Teaching Strategies In Education Research Articles

The purposes of internationalisation – future teachers’ perspectives

ABSTRACT This research investigates the purposes of internationalisation from the perspective of a group of international prospective teachers studying at a Swedish university. The results show that the prospective teachers’ understanding of internationalisation corresponds to three ideologies of internationalisation – idealism, instrumentalism, and educationalism – but there is also evidence of a more complex and multifaceted understanding of internationalisation. We propose that a new internationalisation ideology may be emerging that corresponds to ideas about ‘responsible internationalisation’ and is connected to the COVID-19 pandemic and changing geopolitics. The importance of taking future teachers’ viewpoints into account, as well as a considering changes to global and local educational contexts, is emphasised when formulating internationalisation strategies in teacher education.

테크놀로지통합교육을 위한 체육 교사 교육 전략 탐색

The purpose of this study was to explore and suggest teacher education strategies that train physical education (PE) teachers effectively integrate technology into their teaching. To achieve this, the study first analyzed the various barriers that PE teachers may face when applying technology in PE settings. Next, strategies to overcome these obstacles were thoroughly examined from the perspective of teacher educators. Finally, the study suggested systematic and practical teacher education strategies aimed at developing teachers who are capable of implementing technology into PE class. The barriers to technology integration are broadly categorized into primary and secondary barriers. This paper focused on presenting strategies to overcome secondary barriers and proposes teacher education strategies that take into account various knowledge systems and levels of integration.

Teacher’s Perspective on Roleplay and Its Positive Impact on Early Childhood Education

Early childhood education focuses on watching children's growth and development during their first five years of existence. To offer early childhood learners a holistic education, educators must meet their needs and promote their mental, physical, and emotional development. To create young generations capable of overcoming all of the issues of the future, instructors and students must collaborate to display rigorous learning that is enjoyable, creative, active interaction, problem solving, and independent decision making at a young age. The primary goal of this research is to investigate the benefits of role-playing in children's development, as well as teachers' perspectives on role-playing in early childhood education. This inquiry employed a qualitative approach. A survey was administered using open-ended questions, teacher observations, and document collecting. The study's survey of early childhood education teachers investigates how role-playing enhances children's cognitive, emotional, physical, social, and language development. The study's findings suggest that role-playing is an effective teaching approach for enhancing children's growth and development, especially in the early years. The study's findings will help not only instructors, but also schools, boards of directors, and Malaysian decision-makers build the best solution for encouraging role-play in early childhood education teaching strategies.

Discussion on Higher Education Teaching Strategies Based on Problem-Oriented Learning

Discussion on Higher Education Teaching Strategies Based on Problem-Oriented Learning

The implementation of Palestine’s national teacher education strategy: a case study

In the Middle East and North Africa region, including Palestine, the current teaching reforming trend toward international accountability and standards adoption is grounded by economic globalization. The Ministry of Education and Higher Education (MoEHE) in Palestine has been committed to attaining such a movement. With the aim of qualifying teachers, the national “Teacher Education Strategy” (TES) has been launched. This study examines the TES implementation process in Palestine. The implementation research is a critical aspect in analyzing the rationality, dynamism, and complexity of policy processes. Based on the case study methodology and utilization of a multi-disciplinary framework, the researcher gathered and comprehended the data. Zoom interviews and document analysis were applied for data collection. Moreover, the developed analytic model enabled the researcher to delve into the implementation process by examining aspects such as communication enforcement, delivery structure, policy objectives, roles and disposition of implementers, and socio-economic and political factors. However, a collective effort to reform teacher education has been hindered by several factors. Neoliberal policies and external influences, alongside political and economic restrictions, as well as the centralized and vertical structure of the MoEHE, have complicated Palestinians’ vision for decentralization in education. These challenges have impeded the development of a modern education system. Despite the many accomplishments, the core element of TES objectives has not been achieved yet. For authentic implementation, this research argues for an interaction of global and local discourses to achieve a higher consistency between the implementation goals and outcomes. It recommends a multiple-case design and comparative future studies.

In their Ideal Future, Are Preservice Teachers Willing to Integrate Technology in Their Teaching and why?

Preservice teachers’ beliefs regarding technology integration significantly influence their future teaching practices. This qualitative study examines the beliefs and intentions of 51 preservice teachers within the context of technology integration in their envisioned teaching scenarios. Thematic analysis identified three primary themes. Firstly, participants expressed their intentions to integrate technology into teaching, with 74% exhibiting a high intention, 22% moderate, and 4% low. Secondly, value beliefs encompassed positive perceptions supported by interest and usefulness, including eight roles of technology (e.g., facilitators, quality enhancers) and four concerns (e.g., equity, safety). Negative beliefs such as distraction were also identified. Thirdly, pedagogical beliefs varied, with 49% holding student-centered views, 37% being teacher-centered, and 14% balanced perspectives. Crosstab analysis explored relationships between technology integration intention levels, value beliefs, and pedagogical beliefs. These findings offer insights into preservice teachers’ beliefs on technology integration, informing teacher education programs and strategies to enhance technology integration in classrooms.

Research on STEM teacher education strategies for primary school in China

Over time, the requirements for scientific and technological talent have gradually increased. As a result, STEM education has attracted widespread attention from governments and educators worldwide. Research on STEM education showed that STEM teacher education is one of the critical factors in its development. This paper first analyses the current situation of STEM teacher education in China and other countries through CiteSpace software and finds that there is currently a lack of systematic research on STEM teacher education in China. Then, considering that STEM teacher education majors have not yet been established for primary school teachers in China’s colleges and universities, this paper clarifies the goals of primary school STEM teacher education from three dimensions through the analysis of relevant national policies. Finally, combined with the current curriculum plan for cultivating primary school teachers in China and referring to the STEM teacher education curriculum of the University of Texas at Austin, this paper establishes a core curriculum system for primary school STEM teacher education. Based on these works, we also propose primary school STEM teacher education strategies in three stages: preservice education, induction education, and in-service education.

Implementing Interdisciplinary Teaching Approaches: Challenges and Strategies in Teacher Education under NEP 2020

This paper explores the challenges and strategies associated with implementing interdisciplinary teaching approaches in teacher education, aligning with the objectives of the National Education Policy (NEP) 2020 in India. Emphasizing the holistic development of students, NEP 2020 advocates for interdisciplinary education to nurture critical thinking, creativity, and problem-solving skills.

Visualizing Learning: Evolution of Styles and Pedagogical Strategies in Teacher Education

This study investigates the relationship between learning styles and the teaching-learning process in university students of Primary Education, utilizing the Felder and Silverman model. A descriptive and statistical analysis of learning styles (visual, auditory, and kinesthetic) among 157 students was conducted using Google Forms surveys and SPSS analysis. The results show a predominance of the visual style, suggesting that teaching methods commonly used by faculty may have influenced the modification of students' Learning Styles to include more visual resources. The absence of the kinesthetic style is discussed, thus raising the hypothesis to be tested in ongoing studies that traditional educational methodology may influence the evolution of learning styles. This study highlights the importance of recognizing and adapting teaching strategies to predominant learning styles to enhance the effectiveness of the educational process. The findings suggest the need to integrate more visual resources into teaching while considering the variability and potential evolution of learning styles due to the educational methodology employed.

A study on the relationship between physical education teaching strategies and students’ physical fitness based on big data analysis

A study on the relationship between physical education teaching strategies and students’ physical fitness based on big data analysis

Research on Reforming Physical Education Teaching Strategies Based on Student Needs Perspective

Research on Reforming Physical Education Teaching Strategies Based on Student Needs Perspective

Students’ Psychological Analysis for Classroom Teaching Strategies of Art Songs Based on STEAM Education

Education in today’s society is starting to focus on training in line with the new curriculum concept and curriculum integration concept, paying attention to the change in students’ learning styles and following the law of students’ physical and mental development. In order to cultivate talents more in line with the needs of society and, meanwhile, to improve students’ own quality and comprehensive competitiveness, this paper analyzes and studies the classroom teaching strategies of art songs and students’ psychology under the educational philosophy of Science, Technology, Engineering, Art, Mathematics (STEAM). Firstly, the concept of STEAM education is introduced in detail, and teaching activities under the concept of STEAM education are analyzed. Secondly, the teaching strategies for the teaching of art songs are put forward. Finally, students’ learning psychology is explored to prove the correctness of the teaching strategies. A questionnaire survey is conducted by constructing the evaluation system of the STEAM educational concept. The survey results show that the classroom teaching of art songs under the STEAM educational concept significantly improved students’ “teamwork and interpersonal skills” and “learning interest”. The calculated results of P values are all less than 0.01, which shows that the correlation is significant. Therefore, the STEAM educational concept has positive significance for improving students’ learning motivation and comprehensive quality. This paper provides new theoretical and practical support for current higher education teaching strategies and models by assessing the application of STEAM education in teaching art songs and the blended teaching effectiveness in college English. This paper offers valuable experiences and methodological insights for future similar research endeavors.

A teacher education strategy based on metacognition and collaborative reflection: The protagonists' point of view

A teacher education strategy based on metacognition and collaborative reflection: The protagonists' point of view

Bridging the Gap: Integrating Theory and Practice for Early Childhood Physical Education Teacher Education in Korea

Early childhood physical education (ECPE) plays a crucial role in giving young children their first impressions of physical activity and promoting lifelong participation. In the Korean context, however, the provision of physical education to young children is challenging owing to a lack of expertise among teachers. This study aims to explore effective teacher training strategies to normalize physical education for young children in Korea. Accordingly, the purpose of this study was to derive teacher education strategies that minimize the gap between theory and practice in ECPE. These integration strategies are presented in two categories: pre-service teacher training strategies and in-service teacher training strategies. Five sub-categories were identified within each category, goal, content, method, evaluation, and environment, and the educational implications in terms of minimizing the gap between theory and practice in ECPE teacher education were discussed based on the results. The teacher education strategies derived based on this study are significant in that they prioritize the integration of theory and practice based on the shared opinions of ECPE scholars and practitioners and offer concrete and practical approaches that can actively contribute to the promotion of ECPE.

Profiles and developmental pathways of beginning teachers' intrinsic orientations and their associations with effective teaching behaviour

Prior research has highlighted the importance of intrinsic motivational-affective characteristics in empowering teachers to excel amidst professional complexities. This study sought to move beyond the prevailing focus on cross-sectional relationships between individual motivational-affective factors and specific aspects of effective teaching, seeking to understand their cumulative significance in shaping the longitudinal development of effective teaching. By proposing teachers' intrinsic motivational-affective orientations as profile indicators, this study profiles teachers during their initial two career years. Through surveying and observing 274 Dutch beginning teachers over three data collection waves, the results of latent profile and transition analyses identified two distinct profiles and four developmental pathways. A favorable profile exhibits positive correlations with stimulating learning climate and differentiated instruction. Moreover, the desirable pathways contribute to the development of differentiated instruction, offering valuable insights into sustainable professional growth for beginning teachers. Educational relevant statementThe present study holds significant educational relevance as it contributes to the theoretical understanding of teacher motivation, identity, and professional development. By identifying distinct profiles and developmental pathways of beginning teachers' intrinsic motivational-affective orientations, the study offers valuable guidance for targeted support strategies in teacher education and professional development programs. Furthermore, the recognition of non-linear associations between teachers' intrinsic orientations and specific effective teaching behaviours highlights the importance of cultivating desirable orientations to enhance teachers' capacity for establishing inclusive and stimulating learning environments. In general, this study carries practical implications for school leadership and educational institutions, offering avenues to foster positive and sustainable learning experiences for both teachers and students.

Motives for becoming a teacher, coping strategies and teacher efficacy among Swedish student teachers

ABSTRACT The current study examined whether different motives for entering teacher education and different coping strategies in distressful situations during teacher training were associated with teacher efficacy among student teachers. A sample of 517 Swedish student teachers completed a questionnaire. According to the findings from multivariate regression analysis, student teachers who scored higher in intrinsic and altruistic motives and cognitive restructuring, and lower in self-criticism, tended to show greater teacher efficacy.

The Use of Digital Games by Teacher Educators in Colleges of Education

Aim/Purpose: The current research examined the use of digital games in the fully online learning context imposed by lockdowns in response to the COVID-19 pandemic. In particular, we sought to understand the contribution that digital games made to teacher educators and how they used digital games in their remotely delivered courses. Background: Teacher educators experienced in using digital games in their teaching were interviewed regarding the contribution digital games made to their pedagogy when they were teaching remotely during COVID-19. Methodology: This qualitative study included 34 participants who taught four-year-degree programs in 13 teacher education colleges in Israel. Contribution: This study sheds light on a sparsely researched area by examining the contribution of digital games to teacher educators' pedagogy. The study also suggests practical implications for implementing digital games for teacher educators. Findings: Many participants used digital games. Some used them extensively as an integral component of the curriculum while others used them to break up the lesson and thereby retain their students’ interest and attention. However, a small number reduced their use of digital games citing work overload. Recommendations for Practitioners: This study suggests that education systems may be able to obtain post-pandemic-related gains to further advance the use of digital games as a pedagogic strategy in teacher education in the future. Recommendation for Researchers: An additional study using a more representative sample of teacher educators would be very valuable to gauge the roll-on effects of the sudden shift to remote online learning on the use of digital games following the return to face-to-face teaching and learning. Impact on Society: The findings have implications for how the use of digital games should be addressed in teacher education at teacher colleges. Future Research: Future research can address possible contributions or challenges that teacher educators face when using digital games, for example, in a hybrid learning environment to enhance engagement and promote active learning.

Retracted: Feasibility Analysis and Discrete Dynamic Modeling of Physical Education Teaching Strategy Based on Intelligent Computing.

[This retracts the article DOI: 10.1155/2022/4093924.].

Retracted: Physical Education Teaching Strategy under Internet of Things Data Computing Intelligence Analysis.

[This retracts the article DOI: 10.1155/2022/5299497.].

Discussion boards as a pedagogical tool engendering critical race conversations: Meeting anti-racist aims to raise consciousness and disrupt whiteness

This study's purpose was to offer an explanation into how intentionally-designed and anti-racist discussion board prompts influence preservice teachers' written critical race conversations. Participants were randomly assigned to one of two groups: Instruction-As-Usual (IAU) or Disrupting Whiteness (DW), with the latter group assigned discussion board prompts that included prompts that tasked students to interrogate structural racism. Qualitative analyses of discussion board post data were merged through integrating survey response relationship interpretations. Our results indicate that whiteness disruption and racial consciousness racialized constructs were present. Moreover, DW students evidenced more frequent critical race conversations, and integrated results reaffirmed a more holistic, anti-racist teacher education strategy. We conclude with implications for anti-racist teacher educators who use DBs in their pedagogy.