Development Of Teaching Skills Research Articles

This study aims to analyze the variation skills possessed by students of the Religious Arts Education program in the Microteaching course at the State Christian Institute of Theology (IAKN) Kupang in 2025. This research is descriptive qualitative, aimed at exploring and understanding the basic skills of applying variations implemented by students as prospective teachers. The analysis not only provides a general overview but also reveals the complexity of the basic skills applied in teaching practice. The results of the study show that out of seventeen students who conducted microteaching practices, 90% of them understand and master the skills of applying variations, particularly in teaching style variations such as the use of voice variation, attention focusing, and silence. This study also found that a dynamic teaching style can enhance student engagement. Furthermore, variations in the use of media and teaching materials, including those that can be seen, heard, and touched, provide a more comprehensive learning experience for students. This research is expected to contribute to the development of students' teaching skills in the future.

Objective: To implement and evaluate a needs-based faculty development programme in a female-only medical college. Method: The mixed methods study was conducted in 2022-23 at the Women Medical and Dental College, Abbottabad, Pakistan. The faculty needs assessment was conducted in February 2022 using an online questionnaire, followed by identification of institutional needs through consultation in various organisational forums. Faculty development activities were planned and implemented in 2022-23 based on the needs assessment. At the end of each faculty development activity, the participants were asked to fill a feedback questionnaire. At the conclusion of the programme, 10 individual semi-structured face-to-face interviews were conducted, and the data was thematically analysed to evaluate the programme. Results: Areas including development of multiple choice questions, use of teaching aids, medical education research, curriculum development, leadership in medical education, time management, and small group interactive teaching were identified during the needs assessment phase. The total average feedback score for all activities combined was 4.2 out of 5 (SD = 0.17), with positive feedback in open-ended questions. Five core themes emerged from the interview data: teaching skills development, applicable content, needs-based programme, networking opportunities, and learner-centred activities. Conclusion: Faculty development programmes should be needs-based, and should focus on context-specific content, learner-centred activities and networking opportunities. Continuous evaluation of the programme is an important element. Key Words: Faculty, Needs assessment, Capacity-building, Education, Medical.

Background While residents play a critical role as teachers in the clinical learning environment, knowledge of how they develop the necessary skills to teach and how graduate medical education programs can support their development as teachers remains limited. Objective This study aims to use the pedagogical content knowledge framework to explore how residents' workplace-based experiences influence their development as clinical teachers. Methods This qualitative study used focus groups and semistructured interviews with senior residents across departments of emergency medicine, general surgery, and internal medicine at the University of California, San Francisco. We used purposive sampling to recruit participants. Twenty-five residents agreed to participate. We interviewed participants based on availability and ceased data collection when we stopped identifying new concepts. We conducted 2 focus groups and 13 interviews with 18 participants, with data collection occurring between July 2023 and March 2024. The authors used thematic analysis with pedagogical content knowledge as a sensitizing concept to identify themes. Results The authors identified 3 themes characterizing how residents learn to teach through their workplace-based experiences: learning from being a learner, developing teaching skills through experience, and gathering and responding to feedback. The process of residents' development as teachers was largely similar across all 3 specialties. Differences in the specific experiences that shaped residents' development were influenced by specialty-specific workplace demands and differences in practice contexts. Conclusions Residents' development as clinical teachers occur through the integration of their experiences as learners, expanding clinical and teaching expertise, and feedback and reflection on their ongoing teaching practice.

This study examines the formative role of the Peer Tutoring Programs whose purpose is to strengthen the tutors’ educational and professional trajectories and thus helps to prevent academic lag among the students. This paper analyzes and highlights the programs’ contributions to Initial Teacher Training, to the development of key pedagogical skills, and their impact on the work performance of tutors who graduated from a state institution dedicated to educating future teachers in Chile. The objective is to understand how this formative experience reinforces theoretical knowledge and practical skills essential for the teaching profession, preparing future professionals to face the challenges of educational institutions. This research employed a qualitative design with a descriptive approach, using a purposive sample of tutors. To collect data, a series of in-depth and semi-structured interviews were conducted to obtain detailed information about the participants’ experiences and perceptions. Results show that this Peer Tutoring Program favors the early development of teaching skills and facilitates the integration of the tutors into the workforce, making this a significant and authentic experience. This initiative constitutes an innovative strategy that promotes collaborative learning between peers and strengthens teacher development from their initial training to their professional practice.

This study investigates how volunteer teaching contributes to the development of teaching skills among English Education students at Universitas Sriwijaya. Although experiential learning is widely recognized in teacher education, there is limited empirical evidence on how non-mandatory volunteer teaching fosters pedagogical growth in the Indonesian EFL context, particularly at the university level. Addressing this gap, the study examines on how volunteer teaching influences students’ perception of the teaching profession, what specific teaching skills are developed, and what challenges arise during these experiences. Using a qualitative case study design, 23 purposively selected students participated in open-ended questionnaires and semi-structured interviews guided by Kirkpatrick’s Evaluation Model. Data were analyzed using Braun and Clarke’s thematic approach. The findings indicate that volunteer teaching enhanced participants’ lesson planning, classroom management, and instructional delivery, while also strengthening emotional resilience, adaptability, and professional identity. Challenges such as resource limitations, classroom discipline, and cultural adjustment prompted creative problem-solving, reinforcing instructional awareness. These results highlight the role of volunteer teaching as a practical bridge between academic preparation and real classroom demands, with implications for integrating structured volunteer opportunities into teacher education curricula in Indonesia.

ABSTRACT Pedagogical development programmes (PDPs) are important for developing teaching skills for university teaching staff. Due to participants’ different teaching roles, their professional development needs and interests may also be different. However, little is known regarding the immediate needs of university teaching staff when they enter PDPs and how these may differ according to their roles. This research examined the self-identified needs related to teaching and learning of over 800 participants in PDPs and discovered that they identified remarkably consistent needs, however important differences remain. Recommendations for faculty developers are provided.

Developing teaching skills is essential for medical students, as it enhances communication, reinforces clinical knowledge, and prepares them to educate peers and patients effectively. Engaging in teaching activities has also been linked to a deeper understanding of core medical concepts. This study aims to explore the perceptions of medical interns and senior medical students toward clinical teaching and medical education. This descriptive cross-sectional study was conducted between 2023 and 2024 at a health sciences university in Saudi Arabia using an online survey. The survey consisted of 17 structured questions addressing various domains, including demographic characteristics, self-assessed confidence in teaching abilities, prior teaching experiences, and future career aspirations. The survey also explored participants' views on the inclusion of medical education electives as a potential option in the curriculum. A total of 227 responses were collected. Over half (64.3%) had no prior teaching experience. Most of the participants (n=173, 76.2%) plan to work in an academic hospital. While 75.8% expressed interest in pursuing clinical teaching after residency, only 39.2% were interested in a medical education elective. The majority chose the ideal duration for a medical education elective being one month course (n=80, 35.2%). A significant association was found between interest in a medical education elective and plans to pursue clinical teaching (p < 0.001). Interest in medical education was also associated with higher confidence in bedside teaching (p = 0.012) and presenting at a journal club (p = 0.019). Similarly, participants interested in clinical teaching reported significantly higher confidence in these and other teaching-related areas. No significant associations were observed with gender or academic level. This study highlights a gap between students' long-term interest in clinical teaching and their engagement with formal training opportunities during medical school. Strengthening the integration and appeal of teaching-focused activities, particularly in key areas such as bedside teaching, may enhance students' preparedness for future educational roles in clinical settings.

Quality matters: Artificial intelligence-based assessment of feedback quality predicts technical skill improvement.

Various problems, such as a shortage of teachers, especially in certain outlying and underdeveloped provinces, unequal distribution of teachers, low teacher competency, and mismatch between educational qualifications and scientific fields, as well as the demands of increasingly dynamic developments in science and technology, resulting in the need for professional development for elementary school teachers to improve teacher professionalism in Indonesia. These background as a basis for the government to create teacher professional education program for elementary school teachers continuously. It is hoped that it will be able to answer the educational problems facing the Indonesian nation. This research explores the opinions of elementary school teachers who have participated in teacher professional development activities through the in-service teacher professional education program. We collected data through a written survey of 24 elementary school teachers, as well as article documents relevant to the research topic. Data were analyzed using thematic analysis. The research produced two main themes: increasing teacher competencies and sustainable teacher development programs. Increasing teacher competency related to social competence, pedagogical competence and professional competence. The sustainable teacher development program is related to the guaranteeing the instructional quality of post-program and multi-sectoral collaboration. Developing teacher professionalism through teacher professional education program in elementary schools in Indonesia positively impacts teachers' becoming professional teachers. Teacher professional education program is an indication of improving teacher professionalism, especially in developing teaching skills, improving the quality of instruction, teacher motivation and individual development in dealing with various problems in instruction in the classroom, especially in elementary schools, so that the instructional objectives that have been set can be achieved. The professionalism of elementary school teachers will improve if there are sustainable programs such as mentoring programs from the government, universities and parties that focus on improving the quality of education in Indonesia.

This paper presents the systematization of the experience called “professional micro-teaching,” an activity that has been carried out non-stop over a decade with the student population of the Bachelor’s Degree in English Teaching at Universidad Nacional, Costa Rica, Omar Dengo Campus and which has become an essential, successful, and significant project for the students in training as well as for the senior citizens who have been part of the English workshops taught each cycle. The methodological strategy was based on a phenomenological approach, and the instrument administered was mixed, so it included close and open-ended questions, and seven different sections related to personal and demographic information; attitudes of the students in training; classroom management; language use; materials and resources utilized; teaching methodology and characteristics of the activities implemented; strengths and areas of improvement. The information gathered shows that throughout time, the micro-teaching has been a relevant in-service learning process for the development of teaching skills in the students in training, which, in turn, has also positively impacted a vulnerable population that generally does not have access to educational settings tailored to their specific needs.

This research aims to develop an interaction dynamics-based mathematics learning video integrated with the Edpuzzle platform to support learning in higher education. The development model used is ADDIE which includes five stages: analyse, design, develop, implement, and evaluate. The product developed is an interactive video that allows the integration of questions in the video flow, and supports synchronous and asynchronous interaction between lecturers and students. The validity of the product was tested using the LORI instrument by two material experts and two media experts, while the practicality was tested through a UEQ questionnaire filled out by students. The validation results showed that the learning video was considered very feasible to use, both in terms of material content and media design. The practicality test shows that the product is very practical to use in lectures, with indicators of attractiveness, efficiency, clarity, and novelty in the excellent category. Thus, this learning video is not only effective in terms of content, but also supports the dynamics of interaction and the development of pedagogical skills of prospective mathematics teachers.

Educational inequality in the 3T (United, Disadvantaged, and Transmigration) regions, particularly in literacy and numeracy, remains a serious challenge in Indonesian education. The government launched the Kampus Mengajar Program, which involves university students assisting needy schools. This study aims to analyze the implementation of the Kampus Mengajar Program in improving student literacy and numeracy and identify challenges encountered during its implementation. This study used a qualitative approach with a literature review method, analyzing 15 scientific articles from the Google Scholar database spanning 2020–2025. Data were collected through a systematic search using relevant keywords and then analyzed descriptively using a synthesis technique by comparing, grouping, and summarizing results from various sources. The results show that the Kampus Mengajar Program effectively improves students' literacy and numeracy skills through a technology-based learning approach, interactive methods, and strengthening a culture of literacy in schools. In addition, this program benefits students by developing teaching skills and adapting them to diverse educational environments. However, the implementation of this program faces obstacles such as limited infrastructure, access to technology, and suboptimal involvement of parents and teachers. The short duration of the program also limits its impact. Therefore, government, schools, and community support are needed to optimize its effectiveness. With proper evaluation and sustainable policies, the Kampus Mengajar Program has the potential to become an effective intervention model for improving the quality of education, particularly in strengthening literacy and numeracy as its primary foundation.

Even though pre-service teachers are crucial to raising educational standards, there is a disconnect between classroom theory and real-world practice. Preservice teachers' perspectives on the Teaching-Campus Program's impact on their professional growth as educators are the focus of this research. The research team used quantitative methods and descriptive analysis to gather data from a closed-ended questionnaire. The questionnaire assessed eight different areas of teaching abilities: lesson planning, explanation, variation, questioning, reinforcement, classroom management, small group instruction, and small group discussion facilitation. With a mean score of 90.63 percent, the results demonstrated that the pre-service teachers' capacity to articulate ideas clearly and provide appropriate examples was the strongest competency. Questioning skills followed with a mean score of 90.00%, while opening and closing the lessons skills scored 89.69%. Reinforcement skills recorded a mean score of 88.33%, and classroom management skills reached 87.71%. Small group teaching skills and variation skills achieved mean scores of 85.32% and 85.00%, respectively. Guiding small group discussions skills obtained the lowest score of 80.94%, indicating the need for further improvement in this area. As a whole, the Teaching-Campus Program has helped prepare future educators for the classroom by connecting classroom practice with classroom theory. If they want to advance in their careers, they should get more training on how to lead group discussions and how to change up their teaching methods.

Medical education increasingly emphasizes the development of communication, empathy, and teaching skills alongside scientific knowledge. Community outreach programs offer a unique opportunity for medical students to cultivate these competencies in real-world settings. This pilot study investigates the impact of participation in science outreach programs on the engagement and perceived professional development of medical students. Thirty medical students from the Virginia Tech Carilion School of Medicine volunteered in two community-based outreach programs—Kids’ Tech University (KTU) and Medical Discovery of Careers (MedDOCs). These programs involved interactive, hands-on teaching of physiological concepts to middle and high school students. Engagement levels were assessed using a modified Utrecht Work Engagement Scale (UWES), comparing students’ self-reported experiences during teaching versus studying. Thematic analysis was applied to qualitative reflections. Students reported significantly higher engagement scores while teaching compared to studying (5.8 ± 0.1; 4.4 ± 0.1) on a 7-point Likert scale, p &amp;lt; 0.05. Thematic analysis revealed four key themes: community engagement and social responsibility, personal and professional growth, educational creativity and communication skills, and inspiration through role modeling. Participation in community outreach programs may enhance medical students’ engagement, communication skills, and sense of purpose. These findings support the integration of structured outreach opportunities into medical education to foster holistic professional development.

Clinical residents play a crucial role in educating other healthcare professionals; however, formal training programs to develop teaching skills remain limited. This study evaluated the effectiveness of a "residents as teachers" course incorporating standardized learners (SLs) to enhance teaching competencies among clinical residents. A single group pre-post intervention study was conducted with 38 second-year residents participating in the course between 2020 and 2023. Residents completed pre- and post-course assessments based on teaching entrustable professional activities (TEPAs). In addition, 26 residents completed a survey evaluating their perceptions of using SLs as a teaching and evaluation tool. Residents in the 2023 study group showed notable improvements in most teaching competencies after the course. Median scores increased significantly in TEPA 01, 02, 03, 05, 06, and 08 (P < 0.05), while no significant changes were observed in TEPA 07, and a decrease was noted in TEPA 04. Boxplot analysis indicated not only performance gains but also greater consistency among residents after training. In addition, 92% of participants rated SLs as highly useful for developing teaching skills, supporting their use across various educational contexts such as student engagement, classroom teaching, and feedback delivery. Integrating SLs into resident training programs offers a highly accepted and effective strategy to strengthen teaching competencies and boost resident confidence in educational roles. Future studies should explore the long-term impact of SL-based training on residents' teaching practices and student learning outcomes.

This study examines the implementation and sustainability of science-based reading interventions to improve literacy among secondary students. Rooted in the researchers’ current teaching context in a rural public high school in the Philippines, the study addresses the observed difficulties faced by non-proficient readers who struggle to decode and comprehend academic texts. It examines explicit teaching, interdisciplinary approaches, and cognitive skill development as effective strategies for integrating literacy with content learning. This research uses current evidence through reviewing the literature available on the internet, including the use of academic databases such as Google Scholar, ResearchGate, JSTOR, and ERIC, to systematically collect peer-reviewed articles from 2018 to 2024. It includes some aspects of explicit instruction toward the development of comprehension, an interdisciplinary framework that enhances engagement with value, and metacognitive strategies that enhance learning by self-regulation. At the same time, the research emphasizes the need for teacher education, curriculum relevance, administrative support, and community involvement to make these interventions sustainable in natural classroom settings. Results from the reviewed literature show that explicit teaching, interdisciplinary approaches, and cognitive development reading strategies consistently lead to measurable improvements in comprehension.

Introduction. Today, the internal resources and potential of teachers with extensive experience, significant, publicly recognized successes in teaching, as well as the creativity of young teaching staff, are rarely used to improve the skills of teachers of the educational organization in which they work. The purpose of this research is to create an in situ professional development program for teachers, i.e., a program within the framework of an intra–school professional development system based on the actualization of the potential of teachers of a given school. The term “in situ” (Latin for “on the spot”) means an action or phenomenon observed in the same place (location) where it occurs (without moving it anywhere). Under the given conditions, the term “in situ” means that the program is created and implemented in the place where teachers work (in an educational organization). The purpose of the article is to reveal and substantiate the idea of creating an intra-school system for the development of pedagogical skills. Methodology and research methods. Methodological approaches to the research are systematic, andragogical, event–based. In the course of the research, the following methods were used: included observation, interviews, surveys; when developing the program, various forms of group creativity of teachers (brainstorming, maeutics, etc.), design, pedagogical modeling, experimental work. The results of the research. The article presents an algorithm for developing in situ programs and tasks that are solved step by step. The results of experimental work on in situ testing of the program at the Krasnye Zori boarding school in Peterhof (St. Petersburg) in the context of searching for the content of methodological support for subjects of the developing educational space of the municipal territory are described. The most demanded modules of the program are characterized. Conclusion. The pilot monitoring showed a positive attitude of teachers towards participation in the in situ – program for the development of pedagogical skills.

Teacher self-efficacy is a crucial factor for successful learning in inclusive classrooms. This study explores the self-efficacy of preservice mathematics teachers to teach in inclusive classes. The study used an exploratory sequential design through a survey and continued with interviews. The survey stage involved seventy-seven participants. The survey data were analyzed descriptively followed by semi-structured interviews with ten participants selected using purposive sampling. Qualitative data were analyzed using the Bogdan &amp; Biklen technique. The results showed that aspects of self-efficacy in using mathematics-inclusive instruction and managing behavior were in the moderate category. Experience with inclusive education lectures, training, and interactions with students with disabilities (SWD) influence these aspects. However, self-efficacy in collaborations is in the low category. The majority of participants express worry about collaborating with external parties such as parents, doctors, and psychologists. This is due to limited experience in conducting collaboration. This finding is expected to be a recommendation for universities and related parties to organize education and training that facilitates preservice mathematics teachers to develop teaching skills in inclusive classroom.

Teacher training focused on the integrated use of Moodle and Google Workspace in online education represents a significant advance in contemporary pedagogical practices. In a scenario in which technology is becoming increasingly present in the educational process, training teachers to use these digital tools efficiently is essential to ensure the quality of teaching and meaningful learning for students. Moodle, as a Virtual Learning Environment (VLE), offers essential pedagogical resources, such as discussion forums, questionnaires, assignment submission and monitoring of student performance. Google Workspace, on the other hand, provides a set of collaborative tools, such as Google Docs, Google Forms, Google Meet and Google Drive, which enable synchronous and asynchronous communication, storage and sharing of teaching materials, in addition to facilitating the collective construction of knowledge. The integration between these two platforms expands the methodological possibilities for teachers, allowing the planning of more interactive, personalized activities aligned with the needs of students. However, for this to occur effectively, a process of ongoing training is needed that goes beyond the simple technical demonstration of resources. Training needs to be based on active methodologies and focused on pedagogical practice, providing teachers with concrete experiences with the use of technologies. Critical reflection on the role of technologies in mediating learning is also necessary, promoting the development of digital teaching skills. In this way, the articulation between Moodle and Google Workspace strengthens pedagogical mediation, facilitates the monitoring of student progress and favors the creation of more dynamic and collaborative learning environments. It is concluded that investment in technological teacher training is strategic for the consolidation of quality online education, inclusive and aligned with the demands of contemporary society.

This study explores the connection between Artificial Intelligence (AI) and human creativity by examining perceptions, experiences, and reflections on AI-generated creative content. It examines the extent to which AI enhances or diminishes creativity and abilities across various domains. The study employed a qualitative research methodology that included thematic analysis to ascertain major patterns and percentage analysis to measure participants’ awareness and perception levels. A semi-structured questionnaire was disseminated via Google Forms. AI has been found to have a significant impact on creative creation by rapidness of idea generation and increasing efficiency. However, concerns about over-dependence, ethical consequences, and the possible defeat of authenticity in human expression persist. The result shows a mixed response about AI and human creativity. When asked about the genuineness of AI-generated creativity, 26.2% of respondents rated it as very creative, while 32.3% considered it somewhat creative, on the other hand, 12.3% felt that AI had diminished their creativity. Meanwhile, 23.1% of respondents believe that AI will dominate and potentially replace human creativity, while the majority (63.1%) think AI will assist but not replace human creativity. Most of the respondents believe that careful action can complement AI and human creativity without taking the place of one another. People can increase their creativity and productivity by utilizing AI’s capabilities. AI significantly contributes to the advancement of learning and skill development in education. This study emphasizes the need for ethical awareness and flexible methods to preserve individuality in creative occupations. Instead of replacing human imagination, AI should be viewed as a tool and co-pilot towards co-creation and enhancing the quality of outcomes.