Student Teachers Research Articles

The impact of a theory-practice-based professionalisation program on student teachers’ knowledge, motivation, and beliefs

ABSTRACT As teachers in training must learn key professional competencies, student teachers often undergo training approaches that are either based in theory or practice. To more comprehensively promote student teachers’ professional competencies, we examined the effectiveness of a combined theory-practice-based professionalisation program on student teachers’ knowledge, self-efficacy, and instructional beliefs. The intervention, focusing on differentiated reading instruction, included theoretical training and a practical application in which student teachers implemented an evidence-based reading training in schools. The control group (N = 44) and the experimental group (N = 35) consisted of student teachers in their practical semester at university, while the experimental group additionally received the intervention. Compared to the control group, the experimental group experienced self-reported improvements in knowledge, self-efficacy, and teacher-centred beliefs, and these improvements had developed early in the training process. Overall, this study emphasises the effectiveness of the combined training approach and the importance of early theoretical training.

The Benefits of Self –Assessment

The article examines the benefits of self-assessment and emphasizes its paramount importance in the teaching process. Our work analyzes the purpose of self-assessment, which is accompanied by numerous benefits when coupled with teachers’ feedback. The primary aim of this article is to highlight the role of students in educational activities, who are equipped with the opportunity to involve in self-assessment through different approaches. Providing constructive feedback and setting adequate goals for the learning outcomes are also indispensable components in this process. Notably, students with low self-esteem often experience anxiety and depression, which is closely intertwined with academic performance and assessment. Modern educational standards offer a plethora of possibilities to integrate innovative practices into the teaching process, establishing engaging and welcoming environment for all students. Hence, constructive and appropriate self-assessment can significantly contribute to improving students’ self-esteem, sharpening their skills, and promoting academic success. The article employs various methods, including self-reflective rubrics, self-assessment questionnaires and direct observation. Using these methods proves to have positive results in students’ academic life. The final results and conclusions of our research, conducted at Bahcesehir International University Batumi (BAU) are thoroughly discussed and conceived in the study. These findings underline the powerful impact of self-assessment on students’ academic development, marking its role in personal and educational outcomes. Results revealed that the majority of students gained autonomy and identified their strengths and areas for improvement in the learning process.

Pengaruh Media Video terhadap Minat Belajar Siswa Kelas V dalam Pendidikan Agama Katolik di SD Negeri 076689 Fulolo Alasa

This study aims to see the effect of video media on the students’ learning interests for the fifth grade students in the learning process of Catholic religious education. Video media is one of the teacher's aids, which can be used as a bridge from the teachers and students in teaching and learning process The video is displaying the learning materials about Catholic religious education. This is quantitative research with experiment design. The population in this study were students of the fifth-grade in SD Negeri 076689 Fulolo Alasa elementary school. The samples are the class of V as a control as an experiment class. The researcher does a raffle from five classes to get the sample. Data collection techniques in this study were carried out by observation, questionnaire and student learning outcomes in class V.

Mellom fantasi og virkelighet: Lærerstudenters oppfatning av dataspills etikkdidaktiske mulighetsrom

This article explores how student teachers experience the potential that games can bring to ethics education. We had student teachers test different games and then reflect on the games' possibilities, both individually and in groups. The study shows that the students place significant emphasis on the action-oriented aspect of ethics, applied ethics, and that this influences the criteria they believe a video game should meet to be used in teaching. The students emphasized that the choices in the games should be clear and realistic for them to be relevant for students in a classroom setting. Games with magical elements, on the other hand, were seen as less relevant. The students also emphasized that the choices players have to make in the games should be discussed in groups, so that different perspectives and viewpoints are more clearly highlighted. Keyword: Game-based learning, ethics didactics, teacher education, digital games, immersion, frames

Social support mediates job demands, and burnout relation among public senior high school teachers, Ghana

We investigated the extent to which job resources mediated the relation between job demands and burnout among public senior high school teachers in Ghana. We determined how job demands influenced the level of burnout among these teachers. Participants included 1028 public senior high school teachers (female = 491) who have been teaching between 1 year and 32 years. The participants completed the Maslach Burnout Inventory Educators Survey, the Job Content Questionnaire, and the Social Provisions Scale. Multiple linear regression analysis results indicated that job demands and social support predicted burnout among the teachers. Furthermore, social support partially mediated the effect of job demands on burnout. Thus, there was a high level of job demands among this group of teachers, which triggered high levels of burnout. In such a situation, quality teaching and supervision of students for effective learning could be compromised. There is the need for safety leadership in all matters that concern teachers’ health and safety.

Meningkatkan Hasil Belajar Pak Melalui PBL Berbantuan PPT di SDN 091450 Bah Tongguran

Education plays an important role in preparing qualified and competent workforce, and becomes a benchmark for a country's development. The quality of the teaching and learning process in schools is greatly influenced by students' learning motivation and teacher creativity. However, Catholic Religious Education learning at SDN 091450 Bah Tongguran often faces challenges, such as monotonous teaching methods, which cause a lack of student interest. This study aims to improve student activity and learning outcomes through the application of the Project Based Learning Model (PBL). This research method involves grade III students with a focus on increasing learning activities and self-understanding as developing individuals. The results of the study indicate that the application of the technology-assisted PBL model can improve motivation and learning outcomes, as reflected in the increase in average scores from cycle I to cycle II, as well as improvements in student character indicators. These findings confirm that the PBL method has the potential to improve the effectiveness of Catholic Religious Education learning, and it is recommended for teachers to use this method to create a more interactive and enjoyable learning environment.

Memoryless Multimodal Anomaly Detection via Student–Teacher Network and Signed Distance Learning

Memoryless Multimodal Anomaly Detection via Student–Teacher Network and Signed Distance Learning

Playful Computation

This paper investigates students’ experiences and teachers’ attitudes towards playful computation: an innovative pedagogy that emphasizes playful learning to teach students information and computing technology. A pilot study was conducted at a Californian primary school during the summer, involving 84 students and 5 teachers engaging in creative and playful computing activities such as 3D printing, coding drones, redubbing audio, building computers, and music production. Student surveys, teacher interviews, and classroom observations were collected in mixed-methods research to provide multiple perspectives on the challenges and benefits of implementing the pedagogy. Key findings indicate that playful computation significantly boosted student engagement and enjoyment, even surpassing student expectations. Teachers also expressed surprise at the increase in engagement as well as persistence, attributing this to the intrinsically rewardingnature of playful activities. Playful computation also promoted student self-expression and collaborative learning. However, teachers expressed concerns about the practicality of implementing this pedagogy in standard educational settings due to existing structural constraints of aligning with academic standards. Classroom management and lack of established norms for play in this learning context also limited their lesson plans and implementations. Supporting the existing literature on the benefits of playful learning, this research also suggests the need for further investigation into its role in facilitating flow and non-cognitive traits like grit. Investigating how playful computation impacts students’ testable learning outcomes is also recommended as a necessary research direction to facilitate broader implementation in American classrooms.

Grade 13 commerce students' perceptions on English language learning at a government school in Nintavur Educational Division

This study aims to comprehensively understand Grade 13 Commerce students' perceptions of English language learning at a government school in the Nintavur Educational Division. The research identifies challenges students face, evaluates the effectiveness of learning resources and teaching aids, and assesses overall learning experiences and teachers' attitudes. Employing a mixed-methods approach, the study integrated quantitative and qualitative data collection, involving 74 students, two English teachers, and educational stakeholders, including the Principal and In-Service Advisor (ISA). Data were gathered through structured questionnaires, semi-structured interviews, focus group discussions, and classroom observations. Quantitative analysis revealed students' fear of making mistakes, lack of confidence, and concerns about pronunciation as significant barriers to learning English. The effectiveness of learning resources was met with mixed opinions, indicating uncertainty about their impact. The study also highlighted dissatisfaction with current teaching methods, with a noted disconnect between teaching practices and students' needs. Chi-Square analysis showed no significant gender differences in perceptions of learning experiences or teachers' attitudes. Qualitative insights from interviews and observations suggested gaps in textbooks and a need for more interactive and practical teaching approaches. The study concludes that addressing emotional barriers, improving teaching resources, and enhancing teacher training are critical for advancing English language education. A multifaceted approach, incorporating better pedagogical strategies, relevant resources, and supportive learning environments, is essential for overcoming the identified challenges and improving students' English language proficiency.

A Suggested Training Program In Light Of TPACK Model To Develop The Teaching Performance Of Science Student Teacher

A Suggested Training Program In Light Of TPACK Model To Develop The Teaching Performance Of Science Student Teacher

Об изменении подходов к формированию читательской грамотности школьников

The article highlights the results of a study of the problem of developing reading literacy among schoolchildren in Kyrgyzstan in the light of the requirements of the All-Republican Testing (ORT). ORT tasks place higher demands than subject standards in terms of students' language skills and level of text complexity, as well as in terms of depth of analysis, analytical, critical thinking and the ability to apply knowledge in practical scenarios mastered in school subject lessons. However, there are gaps between the requirements of ORT and teaching students reading and comprehension at school. To eliminate the gaps between subject standards, methods of teaching reading and comprehension at school and the requirements of ORT, the author proposes ways to solve the problem that will contribute to the development of students’ ability to read and understand a variety of texts of varying complexity, which, in turn, will contribute to the formation of students’ information skills. competence.

Evaluating Effectiveness and Challenges in B.Ed. Student Teacher Internships

The B.Ed. internship program is essential for teacher preparation, but its effectiveness in preparing future educators for diverse classrooms requires ongoing evaluation. The school internship programme in teacher education is changing from a pre-specified practice-teaching approach to a more comprehensive approach, as emphasized by the NCTE Regulations, 2009 and 2014 respectively. The 2009 regulations expanded the scope of practice-teaching by emphasizing the importance of student-teachers experiencing all school activities and programs. The 2014 regulations further strengthened the component of ‘Field Engagement’ by prescribing a longer duration of 15 weeks. In the present paper researchers has made an attempt to examines the effectiveness and challenges of B.Ed. student teacher internships, focusing on skill development, support structures, and resource availability. It also investigates the program’s impact on student teachers’ confidence in managing diverse classrooms and fostering student success with varying needs and abilities perception of student teachers about the engagement of 15weeks (15+2 weeks) with the field in B.Ed. 3 rd. semester. Internship Programme as per the curriculum of Guru Nanak Dev University Amritsar Punjab. The present study aims to evaluate the effectiveness and challenges faced by student teachers during their internship. The sample consisted of 180 student-teachers selected from B.Ed. colleges of Amritsar district through random sampling. The study, utilizing an open-ended questionnaire, revealed that student-teachers encountered numerous challenges during their internship in the 3rd semester of B.Ed., highlighting the challenges faced by both students and educators.

Effects of a Training Program to Improve Co-Teaching and Collaboration Skills for In-Service Teachers of Special and General Education

Although co-teaching is increasingly recognized as a valuable approach in inclusive education, comprehensive studies that examine the impact of targeted professional development on enhancing teachers’ capabilities in this area are lacking. The limited research on this topic fails to provide clear evidence of the effectiveness of such training programs and their potential benefits for special education and general education teachers. Addressing this issue, this study investigates the effectiveness of a proposed professional development training program designed to elevate co-teaching and collaboration skills among in-service teachers. A one-group quasi-experimental design was used, and a convenience sampling of 32 female teachers, comprising 16 special education and 16 general education teachers, participated in the program consisting of 14 intensive sessions. Pre- and post-intervention assessments, comprising a co-teaching test and a collaboration skills scale, were administered. Results demonstrate significant benefits of the training program, with participants showcasing improved performance in the co-teaching post-test and collaboration scale. Special education teachers notably outperformed their general education counterparts in co-teaching skills. However, the analysis did not reveal any statistically significant differences between teachers of students with learning disabilities and teachers of general education regarding their performance on the collaboration skills scale. The study concludes with recommendations and future research directions, offering insights to further advance co-teaching practices and collaboration skills among educators.

The usage of stochastic matrices while learning the topic “Eigenvalues and eigenvectors of a matrix” in the course of Higher Mathematics

Abstract The article looks into teaching students mathematical modeling during the mastering of the topic “Eigenvalues and eigenvectors of a matrix” in the Linear Algebra. The modeling is based on the usage of matrices built based on Markov chains. The analysis of the researchers’ papers shows that the usage of matrices of this type can be implemented while teaching students of different university specialties. The analysis of the prerequisites for the involvement of stochastic matrices in the consideration of students has helped to determine additional concepts and theorems that should be considered while learning “Eigenvalues and eigenvectors of a matrix”. The theorem on the presence of stochastic vectors in a stochastic matrix can serve as a formula for systematizing problems that can present applications of eigenvalues and eigenvectors of the matrix in real-life situations. The results of the experiment conducted using the developed system of problems for students of different University specialties show the improvement of skills provided by mastering the topic “Eigenvalues and eigenvectors of a matrix”.

Enhancing digital literacy skills among teachers for effective integration of computer science and design education: a case study at Astana International School, Kazakhstan

This study explores the development and impact of digital literacy skills among teachers at Astana International School, Kazakhstan, and examines how these skills influence the teaching of Computer Science and Design to middle school students. Employing a mixed-methods approach, the research combined quantitative assessments of students’ proficiency with qualitative evaluations of teacher and student experiences, involving 71 teachers and 382 students from grades 7 to 10. The findings indicate that students taught by digitally literate teachers demonstrated significant improvements in designing and utilizing virtual reality tools, mobile applications, and other digital resources, with teachers facilitating more interactive and engaging learning environments that enhanced students’ technical skills and creative capacities. This research contributes new insights into the dynamics of digital literacy in education, emphasizing the critical role of teacher training in digital tools for enhancing educational practices and uniquely demonstrating how systematic application of digital literacy can transform educational outcomes, supporting the integration of technology in teaching, aligned with the needs and competencies of Generation Z students.

Engagement and learning approaches among medical students in an online surgical teaching programme: A cross-sectional study

BackgroundThe COVID-19 pandemic prompted the transition of all teaching and learning of final-year General Surgery students to an online platform. Despite the utility of online methods, challenges exist such as a sense of impersonal learning, and poor student engagement. Student engagement with course content is important for deep learning. An Online Student Engagement Scale (OSE) and a revised Biggs Two-Factor Study Process Questionnaire (R-SPQ-2F) were used to evaluate student engagement and learning approaches respectively. MethodsA cross-sectional study was conducted in 2021 at a South African university. The OSE and R-SPQ-2F online survey tools were administered to all final-year students (n = 325) enrolled in the surgical online module. Quantitative data was collected, and the data was analysed statistically using R-Statistical computing software. Results are presented in the form of descriptive and inferential statistics. The reliability of the tools was evaluated by Cronbach's alpha. ResultsThe survey response rate was 35.4 % (115/325). Students were engaged at a high level, and the median (IQR) scores of the OSE tool were 71.0 (63.0–78.0). Overall, students adopted a deep approach (DA) to learning, with median (IQR) scores of 34.0 (30.0–39.0) on the R-SPQ-2F tool. There was a moderate positive correlation between the total OSE score and DA (0.53, p < 0.001). Both the OSE and R-SPQ-2F tools showed an acceptable level of internal consistency of 0.893 and 0.806 respectively. ConclusionsStudent engagement was associated with deep learning approaches. The OSE and R-SPQ-2F tools were reliable tools to measure student engagement and learning approaches among medical students.

Efektivitas Penerapan Model Pembelajaran Problem-Based Learning dalam Pendidikan Agama Islam Siswa SMAN 10 Batanghari

This study evaluates the effectiveness of implementing the Problem-Based Learning (PBL) method in Islamic Religious Education (PAI) teaching for 10th-grade students at SMAN 10 Batanghari. The primary goal of this research is to enhance students' understanding, engagement, and collaboration skills through a more interactive and contextual approach. Data were collected through in-depth interviews, participatory observations, and document analysis, and analyzed using thematic analysis techniques. The results indicate that the application of the PBL method positively impacts students' understanding of PAI material, particularly on the topic "Avoiding Free Association to Protect Human Dignity and Honor." Furthermore, this method also increases student engagement and motivation, as well as strengthens their collaboration and communication skills. However, the study also identifies several challenges, including students' difficulties in time management and independent information-seeking, as well as limited access to technology and resources. These findings suggest that to maximize the effectiveness of PBL, additional teacher training and adequate resource provision are required. This research makes a significant contribution to the development of more effective and relevant PAI teaching strategies that meet current students' needs.

Development Of Physics Teaching Materials On The Subject Of Light Interference Based On Discovery-inquiry For Senior High School Students

Abstract Efforts to improve student’s concept understanding can be used teaching materials that emphasize process skills. Researchers tried to make teaching materials using discovery-inquiry learning which is learning that emphasizes investigation (process skills) carried out by students. The purpose of this study was to determine the feasibility of Physics Teaching Materials and Learning Guides on the subject of Light Interference in High School. This research is a development research that uses the first five steps of the Borg and Gall method, namely according to Borg and Gall. The results showed that the feasibility of content, language feasibility and content presentation of student teaching materials and teacher learning guides (teacher teaching materials) based on discovery-inquiry were categorized as feasible.

Influence Of Resource Availability On Effectiveness Of Performance Management System In Public Secondary Schools In Nairobi County, Kenya

The Teachers Service Commission introduced performance management in public secondary schools in Kenya in 2016. However, the performance management system did not work as per plan and has not attained the expected teaching and learning outcomes. The purpose of this study was to examine the influence of resource availability on the effectiveness of the performance management system in public secondary schools in Nairobi County, Kenya. This research was anchored on the resource-based view theory and used the positivism research philosophy. The study population was 7,797 drawn from 109 public secondary schools in Nairobi County which included 109 principals, 121 deputies, and 7,567 teachers. Multi-stage sampling was applied to select a sample of 369 teachers, 5 principals and 6 deputy principals. A structured questionnaire was applied to gather data and analysis of the collected quantitative data was through descriptive statistics (frequencies, percentages and means) and inferential statistics (simple linear regression analysis). The research findings established that resource availability had a positive and significant influence on effectiveness of PMS in public secondary schools in Nairobi, Kenya (β = 0.810, t = 23.707, p &lt; 0.05). The study recommends that policymakers in education such as the Ministry of Education and Teachers Service Commission to ensure that public secondary schools have the necessary resources, such as teaching materials, technology, and infrastructure, to support effective performance management system. Public secondary schools should also invest in technology that supports performance tracking and management, including software for tracking student progress and teacher performance

Bibliometric Analysis of Research Trends in Clinical Learning Environment for Nursing and Midwifery Education.

The clinical learning environment is central to nursing and midwifery education, providing critical contexts for student training and professional development. This study fills a gap by offering a comprehensive bibliometric analysis of trends in The clinical learning environment research within nursing and midwifery education. A descriptive bibliometric study was conducted on June 7, 2024, using the Scopus database to retrieve research articles related to The clinical learning environment from 1957 until June 2024. VOSviewer software was used to analyze scientific collaborations and map co-occurrence networks of key terms. The United States and Australia led in publications and citations. Key journals included Nurse Education Today, Nurse Education in Practice, Journal of Advanced Nursing, and Journal of Clinical Nursing. Prominent authors like Saarikoski M. Levett-Jones T. and Henderson A. significantly contributed. Co-occurrence analysis highlighted themes such as student experiences, clinical competence, psychological factors, and teaching methodologies. This study highlights key trends in The clinical learning environment research and the significant contributions of specific countries, journals, and authors. The collaboration networks provide insights into the interrelated nature of various factors influencing the clinical learning environment. Limitations of the study include the reliance on a single database, which may not capture all relevant articles, particularly those in less prominent journals or non-English languages. Additionally, citation metrics may be influenced by factors such as self-citations or field-specific citation practices. These insights highlight areas for future research, including the role of virtual learning environments and cultural competency in The clinical learning environment. The findings contribute to shaping future research and practice in nursing and midwifery education.