducting Benchmark Test for the Infrastructure of Physical Education Curricula in the Age of Artificial Intelligence

The study aims to propose a vision for creating a standardized test according to the development of physical education curricula in the era of artificial intelligence, so that we can be able to measure student achievement and master the new curriculum standards. Based on the results, the following can be concluded: directing the teaching and learning process, and determining levels. For students, students’ teaching performance, students’ level of understanding and knowledge, application and achievement of lesson objectives in physical education. There is a strong correlation between most of the skills, knowledge, and behaviors that were measured in the study. This suggests that these skills, knowledge, and behaviors are related to each other, and that students who are high in one are more likely to have a high level in the other skills, knowledge, and behaviors. This is due to the fact that the students who participated in the study had a good level of performance in all the criteria that were measured. Based on the results, the following recommendations can be made: Focus on developing teaching skills and interaction with students, as they are closely related to the level of understanding and knowledge of students. Focus on developing knowledge and understanding of mathematical concepts, mathematical skills, and sporting values and behaviors’, as these skills and knowledge are closely linked to the application and achievement of lesson objectives in physical education.

The Clinical Teaching Fellow role: exploring expectations and experiences

BackgroundMany UK junior doctors are now taking a year out of the traditional training pathway, usually before specialty training, and some choose to work as a clinical teaching fellow (CTF). CTFs primarily have responsibility for delivering hospital-based teaching to undergraduate medical students. Only a very small amount of literature is available regarding CTF posts, none of which has explored why doctors choose to undertake the role and their expectations of the job. This study aimed to explore the expectations and experiences of CTFs employed at NHS hospital Trusts in the West Midlands.MethodsCTFs working in Trusts in the West Midlands region registered as students on the Education for Healthcare Professionals Post Graduate Certificate course at the University of Birmingham in August 2019 took part in a survey and a focus group.ResultsTwenty-eight CTFs participated in the survey and ten participated in the focus group. In the survey, participants reported choosing a CTF role due to an interest in teaching, wanting time out of training, and being unsure of which specialty to choose. Expectations for the year in post were directly related to reasons for choosing the role with participants expecting to develop teaching skills, and have a break from usual clinical work and rotations. The focus group identified five main themes relating to experiences starting their job, time pressures and challenges faced in post, how CTF jobs differed between Trusts, and future career plans. Broadly, participants reported enjoying their year in a post at a mid-year point but identified particular challenges such as difficulties in starting the role and facing time pressures in their day-to-day work.ConclusionThis study has provided a valuable insight into the CTF role and why doctors choose a CTF post and some of the challenges experienced, adding to the sparse amount of literature. Understanding post holders’ experiences may contribute to optimisation of the role. Those employing CTFs should consider ensuring a formal handover process is in place between outgoing and incoming CTFs, having a lead person at their Trust responsible for evaluating changes suggested by CTFs, and the balance of contractual duties and personal development time.

Residents as Teachers: Benefits of Creating Infographics

Introduction: While family medicine (FM) residents are expected to develop teaching skills during their residency, they often develop their approach to teaching informally, with limited explicit instruction in best teaching practices for patients or near peers. Infographics have become an increasingly common tool for teaching because of their ease of use and consistency of message. We explored the impact of an infographic assignment on residents’ teaching practices and perceptions of teaching. Methods: First- and second-year residents were assigned to create infographics on a topic of their choice. We transcribed and analyzed interviews using applied thematic analysis. Results: Residents indicated that the assignment helped them to integrate medical knowledge, identify pertinent points, and intentionally consider how they present information. Conclusion: Creating infographics is a useful way to develop residents’ teaching skills within the context of patient care. For most residents, explicit discussion of their approach to teaching was a new experience, suggesting that more frequent and explicit reflection on teaching could benefit residents, patients, and FM residency programs.

Differences in Supervision on Peer Learning Wards: A Pilot Survey of the Supervisor's Perspective.

Multiple students are placed on clinical wards simultaneously due to increasing student numbers. This has the potential to create stress for the supervisor and reduce quality of student learning. Peer learning as a pedagogical framework to supervise multiple students has been widely shown to have advantages for the students by developing teaching skills, team collaboration, and independence. However, whether peer learning impacts the characteristics of supervision and the experience of the supervisor is less understood. It is unknown whether wards that use peer learning as a pedagogical framework (peer learning wards) are any different compared to wards that do not (non-peer learning wards), from the supervisor's perspective. We aimed to develop and pilot test a questionnaire to compare peer-learning wards and non-peer learning wards from the supervisor's perspective. We used the AMEE 7-step guide to develop questions investigating supervision, the learning environment and satisfaction. We piloted the questionnaire with 46 nurse supervisors working on inpatient hospital wards in Stockholm, Sweden. We compared answers from peer learning with non-peer learning wards. We used Orthogonal Projections to Latent Structures (OPLS) discriminant analysis to show what differed between the wards. Peer learning wards compared to non-peer learning wards had more student-centred activities, the physical space had more adaptations for students, more support available to the supervisor, and supervisors perceived greater overall satisfaction with the quality of education and with the ward as a whole. The variables that had most influence on the discrimination between the two ward types related to peer learning activities and perceptions (p=0.0034). This pilot study shows that peer learning wards differ compared to non-peer learning wards regarding peer learning activities and perceptions among supervisors. Our questionnaire needs to be distributed on a larger scale to validate our findings and explore further the way in which the pedagogical framework and peer learning can affect supervision and satisfaction.

Comparing LLMs for Prompt-Enhanced ACT-R and Soar Model Development: A Case Study in Cognitive Simulation

This paper presents experiments on using ChatGPT4 and Google Bard to create ACT-R and Soar models. The study involves two simulated cognitive tasks, where ChatGPT4 and Google Bard (Large Language Models, LLMs) serve as conversational interfaces within the ACT-R and Soar framework development environments. The first task involves creating an intelligent driving model using ACT-R with motor and perceptual behavior and can further interact with an unmodified interface. The second task evaluates the development of educational skills using Soar. Prompts were designed to represent cognitive operations and actions, including providing context, asking perception-related questions, decision-making scenarios, and evaluating the system's responses, and they were iteratively refined based on model behavior evaluation. Results demonstrate the potential of using LLMs to serve as interactive interfaces to develop ACT-R and Soar models within a human-in-the-loop model development process. We documented the mistakes LLMs made during this integration and provided corresponding resolutions when adopting this modeling approach. Furthermore, we presented a framework of prompt patterns that maximizes LLMs interaction for artificial cognitive architectures.

Adoption Of ICT By Basic Education Teachers: A Systematic Review

The current study seeks to explore the current situation of the adoption of Information and Communication Technologies (ICT) in basic education schools, specifically at the primary level. For this purpose, a systematic review of scientific articles related to the topic published in 2023 was carried out. Three databases were used to find the articles (Scielo, Scopus, ScienceDirect), of which, of the 1169 articles found, 18 were chosen for analysis. examination. The results were obtained that the use of ICT in primary school has mixed effects on academic performance. Its adoption requires conditions such as equity in access to devices and the Internet, development of teaching and student digital skills, curricular adaptations and adequate infrastructure. Otherwise, instead of supporting learning, poor implementation can frustrate the educational community.

Lack of standardization and faculty development in pediatric colonoscopy: A qualitative study.

A standard curriculum for pediatric colonoscopy training has neither been required nor universally implemented in North American fellowship programs. This qualitative study assessed the needs of colonoscopy training in pediatric gastroenterology to determine the standardized components of procedural teaching. Focus groups with pediatric gastroenterology attendings, fellows, procedural nurses, and interviews with advanced endoscopists, all practicing at a single institution, were conducted between March and June 2018. Data were analyzed using thematic analysis principles. Four themes emerged: (1) lack of standardization of colonoscopy performance, (2) lack of professional development of procedure teaching skills, (3) need for teaching behaviors that promote learner's performance, and (4) barriers to effective teaching and learning. A conceptual framework was created for developing a standardized "train-the-trainer" curriculum. Our needs assessment supports expansion of efforts to make this comprehensive training available to all pediatric gastroenterologists involved in procedure teaching.

Review of research on microteaching in mathematics teacher education: Promises and challenges

Microteaching has been viewed as a professional development tool that gives pre-service teachers the chance to strengthen their teaching skills. This paper presents an overview of the research on microteaching in mathematics teacher education, noting its prospects and challenges while also making recommendations for modifications to its application. A thorough analysis of 28 empirical papers on microteaching in mathematics teacher preparation that were published between 2000 and 12 May 2023, was conducted. Findings demonstrate that microteaching is an effective approach for enhancing pre-service teachers’ core mathematics teaching skills. It is suggested that microteaching, which begins in a laboratory setting with the development of essential teaching skills, should not end there; it should give trainee teachers an opportunity to learn and practice in a real classroom context. Microteaching activities require more time, more supervisors, and more resources to function at its maximum capacity. Technology has also demonstrated greater promise when it comes to enhancing microteaching’s position in facilitating the development of pre-service mathematics teachers’ instructional skills.

Professional learning of prospective elementary school teachers in supervised training

Abstract Professional learning has garnered considerable attention from researchers, as it forms a fundamental aspect of teachers’ professional development. Such learning encompasses a range of essential elements, including acquiring knowledge about curriculum content, teaching methods, core values, attitudes intrinsic to the teaching profession, and the nuances of professional culture. Notably, supervised training stands as a significant context for the professional learning of prospective teachers, offering direct exposure to the teaching profession and opportunities for critical reflection on theoretical and practical experiences. In this study, we undertake an investigation of the professional learning experiences of prospective teachers within the Early Years of Elementary Education, employing a qualitative and interpretative approach. To achieve this objective, we conducted in-depth research with ten female students enrolled in an Education Undergraduate Program at the Federal University of the Fronteira Sul, Erechim Campus. Our focus was on examining their learning encounters during supervised training. The empirical data for the study encompassed narratives shared by the ten interns during sessions dedicated to teaching in Elementary School, alongside textual productions prepared by the students throughout their training. The analysis of the gathered data has revealed noteworthy learning outcomes concerning teaching in various dimensions. Firstly, it shed light on the process of lesson planning, characterized by its reflective nature, theoretical underpinnings, and comprehensive approach to devising learning pathways for students. Secondly, the investigation illuminated the development of teaching skills, an intricate fusion of multiple elements that collectively facilitate effective classroom practices. Lastly, the study elucidated the dynamics of the school environment, perceived as an interactive, dynamic, pluralistic, and adaptable context conducive to the realization of successful teaching endeavors.

Aprendizagens profissionais de acadêmicos de licenciatura em pedagogia em estágio supervisionado

Abstract Professional learning has garnered considerable attention from researchers, as it forms a fundamental aspect of teachers’ professional development. Such learning encompasses a range of essential elements, including acquiring knowledge about curriculum content, teaching methods, core values, attitudes intrinsic to the teaching profession, and the nuances of professional culture. Notably, supervised training stands as a significant context for the professional learning of prospective teachers, offering direct exposure to the teaching profession and opportunities for critical reflection on theoretical and practical experiences. In this study, we undertake an investigation of the professional learning experiences of prospective teachers within the Early Years of Elementary Education, employing a qualitative and interpretative approach. To achieve this objective, we conducted in-depth research 3 with ten female students enrolled in an Education Undergraduate Program at the Federal University of the Fronteira Sul, Erechim Campus. Our focus was on examining their learning encounters during supervised training. The empirical data for the study encompassed narratives shared by the ten interns during sessions dedicated to teaching in Elementary School, alongside textual productions prepared by the students throughout their training. The analysis of the gathered data has revealed noteworthy learning outcomes concerning teaching in various dimensions. Firstly, it shed light on the process of lesson planning, characterized by its reflective nature, theoretical underpinnings, and comprehensive approach to devising learning pathways for students. Secondly, the investigation illuminated the development of teaching skills, an intricate fusion of multiple elements that collectively facilitate effective classroom practices. Lastly, the study elucidated the dynamics of the school environment, perceived as an interactive, dynamic, pluralistic, and adaptable context conducive to the realization of successful teaching endeavors.

Effectiveness of participatory digital training based on virtual classrooms in developing teaching skills

ABSTRACT The study aimed to assess the effectiveness of digital participatory training based on virtual classrooms in developing teaching skills among pre-service teachers. A quasi-experimental approach was employed using a teaching skills checklist as the measurement tool. The sample included 46 students from the Child Education Department, intentionally divided into experimental (22) and control (24) groups. The findings indicate that participatory digital training based on virtual classrooms significantly enhanced the teaching skills and interaction among pre-service teachers. The study emphasised the importance of digital environments and emerging technologies such as virtual classrooms in pre-service teacher training. This approach has potential as an innovative solution for teacher training, particularly in light of social distancing measures and the impact of the COVID-19 pandemic on traditional learning. The researcher recommends embracing digital transformation in education by incorporating virtual classrooms as a global requirement to overcome the effects of prolonged global pandemics.

Preparing Interns as Teachers: Teaching Fourth-Year Medical Students the Tenets of the One-Minute Preceptor Model.

Often, interns are expected to teach medical students early in their residency, but most are not formally taught how to be effective teachers before residency. Currently, there is emphasis on developing teaching skills of residents rather than students before they become residents. Most published student-as-teacher courses are voluntary and do not assess skill acquisition. We taught 290 fourth-year medical students across two academic years (2020-2022) the tenets of the One-Minute Preceptor (OMP) using a 2-hour workshop during their transition to residency course. A variety of role-play cases allowed students to practice the different parts of the OMP in isolation and combined. Then, we assessed their teaching skills after the workshop using an objective structured teaching exam (OSTE). Two hundred seventy-eight students (96%) completed the self-assessment of their confidence demonstrating the skills of the OMP before and after the workshop. Their confidence improved in all domains, with ps < .001. Additionally, all students successfully demonstrated competency on the OSTE. We used a 2-hour workshop based on the OMP to improve fourth-year medical students' confidence in their teaching skills and allow them to demonstrate competence in those skills before starting their intern year.

Persepsi Mahasiswa Bahasa Inggris Terhadap Microteaching Pada Mata Kuliah Magang Bagi Calon Pendidik

This study discusses the perceptions of students in the Internship Course with a focus on the Microteaching experience in the context of English Language Education. The study aims to explore how Microteaching affects the preparation and skills of prospective English language educators, as well as its impact on students' understanding of practical theory and confidence. Through a descriptive qualitative method, data were collected from 15 English Language Education students who took the Internship Course with Microteaching activities through the use of a questionnaire. The results showed that the majority of students responded positively to the Microteaching experience, stating an increase in teaching skills (60.00%), understanding of practical theory (46.67%), and confidence (66.67%). Although some felt the need for improvement in theoretical understanding and levels of confidence, the overall results showed that Microteaching provides a clear perspective on the reality of teaching English in the field (80.00%). Thus, the Microteaching experience in the Internship Course provides a strong foundation for the development of teaching skills and understanding of practical theory, as well as increasing confidence for prospective English language educators, providing an important basis for the development of curriculum and educational programs in the future

Observed Structured Teaching Experiences (OSTEs) in a Students as Teachers Course.

Teaching is an important competency in graduate medical education (GME). Many residency programs have implemented curricula to develop residents' teaching skills and observed structured teaching experiences (OSTEs) have been used to assess these skills. There is an increasing focus on building teaching skills earlier in the medical education continuum, however, there is limited literature on assessing medical students' teaching skills. The authors developed an OSTE for medical students enrolled in a students-as-teachers course to address this gap and provide formative feedback on teaching skills. OSTEs were conducted for fourth-year medical students (M4s) enrolled in a Students as Teachers Advanced Elective at a US medical school. An M4 observed a first-year medical student (M1) during a simulated encounter with a standardized patient. The M4 gave feedback and a chalk talk. A physician observer assessed the M4's teaching using the modified Stanford Faculty Development Program (SFDP) questionnaire. The M1s and M4s also completed the SFDP. The M4 completed pre- and post-OSTE self-efficacy surveys (score range 6-30) and a post-OSTE acceptability survey. All (30/30) M4s completed the OSTE. The SFDP identified common teaching strengths and areas for growth. ANOVA tests demonstrated significant differences between the mean (SD) scores from physician assessors, M1s, and M4s [4.56 (0.63) vs. 4.87 (0.35) vs. 4.08 (0.74), p<0.001]. There was a statistically significant difference in mean (SD) self-efficacy scores pre- and post-OSTE [18.72 (3.39) vs. 23.83 (3.26), p<0.001]. All M4s (30/30) somewhat or strongly agreed with all three OSTE acceptability questions. The authors successfully conducted an OSTE in an M4 advanced elective. The OSTE was highly acceptable to participants, and M4s demonstrated improved teaching self-efficacy. Further research should explore the validity of the OSTE to measure medical students' teaching skills and the long-term impact of developing teaching skills in medical school. The online version contains supplementary material available at 10.1007/s40670-023-01952-3.