Teaching Strategies In Education Research Articles

Book review

Congcong Wang and Lisa Winstead are editors of this 386-pages volume, which contains five sections and 17 chapters, the first of which is a 46-pages long introduction followed by 16 original research papers, all of which offer valuable insights into the advantages and disadvantages of a current problem of foreign language education in the digital age. The first section of the volume is entitled Commentary, the second section is entitled Technologies across Continents, the third section of the volume is entitled Web Collaboration across Languages, the fourth section is entitled Less Commonly Taught Languages, and finally, the fifth section focuses on Teacher Education and Learning Strategies.

Effect of E-Evaluation on Work Motivation among Teachers during the Movement Control Order in COVID-19: The Mediating Role of Stress.

This paper aims to examine the effect of e-evaluation on work motivation among teachers during the Movement Control Order (MCO) in COVID-19 and determining the mediating role of stress.,The study is designed using a causal research design to examine the cause-effect relationship between the study variables. The study sample consists of 595 school teachers selected via convenient sampling. Quantitative data are collected from an online survey through the questionnaires with demographic, stress, e-evaluation and work motivation developed by the researchers were distributed during the MCO period. To test the model, structural equation modelling (SEM) was applied by using AMOS 21.,The results indicated that the e-evaluation, stress and work motivation of teachers during the MCO were conducted at a moderate level. The stress relationship with work motivation of teachers was also weak and showed a negative relationship, while e-evaluation and work motivation showed a strong relationship. The results of the SEM analysis revealed that the model fit was achieved with RMSEA = 0.07, GFI = 0.96, CFI = 0.98, TLI = 0.97, ChiSq/df = 4.30 and p = 0.00. In addition, there was no role of stress as a mediator in the relationship between e-evaluation and work motivation and e-evaluation contributed 54% to work motivation.,This study underlines our contention that teachers’ work motivation correlated positively with their e-evaluation. The findings suggest that teachers’ stress cannot mediate the relationship between e-evaluation and work motivation. The limitations of the study include the convenience sampling, non-probability sampling technique, not chosen at random and undermines the generalizations from sample to the population.,The results provide a useful framework to teachers for the successful implementation of e-evaluations in their instruction to enhance their work-motivation.,There is a lack of e-evaluation studies in teacher education and teaching strategies, and the correlation between e-evaluation and work motivation during COVID-19 pandemic is often absent.

“Science Writing in Higher Education: Effects of Teaching Self-Assessment of Scientific Poster Construction on Writing Quality and Academic Achievement”

Science writing is a complex rhetorical activity that enhances disciplinary participation in university education and requires learner-centered, inquiry-based explicit instruction. This study aimed to determine the effects of teaching writing self-assessment of scientific posters on writing quality and academic achievement in a higher education science class. An interdisciplinary team of science and writing scholars designed an action-research intervention based on two 90-min workshops focused on students’ self-assessment of writing scientific posters for a first-semester Cell Biology course for prospective teachers of biology and chemistry in secondary schools. Students co-created and applied a checklist to assess writing traits central to scientific communication (e.g. use of reliable references and original figures, inclusion of limitations and projections) in their posters. Promoted writing traits were qualitatively coded in double-blind fashion in posters from 19 teams with similar intakes: 9 teams (45 students, 100% population) in the treatment group and 10 teams (50 randomly selected students, 50% population) from two previous years. Principal component analysis (PCA) and permutation ANOVA were used to quantitatively determine divergence between groups. Results indicated that posters constructed by intervention-treated teams were significantly better in terms of the reliability and retrievability of sources; they also showed a higher number of student-made figures, projections and conclusions. In addition, evaluators’ scores for posters increased in the treatment groups, although this did not have a significant impact on overall grades. These results offer empirical support of self-assessment for learning and the use of poster construction as effective pedagogical strategies in science teacher education.

ICT as Blending Methodology: A Case Study in a Bilingual School in Castilla la Mancha

The use of Information and Communication Technologies (ICT) is increasingly affecting every aspect of our daily lives, including the educational field where new approaches and methodologies are being developed. CLIL is currently one of the most popular educational approaches in Europe as it combines specifically created online course materials with more traditional teaching strategies. The case study introduced in this paper involves a charter school in Castilla-La Mancha called La Merced where CLIL was introduced in 2013. In the academic year 2018-2019, the school was taken over by an international educational network named Red Educativa Arenales, which decided to modernize the school by introducing highly innovative education teaching strategies related to ICT methodology. The initial stage of the modernization plan consists of equipping every classroom with digital devices such as laptops and tablets, as physical textbooks have been substituted by an online learning platform. Most school stakeholders agree that this first year has proved to be highly satisfactory regarding students’ motivation and academic achievement. Drawing on my experience as an English teacher in La Merced since 2011, in this paper I compare the classroom atmosphere and the academic achievements of my students until 2018, when more traditional methods were in use, to last year’s textbook-free pilot program. I will focus on my own grade, namely 3rd level of secondary education class (age 15-16) whose exam results have remarkably improved since the implementation of ICT blending methodology.

Teacher Training at Kazan Federal University:

In 2020, Kazan University received a notable token of recognition for its work in teacher education in the past five years. According to the Times Higher Education, our university is now among the top one hundred in the Education subject rankings. Currently, this is the best position among the universities of Russia, CIS, and Eastern Europe. This validates the strategy in teacher education that the university has been implementing over the past years. 2020 is also a special year because it marks ten years of our federal status – the status granted by an executive order of the President of Russia. Currently, KFU is among the ten largest Russian universities; we have about 50,000 students in the majority of the existing higher education specializations. The University collaborates in many scientific and educational programs, including a federal project for boosting the international competitiveness of Russian universities.

Thematic Problems as a didactic strategy in initial teacher education

This paper presents a didactic strategy developed in the initial teacher education in Chemistry, through the articulation between the Problem Solving Methodology and Themes, which was called Thematic Problems. Thematic Problems include the approach of problem situations linked to thematic subjects that require scientific knowledge for their reflection and subsequent resolution. It is intended from this method, to provide academics with the possibility of placing them in the role of teacher, providing them with subsidies for the elaboration of problem situations and their own didactic materials; reflection on the adequacy of different methodologies of classroom teaching, considering the learning objectives created by the undergraduates and the consideration of the importance of the association between specific and pedagogical contents for the exercise of the teaching profession. In this article, in addition to the approach to structuring and classifying Thematic Problems, we present examples of thematic problems elaborated by teachers in initial formation.

Hybrid team based learning-personalised education for teaching epidemiology in public health degrees

Abstract Background University education in Australia and internationally involves teaching diverse students: in terms of age, life experience, previous degrees completed, and level of English competency. In Australia the Bachelors of Public Health (BPH) at The University of Wollongong, epidemiology is a core subject. It aims to equip students with the knowledge and skills needed to design, critique and interpret studies that investigate why different populations experience different health outcomes. A student-centred learning strategy; Hybrid Team Based Learning and Personalised Education teaching strategy (HTBL-PE) was created to maximise academic success. Each phase has a distinct purpose based on learning theories (e.g. TBL, Bloom's taxonomy and Vygotsky). HTBL-PE aims to systematically build students abilities; strengthen self-confidence and belief, by teaching the way students learn and harnessing the capabilities of the team to strengthen the individual. Objectives HTBL-PE was evaluated in spring 2019 in the BPH, where their experiences at the beginning and end of semester were measured. Results In total 73 out of 84 enrolled students provided data at both time-points (87%). At the end of the semester, the vast majority of students indicated their interest in epidemiology had increased (93%), critical thinking had improved (92%), and confidence as independent learners had increased (86%). Outcomes did not differ significantly by gender or across learning styles. More than two thirds of students had already applied learnings from this subject in other settings (67%). Students' final mark for this subject was significantly higher than their Weighted Average Mark (WAM) prior to the semester (+17.4, p < 0.001). Average scores for the subject were > 84/100 with a < 0.5% failure rate. Conclusions HTBL-PE has positive learning outcomes; low failure rates, increased confidence in learning and themselves, increased interest in epidemiology and high overall scores in the subject. Key messages An effective new innovative teaching strategy resulted in a subject average score > 84/100 and <0.5% failure rate. The vast majority of students reported increased confidence as independent lifelong learners, critical thinking, confidence in epidemiology (knowledge, skills, and attitudes) and themselves.

Three suggested teaching strategies for students who are deaf or hard of hearing

This paper addresses current issues in deaf education including poor academic progress and employment outcomes of individuals who are deaf and hard of hearing (D/HH) as well as provides suggestions for improving overall academic achievement of this population. Specifically, three instructional strategies are recommended for teachers: choral responding, response cards, and peer tutoring. These three strategies have been shown to increase active student responding in classrooms for children who are typically developing and children who have disabilities. For international deaf students in countries that may rely on volunteers who lack basic requisite skills these general education teaching strategies are easy to use even by novice teachers. Recommendations are tendered for how teachers can include these simple teaching strategies in classrooms serving students who are D/HH.

Unpacking EFL textbook content: A focus on teachers’ role in the textbook-based classroom

This theoretical paper first explores how English-as-a-foreign-language (EFL) teachers’ beliefs impact their delivery of textbook content. In response to this important pedagogical relationship, as well as the trend of de-contextualized teaching in EFL settings, this paper argues for the compatibility of systemic functional linguistics (SFL) as an intervention tool to shape teachers’ beliefs and facilitate their deconstruction of textbook content in terms of the co-play between language form (i.e., grammar/vocabulary) and meaning representations. The paper ends with pedagogical strategies for pre-service and in-service EFL teacher education, enabling teachers to conceptualize the dynamic relationship between language form and meaning embedded in textbook content and to enact contextualized instruction in textbook-based classrooms.

Enhancing learning in diverse classrooms to improve nursing practice

North Americas’ population today constitutes more people of diverse backgrounds than ever before. Consequently, nurses are faced with caring for patients that they may or may not have prior knowledge of patients’ cultures, values, practices, attitudes, and behaviours. Therefore, better preparing future nurses is of utmost importance. Educators of undergraduate nursing programs have an opportunity to reassess current student learning experiences and refocus on respecting and valuing the individuality of student learning within diverse classrooms. Being knowledgeable of potential barriers and challenges for students can support efforts for accommodation. The objective of this manuscript is to highlight various teaching strategies for educators to promote communication, build confidence and develop cohesiveness within classrooms, hence, enriching the learning environment. As a result, classroom inclusivity leads to cultural humility in nursing students, enhanced quality of client care, improved nursing practice, and reduced health disparities amongst diverse populations.

Teaching in an Era of Political Divisiveness: An Exploration of Strategies for Discussing Controversial Issues

The dramatic increase in hate-related bullying and culturally and/or racially offensive comments or symbols in the wake of the 2016 election came as a surprise for many educators across the United States. Research points to both an increase in frequency of hate related speech and controversy in schools, and teachers reporting a lack of training, resources, experience or support to effectively address difficult issues in the classroom. Research suggests the importance of teachers being able to effectively address difficult or controversial issues in their classroom in terms of student safety and well-being. As a result, concrete, research-based suggestions for teachers to engage students in civil discourse around controversial issues, and strategies for school leaders and teacher educators to help in this process are provided. In addition, links to relevant sources with valuable advice, lessons, and materials are provided.

A New Strategy for Teacher Education in Hungary

A New Strategy for Teacher Education in Hungary

Pre-service English Language Teachers’ Use of Reflective Journals in an Assessment and Testing Course

This text discusses how the implementation of the reflective journal in a language assessment and testing course for prospective English language teachers at a private university in Medellin, Colombia, contributed to develop their Language Assessment Literacy (LAL). Among the main contributions, future teachers highlight a shift of mind concerning assessment beliefs and a feeling of empowerment towards assessment practices. In the same vein, the text presents prospective teachers’ views on constraints that can emerge when reflective journals are used as a learning strategy in teacher education.

Teaching and talking about religion: strategies for teacher educators

PurposeThe purpose of this paper is to outline arguments for addressing religion in social studies teacher education, including strategies teacher educators might use on how and why pre-service teachers should incorporate teaching about religion in their classes. Topics addressed are: issues surrounding pre-service teachers’ religious identities; teaching pre-service teachers about legal issues associated with religion in public school classrooms (e.g. teaching about religion vs teaching for religion, First Amendment rights and constraints); teacher education’s role in developing religious knowledge and the influence of religion in the disciplines that comprise the social studies; and an overview of strategies and resources that teacher educators can use with their pre-service teachers.Design/methodology/approachThis paper provides a literature review and arguments for addressing religion in social studies teacher education. A lesson plan and resources for teacher educators are also provided.FindingsTeaching and talking about religion can no longer be marginalized or ignored within social studies teacher education. Whether it be the importance of pre-service teachers’ religious identities, legal issues related to public schooling or the influence of religion across the social studies disciplines – religion matters to social studies teacher education. As the current social, political and cultural realities attest, the influence of religion appears to be more and more significant in our interconnected and interdependent world.Originality/valueReligious literacy is a key part of civic competence and if social studies is viewed as a way to help prepare a more informed citizenry – and a way to teach and promote dialogue across difference – then social studies teacher educators must find a way to include religion in their courses. By doing so, teacher educators encourage pre-service teachers to examine how religious identity may influence their teaching, and also help develop religious literacy and an understanding of how religion is integral to the various social studies disciplines. Ultimately, this important and often ignored work in teacher education may foster cultural understandings that will lead to a more informed and respectful society.

Using modelling to make culturally responsive pedagogy explicit in preservice teacher education in Finland

Despite multiculturalism being discussed in teacher education, teachers still often feel insecure in the classroom around developing meaningful practices. This might be due to several issues about how preservice teachers are taught. In this article, modelling culturally responsive pedagogy is demonstrated as a promising strategy in shaping preservice teachers’ learning experiences and facilitating the finding of pedagogical responses in their future work. The article examines preservice teachers’ awareness of modelling as a teaching strategy in a multicultural education course in Finland, and the ways in which they connected the modelled strategy to their own learning and intentions for future teaching. A total of 246 reflective learning journals were analysed qualitatively, using a constant comparison approach. The results indicate that preservice teachers recognised and reflected on modelling culturally responsive pedagogy. They highlighted several aspects of the culturally responsive activities, environment and teacher educator behaviours modelled for them. For some preservice teachers, this recognition stayed at the level of personal awareness of own learning on the course, but for others these revelations were springboards to start forming ideas about future teaching practice. Preservice teachers articulated their intentions about the kind of teachers they would like to become, their principles in teaching, as well as specific teaching/learning activities. We present how the modelling of culturally responsive pedagogy strategies allowed preservice teachers to self‐reflect, critique and connect their own learning experiences to future practice. Therefore, modelling culturally responsive pedagogy is argued to be a fruitful strategy in teacher education.

ADOPTING IDEAS FROM CURRENT NORDIC TEACHER EDUCATION STRATEGIES TO INITIAL SCIENCE TEACHER EDUCATION

A key goal of initial teacher education in all countries is to educate quality teachers through a quality post-secondary programme and then support them in their careers through professional learning. However, there are different definitions and interpretations of a quality teacher or a quality teacher education programme. Several terms are used to describe a quality teacher, such as professional, effective, competent, expert, or ideal (Stronge & Hindman, 2003; Goel, Bell, & Little, 2008). Furthermore, the definition of a quality teacher changes continuously and follows the current trends of society and working life. Consequently, national-level teacher education strategies and teacher education programmes are continuously improved. In the Nordic region, all countries have been developing initial teacher education at the national and institutional levels over the last five years. In this editorial, I will briefly analyse the aims of new Finnish, Norwegian, and Swedish national-level teacher education strategies. Then I will briefly discuss how we can improve science teacher education according to the new strategies.

THE PERFORMANCE OF RELIGIOUS TEACHERS AT ISLAMIC HIGH SCHOOL IN NUNUKAN ISLAND, NORTH KALIMANTAN

This study aims at determining the performance of religious education teachers in Aliyah Madrasas on Nunukan Island, North Kalimantan, and increasing the role of performance of religious education teachers in carrying out their duties to Aliyah Madrasas on Nunukan Island, North Kalimantan. This type of research is qualitative research located on Nunukan Island, North Kalimantan. Methods of data collection are carried out using observation, interview and documentation techniques. Data analysis carried out was data reduction, data presentation and data verification. Then the data validity is tested by observation and triangulation.The results showed that performance of religious education teachers in the Aliyah Madrasah on Nunukan Island in North Kalimantan is relatively good. However, it still needs to be improved, especially in terms of discipline, ability in the preparation of components of learning devices, as well as the ability to use learning media. 2) Teacher education strategies to improve their performance by conducting continuous evaluations, supervising and evaluating administration, 3) Supporting factors for the performance of religious education teachers, namely a conducive learning atmosphere, harmonious relationships, the ability of the headmaster to motivate teachers. While the inhibiting factors are the lack of facilities and infrastructure needed by religious education teachers, small and minimal income.

Primary Science Preservice Teacher (PST) Online Publishing: Is It Recognized as Valuable?

ABSTRACTThis article presents a case of online publishing in teacher education and explores the status preservice teachers (PSTs) associate with this act. Publishing as a teacher education strategy is investigated to inform the use of tutorial products that provide learning and teaching advantages. Motivated by Education for Sustainability, professional vocational publishing provides assistance to teachers, from PSTs, while PSTs learn teaching. In 2014, PSTs designed teaching tools for primary science teachers published on the La Trobe Wildlife Sanctuary (LTWS) Web site. From 92 PSTs surveyed with an 85% response rate, the value, involvement, and quality of tutorial products was attributed to, and raised, when published online. The data suggested that PSTs supported this as a teaching approach and would consider applying it in their future teaching.

ICT integration in English language teacher education: insights from Turkey, Portugal and Poland

The aim of the study was to investigate how well language teacher education (LTE) programmes prepare future teachers for ICT integration with the comparison of three different contexts (Turkey, Portugal and Poland) from the perspectives of the teacher trainees and teacher educators (TEs). Using a scale and multiple interviews, the data were analysed quantitatively and qualitatively. The results revealed that although there were three different contexts in three countries, LTE programmes seemed to implement teacher education strategies so as to prepare future teachers for educational technology use similarly at a moderate level. Modelling TEs and reflection on technology use were found to be significant strategies followed while feedback and instructional design strategies were challenging for the programmes. Furthermore, the results also indicated limited access to resources, lack of institutional support and qualified TEs who could successfully use and integrate technology into their teaching. Based on the findings, implications on how to integrate technology training into LTE programmes are discussed.

Fortalecimiento del uso de tecnología de la información y comunicación para el quehacer educativo docente

La presente investigación tiene por objetivo desarrollar y aportar un recurso didáctico apoyado en el uso de las Tecnología de Información y Comunicación (TIC) que fortalece la comunicación educativa de 23 docentes de Ingeniería en Sistemas Computacionales que utilizan las siguientes herramientas tecnológicas: Facebook y Correo Electrónico, cuya práctica mayor es potenciar la comunicación socialmente, pero escasamente para aplicar estrategias educativas en aula; la problemática se centra en el poco uso educativo de estas estructuras tecnológicas como alternativas educativas de aprendizaje y comunicación, las causas pueden ser diversas. Una de ellas es la falta de estructuración y exceso de ruido visual. Por ello este recurso TIC proporcionará a los docentes un espacio de integración de recursos textuales y multimedios que presentan, desde el uso básico de Facebook y Correo, hasta algunas metodologías estructuradas específicas de uso académico.
 El ámbito educativo de la investigación se utilizó el enfoque cualitativo, descriptivo. Se empleó un muestreo de variación máxima para determinar si el recurso tecnológico desarrollado apoya y fortalece el uso de TIC como una de las competencias básicas que todo docente del siglo XXI debe poseer; es aplicado a 3 subgrupos del total de docentes por medio de entrevistas no estructuradas. Al concluir la investigación los resultados indican que el recurso desarrollado es considerado una herramienta tecnológica de integración y gran valor para dar a conocer, usar y fortalecer las estrategias educativas docentes que ofrece Facebook y el correo electrónico como nuevas formas de enseñar y comunicarse en el aula.
 Palabras clave: Recurso tecnológico, TIC, educación, fortalecimiento, comunicación, estrategia educativa