Dimensions Of Teaching Practices Research Articles

Exploration of Pedagogical Approaches during the Buddhist Era

This research article explores the education system prevalent in ancient India during the era of the Buddha. The study aims to provide a comprehensive understanding of the teaching methods employed during that time and elucidate various facets and dimensions of teaching practices. The article examines insights gleaned from Buddhist literature and scriptures, focusing on the Buddha’s innovative and impactful teaching methods such as sermons, parables, and interactive exchanges. It also explores the pedagogical approaches of Buddhism, highlighting the egalitarian nature of Buddhist education and its inclusivity of individuals from all social backgrounds. The article discusses different teaching methods employed during the Buddhist era, including the Shravan method, imitation method, demonstration and practice method, interpretation method, lecture method, debate and logic method, seminar, conference and Shāstrārtha method, self-study method, and excursion method. The research article concludes by highlighting the enduring relevance of the teaching methods from the Buddha’s era in enriching the ancient culture and fostering a moral and virtuous society.

Teaching Practice at Yemeni Universities as Perceived by Educators: A Call for Change

This paper aims at identifying the obstacles of implementing effective Teaching Practice (TP) at the Yemeni Universities to find suitable solutions for placement of student teachers in the TP, weighing individual and multi-supervision, training supervisors, funding of TP, etc. The informants (47) of the study are policymakers and experts in Education in Yemen. Through a questionnaire, consisting of 11 core close-responses type questions pertinent to measure major dimensions of TP, participants were asked to indicate to the extent to which they agreed with. Then the participants were asked to brainstorm the difficulties that face TP. After sticking the difficulties on the wall, the participants were asked to vote on the top five only. The study ends with identifying the problems: limited funding (74%), insufficiency of supervisors (73%), increase in the number of student teachers (71%), short period of TP (69%), absence of coordination between the Ministry of Education (MoE), and the universities (65%), there is no manual and by-law to regulate TP (53%), some departments use only microteaching (53%). The participants suggested solutions. The length of the training should be about a term. The STs need to spend a major period of their training at schools supervised by the faculty supervisor and cooperative teacher/s as well as school administration. The placement of STs has to be arranged between the Faculty, MoE offices and schools. There should be some training for the supervisor who should be given some incentives for their supervision. Funding has to be managed by the university and the ministry of finance. Assessment of TP is to be shared between the different supervisors.

Teaching Practice at Yemeni Universities as Perceived by Educators: A Call for Change

This paper aims at identifying the obstacles of implementing effective Teaching Practice (TP) at the Yemeni Universities to find suitable solutions for placement of student teachers in the TP, weighing individual and multi-supervision, training supervisors, funding of TP, etc. The informants (47) of the study are policymakers and experts in Education in Yemen. Through a questionnaire, consisting of 11core close-responses type questions pertinent to measure major dimensions of TP, participants were asked to indicate to the extent to which they agreed with. Then the participants were asked to brainstorm the difficulties that face TP. After sticking the difficulties on the wall, the participants were asked to vote on the top five only. The study ends with identifying the problems: limited funding (74%), insufficiency of supervisors (73%), increase in the number of student teachers (71%), short period of TP (69%), absence of coordination between the Ministry of Education (MoE), and the universities (65%), there is no manual and by-law to regulate TP (53%), some departments use only microteaching (53%).

INSTRUCTOR AND INSTRUCTIONAL EFFECTS ON STUDENTS’ STATISTICS ATTITUDES

Using data from 23 statistics instructors and 1,924 students across 11 post-secondary institutions in the United States,we employ multilevel covariate adjustment models to quantify the sizes of instructor and instructional effects on students’ statistics attitudes. The analysis suggests that changes in students’ statistics attitudes vary considerably across statistics instructors. Instructor-associated changes instudents’ statistics attitudes are positively associated with instructional practices most proximal to tasks involving data as well as with instructors’ attitudestoward teaching their statistics classes. Moreover, instructor-associated changes in students’ statistics attitudes are positively related to changes in students’ expected grades. These findings lend support to previous qualitative findings about links between certain dimensions of teaching practices and students’ statistics attitudes.
 First published June 2020 at Statistics Education Research Journal Archives

Students and Teachers‟ Perceptions on What Matters in A Primary School Math Class

Students and Teachers‟ Perceptions on What Matters in A Primary School Math Class Dr. RayenneDekhinet, Dr. Ernest Afari Abstract This study investigates the perceptions of primary school students and their teachers on what practices are deemed important in learning and teaching Math respectively. For this, a survey was developed from Danielson‘s framework of teaching (2013). Four dimensions of teaching practices have been embraced namely: (1) learning environment, (2) students‘ role in class, (3) students‘ activities, and (4) students‘ progress. This study used descriptive methodology to answer the research questions. Data was gathered from 9 self-selected government schools. A total of 198 randomly selected students and 18 teacherscompleted the survey. Data analysis revealed that best practices for teachers in the four dimensions are most of the time in accordance with those identified by students. Full Text: PDF DOI: 10.15640/jehd.v10n1a15

Understanding behavioural engagement and achievement: The roles of teaching practices and student sense of competence and task value.

Different teaching practices, such as autonomy support and structure, provide students with a positive learning context supporting their engagement, which can operate through their underlying motivation, including sense of competence and task value. This study aims at investigating the best configuration (unique or synergistic) between autonomy support and structure to support student behavioural engagement, including compliance, participation, and misbehaviour, and reading achievement. A second objective is to assess students' sense of competence and task value as mediators linking teaching practices to student engagement and achievement. The samples included 1,666 7th-grade students and their 85 teachers. Students answered questionnaires and tests at the beginning and the end of the school year. Students' perceptions of the use of autonomy support and structure by their Language Arts teacher were aggregated at the classroom level. Students rated their sense of competence and task value in Language Arts class. Twice during the school year, they also reported three facets of their behavioural engagement (compliance, participation, and misbehaviour) and answered a reading comprehension test. Multilevel path analyses using Mplus7 allowed accounting for the nested structure of data. Student sense of competence mediated the association of student classroom-aggregated perceptions of teacher structure and autonomy support with self-reported participation in the classroom. Task value mediated the association between both teaching practices and student misbehaviour and compliance, as reported by students. Sense of competence was directly associated with later reading achievement, but the indirect effect of teaching practices was not significant. We foundnosignificant interaction (synergistic effect) between teacher autonomy support and structure. Student classroom-aggregated perception of teacher autonomy support and structure is important to nurture behavioural engagement. However, we found no extra benefit of combining these two dimensions of teaching practices. The processes linking these teaching practices to the three facets of student behavioural engagement were different. As such, to support the various aspects of student engagement, the actions of teachers, as reported by their students, should tap into the mechanisms that are most strongly related to each type of behaviour.

Teaching interactive practices and burnout: a study on Italian teachers

The purpose of the present study was to analyse the role played by teaching interactive practices (measured through a self-report Likert scale) in predicting teacher burnout, after controlling for school grade (primary vs. secondary school) and teaching experience. Participants were 282 Italian teachers equally distributed between primary and secondary schools. Teaching interactive practices were investigated through a purpose-built questionnaire concerning teacher- versus student-centred practices. Burnout was studied using the Maslach Burnout Inventory in its three-dimensional—Emotional Exhaustion, Low Personal Accomplishment and Depersonalization—Italian version. An explorative factor analysis on the questionnaire displayed three dimensions of teaching practices, namely student-centred practices focused on flexibility, student-centred practices focused on participation and teacher-centred practices. The main results showed that, irrespective of school grade and teaching experience, the adoption of interactive practices favouring students’ participation negatively predicted burnout; on the contrary, teacher-centred practices and flexibility positively predicted it. The result implications for educational processes and teacher training are discussed in the conclusion.

Best Practices of Teaching in Higher Education in United States: A Case Study

This study is an attempt to assess the level as well as factors associated with teaching practices among students and instructors in a higher learning institute in the United States. The sample population comprised 181 undergraduate and postgraduate students and 22 instructors from the School of Education. Questionnaires using a 6 point Likert-scale were administered to all 203 respondents whilst interviews were conducted with 5 undergraduates, postgraduates and instructors. In addition, document analysis was also conducted on the syllabus used for the 12 courses. Descriptive analysis indicated that most of the teaching practices (dimensions or overall) recorded above moderate level in higher education. Inferential statistical analysis indicated that many of the sub-variables seemed to have moderate influences on the dimensions of teaching practices. Results of independent-samples t-tests, indicated that gender did not have any influence on the perception of teaching practices. Generally, students' preference for feedback and active learning coincided with the concept of transformative learning. This should augur well especially in laying the foundations for more specific actions to further improve teaching practices in higher education in the United States as well as other universities which aspire to become research universities