Student Teachers Research Articles

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.

FUNDAMENTALS OF QUALITY ASSURANCE IN THE HIGHER EDUCATION SYSTEM

This study explores the critical issue of quality assurance in higher education systems, both in Kazakhstan and globally, where universities operate in a «consumer market» with students selecting educational programs, institutions, and resources. Based on an analysis of international and domestic research, the study aims to identify the foundations of quality assurance in higher education. The authors highlight key aspects of higher education quality, including student quality, teaching characteristics, academic regulations, and administrative support. Educational quality is examined within the context of international standards as a matter of national importance, with education levels serving as a foundation for economic development of both state and society. The research analysis reveals that various approaches, methods, and criteria for quality management are employed in creating systems for ensuring and assessing the quality of higher education institutions in Kazakhstan and abroad. These include the evaluative method of university activity quality management (SWOT analysis), Total Quality Management (TQM) strategy, and an approach based on the requirements of international quality standards ISO 9000:2000. The study notes that Kazakhstan has adopted a management model based on the ISO 9000:2000 international quality standards. This comprehensive review contributes to the understanding of quality assurance mechanisms in higher education and their implications for educational policy and practice.

Educational Technology and e-Learning

This research investigates the historical development, current patterns, and effects of educational technology and e-learning on student involvement, motivation, and academic performance. Its objective is to pinpoint the obstacles and limitations in implementing these technologies and offer suggestions for their successful integration into educational frameworks. Using a qualitative research methodology, the study encompasses an extensive review of existing literature and case study analysis. Information was gathered from academic sources, educational documents, and official websites, with thematic analysis highlighting key issues and trends. Findings reveal that educational technology and e-learning have greatly transformed education, providing numerous advantages alongside challenges that must be addressed. The study offers valuable insights and practical advice for educators and policymakers, such as investing in infrastructure, improving digital literacy, promoting inclusive practices, adopting student centered teaching methods, and ensuring privacy and security, to enhance educational practices through technology.

The Contribution of Rwandaequip to Technology Integration in Rwandan Public Primary Schools: Impacts on Teacher Practices and Student Engagement

The Contribution of Rwandaequip to Technology Integration in Rwandan Public Primary Schools: Impacts on Teacher Practices and Student Engagement

A Framework for Preparing EFL Student Teachers to Teach English to Students with Special Educational Needs in Egypt Using Inclusive Education

A Framework for Preparing EFL Student Teachers to Teach English to Students with Special Educational Needs in Egypt Using Inclusive Education

Showing What They Know: How Supervisors Express Their Assessment Literacy

This study examines the assessment literacy of university-based student teaching supervisors in a teacher education program. The first author engaged in an inquiry community with three supervisors from the program. Using the four dimensions of the Approaches to Classroom Assessment Inventory (ACAI) framework, we sought to expose the specific phenomena of supervisors’ articulation of the ACAI dimensions of assessment literacy. We organized our findings around the dimensions: assessment process, assessment product, assessment fairness, and assessment theory. We found that supervisors expressed multiple dimensions of assessment within their inquiry community meeting discussions and interviews and expressed varied knowledge and prioritization of each dimension. We also found that supervisors did not discuss the dimensions of the ACAI in isolation, instead, they illustrated the complex interplay among assessment and other pedagogical constructs. These findings provide an initial contribution to the literature on supervisors’ assessment literacy, which could inform research and practice.

PRE-SERVICE TEACHERS' PRACTICUM IN GRADE R: INSIGHTS FROM SOUTH AFRICA

Since 1994, South Africa has prioritized quality education by ensuring that young learners are taught by qualified teachers. A notable shift has been the inclusion of qualified teachers in Reception year classes. This study investigates the experiences of Level 3 and 4 Bachelor of Education in Foundation Phase student teachers during their practicum in Reception year classrooms and the perspectives of university lecturers who assessed them. Using an experiential learning theoretical framework and a qualitative interpretive research design, data were collected through open-ended questions posed to student teachers. Findings indicate that student teachers had positive experiences, but university lecturers noted that lessons were often teacher-centred, lacking play or inquiry-based methods. Lecturers also highlighted that the Foundation Phase teacher education programme did not adequately support Reception Year teacher development, citing time constraints and insufficient physical space for practical activities. The study recommends re-evaluating the inclusion of Reception year training in the B. Ed Foundation Phase programme and developing an assessment tool to evaluate Grade R student teachers' planning and presentation skills.

The Influence of Student Engagement and Teacher Interpersonal Communication on School Well-Being of Students

The objectives of this study were to: 1) Investigate the effects of student engagement and teacher interpersonal communication on school well-being, 2) Analyze the specific impact of teacher interpersonal communication on school well-being, and 3) Evaluate the combined influence of both student engagement and teacher interpersonal communication on school well-being. The study focused on all 12th-grade students at SMK Negeri 4 Palembang, selecting a sample of 87 students from three classes: Class XII Machining, Class XII Computer Network Engineering, and Class XII Modeling and Building Information Design. A probability sampling technique, specifically simple random sampling, was employed. Data collection involved three scales: the School Well-being Scale, the Student Engagement Scale, and the Teacher Interpersonal Communication Scale. The collected data was then analyzed using multiple linear regression with SPSS 26.0. The results revealed that: 1) Both student engagement and teacher interpersonal communication have a significant influence on school well-being at SMK Negeri 4 Palembang, with an F-value of 28.118, exceeding the F-table value of 3.104, and an R-value of 0.633. 2) Student engagement shows a positive and highly significant impact on school well-being, with a t-value of 7.497, surpassing the t-table value of 1.708 (t-count > t-table). 3) Teacher interpersonal communication also has a positive and significant effect on school well-being, with a t-value of 5.258, higher than the t-table value of 1.708 (t-count > t-table).

Динамика взаимосвязи ментальных структур и эффективности саморегуляции положительных состояний в ходе учебных занятий студентов

This study describes the results of a research that was aimed at studying the dynamics of changes in positive mental states during the educational activities of students at a higher educational institution, their relationship with mental structures and the effectiveness of self-regulation of states. The relationships between mental structures (reflexive, semantic, self-system) and positive mental states were studied and subsequently analyzed during the course of the lesson (the beginning of the lesson, the middle, where the peak of students’ activity is observed, and the end of the lesson). The aim of the study was to analyze the relationship between the structures of consciousness and the effectiveness of self-regulation of positive states in the dynamics of students' educational activities. The study of the characteristics of mental states and the effectiveness of their self-regulation was carried out during the students' performance of a group assignment at a seminar. Separately, outside of educational activities, we diagnosed the severity of mental structures. In our work, we used both well-known questionnaires for diagnosing mental structures and mental states, and specially developed methods for studying the effectiveness of self-regulation and the severity of positive states. As a result, we found that by the middle of the lesson, there is an increase in the activity of experiencing positive states, and by the end, there is a decrease in its intensity. We found that positive states in the classroom are interconnected with the expression of mental structures and a high level of self-regulation efficiency. We found that the effectiveness of self-regulation of states at the beginning of the lesson is associated with semantic structures, in the middle - with value-semantic structures and the self-system, and at the end of the lesson reflexive structures acquire special importance. The results obtained can be used to update and maintain positive states during educational activities and they are novel.

Teachers’ Continuous Professional Skills Development and Students’ Academic Performance in Upper Public Secondary Schools in Rwanda

This research examined the link between teachers' continuous professional development (CPD) and students' academic performance in public upper secondary schools in Rusizi District, Rwanda. The study aimed to identify CPD practices influencing student outcomes, assess students' academic performance related to CPD, and analyze the relationship between the two. Utilizing a descriptive and correlational design, the study combined quantitative and qualitative methods, focusing on a population of 36 headteachers, 188 teachers, and 5,459 students totaling 5,683 respondents. A sample of 373 was determined using the Yamane formula, with respondents selected through random and purposive sampling. Data were collected via questionnaires and analyzed using SPSS version 21. Findings indicated that 41.7% of respondents agreed that lesson preparation enhances teachers' professional skills, while 83.3% agreed that effective communication is crucial. Additionally, 66.7% noted the importance of using various teaching methods and managing classrooms effectively. For students, 92.8% acknowledged that test results significantly affect academic performance, and 97.3% agreed that graduation rates are vital. The analysis showed a positive correlation between teachers' CPD and students' academic performance, with a p-value less than 0.05. The study recommends that the Ministry of Education and the Rwanda Education Board implement policies to support CPD, appoint qualified facilitators, and encourage school principals to foster a culture of professional development to enhance student success.

The Relationship Between Pamong Teacher Guidances and The Succes of Student Educational Field Practice (PLK)

The research problem background is the low of two-way communication between PLK students and tutor teachers, so that students have difficulty in dealing with the obstacles encountered during PLK at school. Based on this research, researchers are interested in doing research that purpose to reveal the relationship between Teacher Guidance and Student PLK Success. This research type was quantitative research through method in correlational. This research was done at the Civil Engineering Department, Engineering Faculty, Universitas Negeri Padang. The research respondents were Building Engineering Education Study Program students, Engineering Faculty, Universitas Negeri Padang who had followed in the PLK period July-December 2022. The technique for sampling used Total Sampling with a sample size of 45 respondents. The method for data collection uses a questionnaire and documentation of PLK grades filled in by the mentor teacher. The technique for analysis used is Product Moment correlation. The research results indicated that there is a positive and significant relationship between Teacher Guidance and Student PLK Success. The evidence was the correlation coefficient greater than r table which is 0.705 > 0.294 and a value of significance is 0.00 < 0.05.

Challenges in implementing English-only instruction: Insights from EFL student teachers in Taiwan

English-only instruction is promoted intensely by the Taiwanese government as an effective method to enhance students’ English language skills in primary schools. Determining how to effectively employ English-only instruction is a major concern for many English educators and authorities in Taiwan. This study explored the challenges encountered by English as a Foreign Language (EFL) student teachers in their English language proficiency while providing English-only instruction in an English language teaching practicum at a Taiwanese elementary school. A qualitative research design was employed in this study. The participants of this study consisted of 11 EFL student teachers. Lesson plans, class observations, and reflective journal entries were the sources of the research data in this study. A thematic analysis was employed to analyze the data of this study. The results indicate that EFL student teachers’ English language proficiency gave them challenges while employing English-only instruction due to inappropriate and inadequate English usage, poor presentation, and infallible native speaker models. Moreover, there is no clear link between EFL student teachers’ English proficiency and their teaching effectiveness. The results also imply that the challenges encountered by EFL student teachers regarding their English language proficiency in employing English-only instruction are related to micro (classroom) and macro (Taiwanese society) relations. The results further provide insights for those involved in designing English-only instruction training programs to be more critically concerned about designing effective pre-service or in-service training programs for EFL teachers.

Favorite Lecturer Characters of Elementary Education Teacher Prospective Students

This research aims to discover the character aspects of lecturers most preferred by Elementary education students and the impacts and implications on the character of prospective teacher students. The method used in this research is qualitative field research with phenomena studies. Primary data were obtained from students through a questionnaire using a form instrument and unstructured interviews with an open pattern. The results showed that of the 13 aspects of lecturer character that were the most favored aspects of prospective Elementary School teacher students mapped from lecturer personality and educational competencies, namely lecturers who were able to place themselves, had high self-confidence, were tolerant, and understood students' character. The impact on students is increased motivation and self-confidence, more positive relationships, increased academic achievement, and development of student soft skills. The implications of the character of a favorite lecturer for the character of prospective teacher students are the formation of an Inclusive Learning environment, increased student psychological well-being, and strengthening of a positive academic culture.

Adaptive physical education learning: evaluation by teachers of deaf students at special elementary schools

PurposeThis research aims to evaluate adaptive physical education learning in deaf students at special elementary schools.MethodsThis study employs an evaluation model approach to assess the efficacy of adaptive physical education instruction. Specifically, this research utilizes the CIPP (Context, Input, Process, and Product) model for evaluation. The participants in this study were teachers who taught physical education in West Sumatra, with a sample size of 60 teachers in West Sumatra, Indonesia. Data collection was carried out using a research instrument in the form of a questionnaire administered via Google Forms. The results showed that all statement items of the questionnaire were valid for reliability testing.ResultsThe results of this research showed that the evaluation using the context and input components of the CIPP scored 74.32% and 70.71%, respectively, indicating both as good. However, the process and product aspects attained a score of 50.83% and 48.10% indicating them as enough.ConclusionsThis research concluded that the implementation of adaptive physical education learning for deaf students was good. Based on the results, this research recommends that evaluations be conducted at the school level for students with special needs. Additionally, evaluation is also needed using participants involved in education.

The professional structure required of primary school teachers in Japanese schools for the deaf

AbstractThis study aimed to identify the professional structure required by teachers working in primary schools for deaf students in Japan. Ten university teachers training in education for deaf students at Japanese universities participated in semi‐structured interviews. Data were analysed using the KJ method of qualitative analysis based on similarity, with 409 codes, 12 categories and 99 sub‐categories extracted. The results were aggregated into teaching skills and knowledge and collaborative skills categories, clarifying the specific structure of expertise required for teachers of deaf students. Teaching skills and knowledge have already been integrated into teacher training programmes; however, curriculum development for collaborative skills is required. The results of this study suggest that teachers need to acquire a wide range of professional skills to educate children with hearing impairment. We recommend improving social mechanisms for training these teachers in the future.

Application of strategies for teaching and learning for tenth grade students

The research focuses on tenth grade students at Unidad Educativa del Milenio Simón Bolívar en Pimocha, Babahoyo, Ecuador, to improve their reading comprehension skills through the use of cooperative learning strategies. Quantitative and qualitative methods were used to collect data in focus groups through surveys, standardized tests, interviews, observation checklists, and discussions. The sample consisted of twelve students who were evenly distributed between two classes. The results of the research showed that students who participated in cooperative learning activities significantly improved their reading comprehension skills; students achieved an average increase of 24.1% in their reading comprehension test scores. These results were supported by interviews and discussions in focus groups, which emphasized the importance of peer interaction and continuous feedback. Cooperative learning strategies, such as scaffolding instruction and collaboration activities, have been proven effective in improving reading comprehension skills. These findings highlight the importance of applying innovative teaching techniques in secondary education.

Students', parents' and teachers' perspectives on comprehensive school-based sleep promotion.

Sleep deprivation is common among children and schools are ideal settings in which to influence children's sleep. Children spend a significant amount of time at school during key developmental periods, and programmes that influence students' well-being also benefit academic achievement. Comprehensive School Health (CSH) is an approach that prioritises school, home and community partnerships by supporting the development of health behaviours. However, sleep is often unaddressed in the school environment. The objective of this study was to integrate multiple partner perspectives to inform how to strengthen school-based sleep promotion using a CSH approach. A secondary qualitative analysis of student aged 9-11 (n = 45), parent/guardian (n = 24) and teacher (n = 19) interviews from participants representing elementary (Kindergarten - Grade 6) schools and communities in Alberta, Canada was conducted. Data were examined using an a priori framework in alignment with the four components of the CSH approach: social and physical environment, teaching and learning, policy and partnerships and services. Inductive content analysis was used to develop categories followed by subthemes within each CSH component. Subthemes identified within each component were as follows: social and physical environment (culture of healthy sleep habits; students influence each other); teaching and learning (formally integrate sleep-specific learning into curricula; school, teacher and parents/guardian collaboration); policy (sleep-positive classroom policies) and partnerships and services (community partnerships; school-home collaboration). This research identifies recommendations from student, parent/guardian and teacher interviews to inform and strengthen school-based sleep promotion when taking a CSH approach. Findings can support school partner efforts to foster a school culture (or ethos) of healthy sleep habits leading to improvements in student sleep behaviours.

교과서의 치환적분 단원의 문제해결에서 고등학생들의 정리와 기호의 활용 방식 조사

The structure and narrative style of textbooks are factors that directly affect students' mathematics learning and teachers' lesson plans. This study investigated how high school students use theorems in problem-solving and how they understand and use symbols in the integration by substitution section of textbooks to find out the relationship between the structure and narrative style of textbooks and students' mathematical problem-solving and use of symbols. First we examined students' ways of thinking through open-ended questionnaire responses, and then conducted interviews with some students. As a result of the study, first, students had various views on the symbol of ∫f(x)dx and the role of dx in it. Second, in solving problems in the integration by substitution section of the textbook, students did not use the <theorem> presented just before the problem. They responded that they did not use <theorem>, and they reported that it would be confusing if <theorem> was used. Third in the integration by substitution, students sometimes used the symbol  dt/dx, as if dt and dx were separate quantities, similar to a division, and even though the students themselves used such calculation methods, they questioned the validity of the process. The results of this study will help teachers design lessons, reconstruct the curriculum, and write textbooks by showing students' perceptions of the structure and use of symbols in the integration by substitution section of the textbook.

Unveiling the influence of pedagogical content knowledge in questioning on college students’ conceptual learning of introductory physics

Learning assistants (LAs) play a pivotal role in transforming traditional physics instruction toward a more inquiry-oriented approach. While empirical evidence supports the effectiveness of LA-involved physics instruction, there is a research gap regarding the specific competencies of LAs that contribute to improved conceptual understanding. One conjectured reason is LAs’ inquiry-oriented pedagogical skills, like questioning, which engender more effective interactions with students at points of instructional needs. This study addresses the gap by constructing a model delineating the contribution of LAs’ competencies of questioning, referred to as pedagogical content knowledge in questioning (PCK-Q), to students’ conceptual learning in introductory classical mechanics and electromagnetism. The participants included an instructional team comprising instructors, graduate teaching assistants, and LAs, and students from two sections over two semesters. PCK-Q was measured using a prevalidated instrument of free-response questions from our previous study, which could predict LAs’ questioning practices. Employing a pre-post design, students’ learning gain in conceptual understanding and critical thinking was assessed, and separate models were constructed to explore the relationship between LAs’ PCK-Q and students’ learning gain. Findings suggest that LAs’ PCK-Q has a significant but slight impact on students’ conceptual learning, with little impact on critical thinking. Furthermore, we developed Likert-scale questions, derived equations to quantify PCK-Q from Likert-scale ratings, verified the feasibility of this streamlined approach in measuring LAs’ PCK-Q, and discussed its limitations. The implications of the research findings are discussed in the context of physics instruction and LA preparation. Published by the American Physical Society 2024

Analysis of Semantic Network between Teacher’s Teaching Concepts and Student’s Acquisition Concepts on Photosynthesis Domain in the Middle School

Analysis of Semantic Network between Teacher’s Teaching Concepts and Student’s Acquisition Concepts on Photosynthesis Domain in the Middle School