Teaching Style Research Articles

Corpus-Based Reflective Practice for Professional Development: A Collaborative Micro Auto-Ethnography

Recent research underscores the significance of data-led and collaborative reflection in enhancing teaching practices and professional development of teachers. While video-based reflections have been extensively studied, the potential of corpus-based methods remains underexplored. We address this gap in two ways. Firstly, we describe a research and development project in which we employed a corpus linguistic tool to analyse and reflect on our own lectures, with the ulterior aim of promoting a corpus-based reflective practice (CBRP) model that would help other teachers do the same. Secondly, we introduce collaborative micro auto-ethnography (CMAE) to illustrate how our model can facilitate the noticing of different aspects of teacher talk and lead to, what we call, snowball reflections (i.e., a sequence of reflective talk that extends a topic and spreads from one participant to the next). Our approach shows that corpus analysis, coupled with collaborative reflections, has the potential to not only enhance language use but also stimulate broader and deeper pedagogical discussions on and insights into teaching styles and student engagement, going beyond analyses of single words and lexico-grammatical patterns in teacher talk. We argue that there should be institutional support for developing new corpus-based professional development initiatives and that researchers can benefit from using ethnographic data together with detailed analyses of interactions.

The Trends of English Language Teaching After Pandemic Covid-19: A Review of Second Language Acquisition Methods for Online Approach

The study pursues the shift of trends in English language teaching (ELT) as a second language after COVID-19 in Pakistan. COVID-19 has changed the world in various means, similarly, the teaching methods are also changed. This study encounters the problems ELT teachers and students face following the procedures of Second Language Teaching i.e., English language teaching during online classrooms. For example, teachers need professional training to tackle many students creatively. It becomes challenging for them to follow second language approaches to teach specific skills to students. Teachers can create a natural and motivational environment for the learners in online classrooms if the online classrooms are fully equipped with resources. The aim is to highlight where developed countries enjoy the advantages of online teaching and learning, Pakistan faces disadvantages and several challenges due to poor infrastructure of technology in education and internet unavailability. The study uses a quantitative approach. The questionnaires were distributed among 30 English language teachers affiliated with well-known government/ private institutes of Pakistan, Sindh region. They were given close-ended questions related to their teaching styles and methods in online classrooms for four skills. The responses were analyzed. The results outcomes some key facts as a priority and challenges for the development of a Second language teaching and learning via online approach. The results also emphasize that English language teachers have trouble teaching grammar rules via an online approach. The finding concluded that the online teaching approach requires a bundle of resources i.e., quizzes, PowerPoint presentations, online games, and samples of the writing and reading tasks for sustaining students’ motivation for second language learning.

Social Media Data Analysis for Enhancing Student Evaluation of Teaching Styles

In the realm of education, understanding the impact of different teaching styles on student engagement and satisfaction is essential. Recent advancements in sentiment analysis provide new avenues for evaluating student feedback, particularly through informal channels such as social media. While formal student evaluations offer structured feedback on teaching styles, they may not fully capture the nuanced opinions and sentiments expressed by students in informal settings, such as social media. This research aims to address the gap by integrating sentiment analysis of social media data to evaluate teaching effectiveness across various styles and comparing it with formal evaluation results. This study employs sentiment analysis using the VADER (Valence Aware Dictionary and sEntiment Reasoner) tool to analyze student posts on social media platforms. The analysis includes the extraction of sentiment distributions, identification of common keywords, and tracking of sentiment trends over time. Additionally, formal student evaluations (Likert scale) are collected to offer a direct comparison. The teaching styles analyzed include lecture-based teaching, project-based learning, flipped classrooms, online learning, hybrid learning, and traditional exam-based learning. The findings demonstrate that student sentiment varies significantly across teaching styles. Flipped classrooms and project-based learning received the highest positive sentiment scores, while traditional exam-based teaching showed the most negative sentiment. Social media feedback tended to align with formal evaluations for certain teaching styles, such as the flipped classroom and hybrid learning but showed divergence in others, like online learning, which received higher sentiment in social media feedback. Trends over time reveal evolving sentiments, with fluctuating satisfaction as the academic semester progressed. The integration of social media sentiment analysis provides a more dynamic and real-time understanding of student experiences, offering deeper insights into teaching style effectiveness.

Social Media Platform Based Evaluation of Teaching Style on Online Education System using Heuristic Search with Stacked Sparse Autoencoder Model

As online education has become increasingly prominent, the primary objective of this study is to evaluate students' opinions of online classes taught by teachers with no prior experience in online teaching, focusing on their teaching style, teaching efficiency, and pedagogy in the online classroom. Online teaching is a kind of teaching system that depends on network management technology. It concludes the teaching method by the process of live courses or recorded courses employing software containing special online teaching environments and any APP software employed for teaching. Social media, with its massive pool of user-generated content and instant feedback, offers a great opportunity to calculate teaching styles in online class management. Therefore, this study offers a Social Media Based Evaluation of Teaching Style in Online Education Systems using Heuristic Search (SMBETS-OESHS) Algorithm. The main objective of the SMBETS-OESHS technique for evaluate teaching styles in online education systems using insights derived from social media platforms. At primary stage, the SMBETS-OESHS model takes place linear scaling normalization (LSN) is implemented for scaling the input data. Next, the bayesian optimization algorithm (BOA) based feature selection process can be employed to allow for the detection of the most relevant features from the data. In addition, the SMBETS-OESHS model exploits stacked sparse autoencoder (SSAE) technique for classification process. In order to achieve optimal performance, the SSAE model parameters are fine-tuned using the improved beetle optimization algorithm (IBOA), ensuring robust evaluation accuracy. The experimental validation outcome of the SMBETS-OESHS algorithm undergoes and the performances are examined over various measures. The simulation outcome stated that the enhanced solution of the SMBETS-OESHS system over the recent techniques.

The effects of humour on mature students' experience of/in higher education

The focus of this study is on mature students in a UK university, returning to higher education after a gap of many years, and the experiences and perceptions this demographic has of humour in Higher Education (HE). This interpretivist phenomenological study uses semi-structured interviews with mature students in a UK university and identifies areas the students focus on when discussing their perceptions of humour in higher education. Through the detailed analysis of the data collected, six themes were selected by the researcher as it appears that students clearly deem them important to their educational journey in HE. Primary focus of the students is on the enjoyable and fun teaching style, followed by the relaxed learning environment conducive to feelings of safety. Both of these enable the learning and understanding of the content (cognition) and encourage engagement with the tutor and the peer group. According to the results obtained through the semi-structured interviews, the students make it clear that they want:”more humour” and “more fun”. Previous experiences of education (referred to as “traumas” by the participants) are revisited and students report their belief that they would have achieved much better GCSE results if humour was used in the classroom. Furthermore, the use of humour within the lectures in their current undertaking on the undergraduate level, is cited as a reason for potential progression beyond the current course of study, and onto the postgraduate level.

Teaching styles a look at the academic unit of the north of the state of Nayarit

This research paper contains an investigation related to the teaching styles of teachers from the Academic Unit of the North of the State of Nayarit. To develop it, an instrument was used taken from the article called “Teaching Styles: a step forward in its conceptualization and diagnosis by Renes et. Al (2013) which proposes 80 items grouped into 4 dimensions that allow identifying teaching styles, which are classified as: Open, Formal, Structured and Functional. 25 surveys were applied to the 27 teachers of the Academic Unit. The general results showed that the teachers mostly use the functional teaching style, followed by the formal, structured style and finally the open style. Once the data was analyzed, the results were graphed and the information was concentrated, providing general recommendations. Analyze the results of the instruments of teaching styles applied. To identify the teaching style that predominates among the teachers of the Academic Unit of the North of the State of Nayarit. Propose general recommendations.

The interconnection of teacher empowerment and motivating styles: A comparative analysis of novice and experienced EFL teachers

This study intended to disclose perceptions of novice and experienced EFL teachers regarding the linkage of teacher empowerment and their choice of motivating styles. To this end, a mixed-methods research approach was adopted. In the quantitative phase, 156 EFL teachers (Experienced = 97, Novice = 69) completed the online questionnaires on teacher empowerment and motivating style. In the qualitative phase, 10 teachers (5 novice and 5 experienced) were asked to participate in a semi-structured interview. Quantitative results showed that Autonomy-Supportive motivation style (AS) had a significantly positive correlation with Decision Making, Professional Growth, Status, Self-Efficacy, Impact, and Total Empowerment among novice teachers, and a significantly positive correlation with Professional Growth, Status, Autonomy, Impact, and Total Empowerment among experienced teachers. Moreover, the qualitative findings revealed that, from both novice and experienced EFL teachers’ perspectives, teacher empowerment was found to influence choice of teacher motivating styles. Further qualitative findings presented that from novice and experienced teachers’ vantage point, empowering strategies like attending conferences, reading books and articles, and taking part in professional development programs can contribute to teachers’ choice of motivating styles. These results have potential implications for various stakeholders in L2 education who can gain insights into how to foster teacher empowerment as a way to direct teachers toward choosing an autonomy-supportive teaching style.

CORRELATIONS BETWEEN THE PHYSICAL EDUCATION TEACHER’S TEACHING STYLE AND THE PERCEPTIBLE MOTIVATIONAL LEVEL OF THE LEARNING ENVIRONMENT

The goals of physical education teaching today go beyond achieving psychomotor activity in the classroom. The most crucial objective of the subject is to develop the child's need for physical activity both in the classroom and outside the school environment. To achieve this, physical activity motivation must become intrinsic, which physical education teachers can help achieve by using teaching styles and methods that promote autonomy and ensure that each pupil has the opportunity to develop. In our research, based on the answers to the questionnaire validated by the Hungarian Student Sports Federation, we selected physical education teachers with a predominantly student-centered or predominantly teacher-centered teaching style. We asked a sample of physical education teachers about their attitudes and sporting habits toward physical education lessons using a PMCSQ-2 questionnaire. The results confirmed the motivational effects of student-centered teaching styles.

Teacher Emotion Regulation in Chinese Rural and Urban Schools: Impact on Burnout and Teaching Styles

Teacher Emotion Regulation in Chinese Rural and Urban Schools: Impact on Burnout and Teaching Styles

INTEGRATION OF GEOGEBRA IN TEACHING GEOMETRY TO YEAR 5 PUPILS IN PRIMARY SCHOOL

The TIMSS 2019 results indicated that 55% of Form 2 students in Malaysia struggle with learning geometry concepts. This quasi-experimental research aims to improve students’ geometric concepts by developing a geometry learning module. The module integrates GeoGebra and aligns all five van Hiele Learning Phases in the learning activities. The learning activities in this module focus on building and developing basic concepts in geometric measurement such as perimeter, area, and volume. In this research, 50 Year Five students in Tawau District were divided into two groups: the experimental group (n=25) and the control group (n=25). The experimental group used the module while the control group was taught using a traditional teaching style. Pre- and post-tests were used in measuring their geometric thinking levels by referring to the first three van Hiele’s Geometric Thinking Levels: visualization, analysis, and informal deduction. The data analysis showed a noticeable increase in geometry thinking levels in the experimental group. This showed that the usage of the geometry learning module integrated with GeoGebra was beneficial in helping pupils improve their learning rather than the traditional teaching style. In conclusion, using technology such as GeoGebra in learning activities can help students learn basic geometry concepts effectively.

Impact of teaching style on perceived mathematics achievement of elementary education preservice teachers: the mediating roles of attitude and math self-concept

Teaching style has long been recognized as a factor influencing students’ achievement, particularly in subjects like mathematics. However, its impact on aspiring elementary mathematics teachers, often considered generalists, remains relatively underexplored. Based on the theoretical underpinning of self-determination theory, the paper examines how teaching style (autonomy support and structured), attitude towards mathematics, and math self-concept form part of the overall variations of perceived mathematics achievement of 444 preservice elementary teachers in the central Philippines. In this paper, autonomy support and structure form a second-order construct of teaching style, while attitude and math self-concept serve as mediating variables toward perceived mathematics achievement. Partial least squares-structural equation modeling demonstrated the statistical significance of all five hypothesized paths and identified two partial mediation effects within the examined relationships. This study sheds light on the importance of teaching style in promoting positive attitudes, math self-concepts, and perceived mathematics achievement among preservice elementary teachers, which has implications for the quality of mathematics education in elementary schools. Implications for teacher training programs for elementary education are discussed, and future research directions are suggested.

The Impact of Hong Kong's Education Policy on Hong Kong's Human Capital Immigration

Hong Kong is a city of immigrants, combining Chinese wisdom and Western management experience into one, and with its rapid economic growth, it has become one of the wealthiest, most economically developed, and highest standard of living regions in the world. This study utilizes the literature research method to outline the facilitation of the arrival of migrants by the government's education and talent acquisition policies. This paper outlines some aspects: Firstly, the rapid development of Hong Kong has attracted many foreign immigrants, and their descendants have also received abundant educational resources in Hong Kong. Secondly, Hong Kong's diverse secondary and university education resources have attracted the arrival of foreign immigrants and mobile students. third, the diversified workforce brings diverse human capital to Hong Kong, with immigrants of many statuses contributing to Hong Kong's economy. The impact of immigration on the development of Hong Kong is of great significance. Integrating different foreign immigrants and mobile students has made Hong Kong a diverse society. Hong Kong's economy has developed significantly thanks to the government's tolerant approach to education, incorporating different educational styles in the context of different cultures and immigrant diversity.

ATTACHMENT AS A PREDICTOR OF INTERACTIVE PSYCHOLOGICAL LITERACY: IMPLICATIONS FOR TEACHER-STUDENT INTERACTION

Interactional psychological literacy is an emerging concept in educational disciplines in the contexts of understanding and effectively navigating social and emotional interactions within educational settings. Attachment theory posits that early relationships with caregivers shape an individual’s future interactions and relationship patterns. Drawing on these concepts, we were interested in whether future teachers’ attachment styles are related to their preferred modes of interaction. The aim of the research was to examine the relations between attachment and the interactional psychological literacy of preservice teachers. To achieve this aim, a survey research strategy of questionnaire instruments was used. Data were collected using the ECR-R questionnaire, which measured attachment styles, and the ISK-K questionnaire, which measured interactional psychological literacy. Eighty second- and third-year undergraduate students of Bachelor of Education in Teaching participated in the study. The findings indicate that the attachment styles of the preservice teachers are predictors of preservice teachers’ interactive psychological literacy. This implies that, among other things, it is important to pay attention to the development of interactive psychological literacy regarding relational attachment in the preparation of future teachers. These results contribute to a broader understanding of the challenges of educating and preparing future teachers for practice. Keywords: attachment styles, interaction styles, teacher-student interaction, psychological literacy, educational outcomes

AN ASSESSMENT OF JULIUS NYERERE’S EDUCATION FOR SELF-RELIANCE

Education for self- reliance was the most important educational principle which Julius Nyerere considered as a foundation for Africa’s development. For him, it is important that the educational system in Africa should be structured in such a way that it will foster the goals of togetherness and cooperative endeavours for the liberation of the African continent. Education for self-reliance is about gaining self-independence, self-determination and self-valued. He however, made a case that such an educational system would be geared towards the freedom of the African man from the constraints imposed by colonial dependency. To this end, the purpose of this paper therefore, is to assess Nyerere concept of education for African self-reliance. In doing this, a conceptual clarifications and rigorous analytical method would be applied. Finding revealed that our educational system had been westernised which promotes the culture and custom of the western countries. It is also revealed that the western style of education had not meant our societal demands in Africa. This study therefore recommended that an indigenous educational system is necessary for Africa and African to fully liberate itself from western control and dependency. It is also recommended that an Afrocentric educational system is needed at this point in order to promotes our culture and customs for self- fulfillment and self-realization. Key words: Development, Education, Julius Nyerere, Self-reliance,

HISTORICAL OVERVIEW ON FLT METHODOLOGY

Rapid changes in various spheres of the world and in the field of education in particular make the role of foreign language teaching and learning of paramount significance. In this regard, the study of the recent developments in the methods of foreign language teaching is not only crucial but also necessary, as sharing information is commonly implemented through language. The present research is meant to provide a comprehensive overview of the historical developments and an in-depth view of the latest advancements in foreign language teaching from both theoretical and practical perspectives with a focus on the use of innovative teaching strategies, approaches, styles and technology integration to enhance foreign language learning and teaching. This article is also aimed at shedding light on the importance of considering the requirements and needs of today’s learners when choosing the appropriate methods of teaching by teachers. Herein it is of primary concern to take into account the fact that due to manifold developments in different fields of human activity, language teaching undergoes different changes and requires new methods and approaches. In addition to all these factors, FL teaching and learning should be directed to the enhancement of intercultural competence, as it can help learners develop a more open-minded attitude towards different cultures. This work particularly highlights the necessity of changing the roles of FL teachers that reflect a shift towards a more learner-centered and technology-enhanced approach to language teaching and learning. These new roles are aimed to foster learner autonomy and critical thinking skills, to engage learners in active learning, and to create a positive learning environment. They also promote collaborative interactions among learners, recognizing and addressing their needs by providing learners with constructive feedback, authentic and varied language input.

Attainable pedagogical practices for contexts of poverty: a South African case study

ABSTRACT Curricula in ‘developing’ country classrooms have long attempted unsuccessfully to replace teacher-centred pedagogy (TCP) with learner-centred pedagogy (LCP). This South African case study treated TCP as a realistic pathway for improving student achievement in its societal context. The ex post facto mixed methods analysis combined experimental design principles with qualitative classroom observation of a teacher in a poor township whose grade 9 students had high achievement gains, using Guthrie’s Teaching Styles Model and Schweisfurth’s learner-centred minimum standards. Well-established dialogic routines with frequent closed questions emphasised memorisation of basic facts and principles required by the stipulative science curriculum. The study is a ‘proof of concept’ for qualitative research to identify successful, contextually appropriate classroom techniques in other South African schools and possibly those in similar contexts elsewhere. The study also illustrates international controversies over the merits of different types of curricula, associated pedagogy, and the embedded cultural and societal issues.

A 10-day experience sampling dataset on subjective experiences of middle and upper secondary school students in 2022

This data note presents a dataset collected within a 10-day experience sampling survey study among middle and upper secondary students in Finland during autumn 2022. The dataset encompasses a brief start-up survey in addition to 40 momentary assessments, allowing for the analysis of both inter- and intraindividual processes. The start-up survey includes validated measures on students’ perceptions of school-related support from family, peers, and teachers, general self-efficacy, and academic self-efficacy, as well as items on school enjoyment, and school absenteeism. The experience sampling data includes items related to positive and negative emotions, lecture characteristics, perceived teacher style, peer relationships, as well as sleep quality, breakfast, school readiness, and school day satisfaction. Data were collected using the “RealLife Exp” mobile app. Multiple procedures were undertaken to validate and confirm the reliability of the dataset, as presented in this data note. The methodological approach utilized for gathering the data featured in this dataset allows for a nuanced analysis of individual and contextual influences along with lagged effects on school well-being, with the potential to discover previously overlooked patterns and trends.

E-Learning Challenges in STEM Education

This work reviews the key challenges surrounding teaching Science, Technology, Engineering, and Mathematics subjects known as STEM. The research has uncovered a significant gap between traditional teaching styles and the need to develop and adapt to new remote-learning modalities. The work describes the technological, pedagogical, social, and institutional challenges, finally identifying the importance of their joint interaction. Since the COVID-19 pandemic, it has become evident that STEM educators must increase their awareness and knowledge of instructional models focused on using digital platforms. The current trend is centred on developing remote-learning tools, which will likely become the predominant learning norm as the economy’s viability increases. However, these remote-learning approaches must maintain interaction with the physical world, as understanding real-world phenomena is crucial for improving learning processes. STEM learning through e-learning will have a greater chance of success if academic institutions collaborate with other sectors of society, such as the business sector, to receive feedback for the continuous improvement of the proposed teaching methods.

The Impact of Teaching Style and Course Structure on Intermediate Accounting Students Understanding

Many students face great difficulties in completing Intermediate Accounting courses well. One of the factors that is considered influential is the teaching style. Another factor that can affect students' understanding in studying Intermediate Accounting is the learning structure (course structure). A good learning must include the correct and coherent choice of topics in order to present the learner's point of view and not only from the point of view of experts, in this case lecturers (experts). Based on the results of the research test, the following results can be obtained: 1) Teaching Style has a significant positive effect on students' understanding of the Intermediate Accounting Course; 2) Course Structure has a significant positive effect on Student Understanding in the Intermediate Financial Accounting Course. The implication of this study is that the application of the theory of interpersonal behavior is answered. The results show that this theory can be a valuable tool for understanding and improving interpersonal relationships, and for identifying strategies for solving problems. Furthermore, the practical implications show that the existence of the right teaching style and a course structure that is structured and based on the principle of interrelation between materials can increase student learning motivation because students feel that they can follow the learning flow better. With a clear structure, students tend to understand the concept thoroughly and uninterruptedly

Natalya Lopatina: “Using personality adaptations, we take a good look at where early decisions are”

Abstract: This article contains an interview with Natalya Lopatina, certified Practitioner, Trainer and Supervisor with the right to certify specialists in personality-focused treatment (PFT), about her professional path in psychology, the choice of transactional analysis as a method for development. About her first teacher in TA. And her learning experience with Vann Joines and Linda Gregory. Natalya tells about the advantages of the theory of personality adaptations, peculiarities of her teaching style and the opportunities that learning provides.