Effective Teaching Research Articles

Effect of peer facilitation in anatomy small group curriculum on academic performance and retention: A pilot study.

Peer-assisted learning and group facilitation have been proven to foster active participation in small-group learning, and these effective teaching modalities have been shown to enhance learning outcomes. This study introduced a student peer facilitator role in an anatomy small-group curriculum for pre-clerkship medical students and explored its impact on academic performance and retention. Students were required to rotate through this facilitator role and lead their small group during their designated sessions. Data collection methods included pre-course and post-course surveys, individual quiz grades, and retention quizzes sent 1 month after each quiz. Overall, the data revealed a significant increase in the overall combined quiz averages across the curriculum for facilitators compared to participants despite having no notable increase in preparation time (p = 0.004). While facilitators scored significantly higher on the course quizzes, the slight increase in their average retention quiz scores was not significant. This study was unable to identify any significant benefits to retention for either facilitators or participants. In all, this study suggests that a peer facilitation paradigm can be an effective educational modality for medical students, and future studies should explore ways to improve knowledge retention through this role.

Factors influencing EFL learners’ speaking fluency: A case study at a high school in Vietnam

This study investigates how four key factors - English exposure, learning environment, motivation, and teaching pedagogy - affect English speaking fluency among high school students, using both qualitative and quantitative research methods. The findings indicate that frequent exposure to English, an engaging learning environment, and effective teaching pedagogy significantly enhance students' speaking fluency and motivation. Qualitative results show that students who interact with English regularly, whether through classroom activities or extracurricular engagement, demonstrate better fluency and enthusiasm. A dynamic and supportive learning environment, combined with interactive teaching strategies, fosters higher levels of student participation and motivation. However, the study acknowledges several limitations. The small sample size used in the qualitative phase may not fully represent the broader student population, potentially impacting the generalizability of the findings. The reliance on self-reported data in the quantitative analysis introduces the possibility of bias, which could affect the accuracy of the results. The study also notes that focusing on a limited set of factors might overlook other influential elements such as individual learning styles or external pressures. Future research should aim to include a larger and more diverse sample, explore a broader range of factors affecting English fluency, and incorporate various activities and technological tools to address these limitations. By expanding the scope of research and incorporating these suggestions, more comprehensive strategies can be developed to improve English speaking fluency among students. This approach will provide valuable insights for educators and policymakers, assisting them in designing more effective language programs and interventions that enhance students' communicative competence and overall language proficiency.

Artificial Intelligence Integration in Teacher Education: Navigating Benefits, Challenges, and Transformative Pedagogy

This article explores the potential uses, benefits, and challenges of artificial intelligence (AI) tools for teacher educators and their teacher candidates. It begins with a brief introduction to the topic, followed by a discussion of existing literature concerning the impact of AI on K–12 education; the importance of preparing AI-literate teachers; and specific issues related to AI’s use in teacher education, which includes studies on perceptions about AI utilization in education. The author also examines the challenges of AI implementation in the preparation of teachers; poses critical questions and ethical, pedagogical, and philosophical concerns faculty and students must consider; and provides ideas on using AI tools in courses through exemplar activities. The various activities illustrate the integration of AI- and non-AI-based activities to promote AI literacy among teachers. The goal of these activities is to support candidates’ competency development to become effective teachers while understanding the potential of AI tools for assisting in planning instruction and creating curricula. The exemplars also focus on developing critical thinking, creativity, and collaboration in carrying out pedagogical tasks. The author advocates for embracing AI tools in education cautiously and strategically by recognizing their power to transform teaching and learning for teachers and students.

The impact of second language teacher education on the development of pre-service teachers’ pedagogical beliefs

The current study explores the impact of second language teacher education (SLTE) on the development of the pedagogic beliefs held by fifty student-teachers enrolled in a public university in central Mexico. Specifically, the research investigates the extent to which conceptions of effective teaching changed, or didn’t, over the course of a four-year BA. Repertory grid interviews were used as the primary method of data collection. The repertory grid technique is the best known of several data solicitation instruments associated with the field of personal construct psychology. Data was subjected to both qualitative and quantitative inspection, including an assessment of cognitive complexity and principal component analyses. Results suggest that the participants who were SLTE students did not appear to significantly change their pedagogic beliefs over the course of the educational intervention. However, graduates of the SLTE program were found to hold significantly different kinds of pedagogical beliefs than the participants still enrolled in the BA, particularly in terms of their beliefs about reflection, student autonomy, and student-centeredness. This suggests that with time, internalized learnings from the program may have an opportunity to come to the fore and positively impact teacher practice.

Evaluating the Development of Pre-Service Primary School Teachers’ Competences in the Context of a Student-Centred Science Visits Course

The student-centred approach emphasises active learning, where students take responsibility for their own learning process, in which they are actively involved and integrate new information into their existing knowledge framework. Combining this approach with outdoor learning provides an even more effective teaching strategy. When combining these approaches, the individual needs and interests of the students must be taken into account. The research was conducted as part of The Science Visits Course among 30 prospective primary school teachers in their final years of study. The focus of the study was on the students’ self-assessment of their competences in science education and on the implementation of a student-centred teaching process, including outdoor teaching. Data were collected using online questionnaires and a structured evaluation form to assess students’ plans for a science visit. The research findings suggest that students find this type of work engaging and that it encourages their self-engagement, taking responsibility and working together in a group through sharing ideas and opinions. On the other hand, the student competences important for outdoor education have come to the fore to some extent, but there are still areas that can be improved, especially in the area of science content knowledge.

WAYS OF IMPROVING FOREIGN LANGUAGE COMMUNICATION DURING STUDENTS' PROFESSIONAL TRAINING

The article examines the issue of developing foreign language communicative competence of students as the primary goal of language learning in the context of professional training of future specialists. It is argued that the most relevant cognitive-linguistic, operational-linguistic and communicative competences for professionally oriented foreign language learning are the ones which enable the use of language as a means of obtaining professionally significant information through reading and participating in oral and written professional communication. The views of domestic and foreign scholars regarding the definition of foreign language communicative competence and its component structure are analyzed. All components of foreign language communicative competence are interrelated and interdependent, forming a complex, holistic, systematic, and structured entity. The process of foreign language learning should be aimed at the gradual cultivation of foreign language communicative competence components, using the most effective teaching forms, methods and tools. The forms, methods and tools for conducting productive classes are highlighted as those focused on activating cognitive activity, developing foreign language communicative competence, overcoming language, speech and socio-cultural communication difficulties. Attention is drawn to the expediency of using innovative teaching methods such as role-playing games, discussions, project-based methods, quests, as they are person-centered and create conditions for the enhancement of students' creative thinking and provide a good opportunity to acquire and apply foreign language knowledge due to the emergence of internal motivation. The research results in the context of future specialists' motivation to master foreign language communication skills and abilities are presented.

Exploring Positive Emotions and Teaching Effectiveness in Language Education: Insights From the PERMA Model

ABSTRACTPositive emotions play a significant role in facilitating successful language learning by enhancing motivation, engagement, and overall academic achievements. Nonetheless, there remains a paucity of research exploring how language educators perceive and manifest positive emotions in the context of their teaching practices. This study endeavors to fill this gap by exploring the experiences, practices, and beliefs of language educators regarding positive emotions in effective teaching. Additionally, it seeks to elucidate the pedagogical strategies they associate with fostering conducive learning environments through the lens of Seligman's PERMA model. Employing thematic analysis of semi‐structured interviews with 60 Chinese language educators, the study uncovers key positive emotions integral to effective teaching, including passion, trust, joy, and empathy. Despite the prevalence of these positive emotions, teachers reported a diminished sense of meaning and accomplishment when instructing foreign languages in comparison to the engagement and relationship elements outlined in the PERMA model. The findings shed light on a spectrum of teaching strategies embraced by these educators that align with the components of the PERMA model. By illuminating the affective dimension of language teaching, this study not only provides valuable insights into understanding positive emotions, engagement, and relationships in language education but also offers practical implications for integrating PERMA elements into language teaching and learning practices.

Innovative Frameworks for Teacher Noticing: Video Insights into Pre-Service Trainee’s Practices

Teacher noticing is a fundamental aspect of effective teaching, yet its influence on instructional practice is not well understood. This paper presents an extended framework for teacher noticing, alongside two innovative assessment tools: the Initial Teacher Education Noticing Continuum (TEN) and the Noticing Observation Framework (NOF). Utilising a mixed-methods approach within an intrinsic case study involving nine pre-service trainee teachers, the research uncovered significant insights into the participants' professional vision. The TEN demonstrated notable sophistication in trainees' skills for selecting, reasoning, and responding, while the NOF revealed that noticing plays a crucial role in developing teacher competency. As the study progressed, the participants exhibited marked improvements in their teaching practices. These results underscore the importance of structured frameworks in elucidating the relationship between teacher noticing and effective instruction, offering valuable implications for teacher education programmes.

The Impact of Introducing Scientific Calculators to Junior High School Graduates on Their Academic Performance in Mathematics

Scientific calculators are commonly and widely used tools in senior high schools, offering students the ability to perform mathematical calculations faster and more efficiently. This study aimed to investigate the Impact of Scientific Calculators usage on Junior High School graduates Performance in Mathematics. The study was purely quantitative hence data was collected through survey questionnaires and a mathematics achievement test. The study's accessible population size and sample size consisted of 280 and 162 respectively. The sample of 162 students was selected using a systematic random sampling method. Data collected were analysed using descriptive statistics, a simple linear regression model, and a paired sample t-test. The study found a significant difference in students' test scores before and after the use of scientific calculators, t (162) = 17.199, p < .001, leading to a rejection of the null hypothesis. Additionally, a significant correlation was found between calculator usage and students' achievement test scores, F (162) = 24.614; p < .001. Based on these findings, the study recommended that the Ghana Education Service consider allowing and granting permission to schools to incorporate the use of scientific calculators into the teaching and learning of mathematics at the junior high level. This would enhance students' mathematics learning and academic performance. Furthermore, teachers at the senior high school level should introduce enrolled junior high school graduates in Form One to the proper and efficient use of scientific calculators. Students should be taught how to use calculators to solve simple mathematical questions, which would facilitate effective teaching and learning of mathematics

The Accidental Teacher-Direct-Care Physicians Increasingly Placed in Teaching Roles.

This Viewpoint discusses ways for health systems, professional societies, and academic physicians to develop and share effective teaching materials and strategies with community-based colleagues.

Evaluating the Teaching of Physical Science Practical Work at a Selected Resource-Constrained Secondary School in Rundu Circuit, Kavango East Region

This study evaluated the teaching of Physical Science practical work at a resource-constrained secondary school in the Rundu Circuit, Kavango East region in Namibia. The research objectives were to assess the impact of practical work on learners’ academic performance in a resource-constrained community, identify the challenges faced by both teachers and learners in conducting practical activities, and propose strategies to address these challenges and improve the overall quality of science education. A qualitative research design was employed, with data collected through semi-structured interviews involving four Physical Science teachers. The interviews were analyzed using thematic analysis, with themes aligned to the research objectives. The findings revealed that the state of science practical work was poor due to a lack of sufficient laboratory equipment and resources. Other significant challenges identified included limited laboratory space, inadequate time allocation, overcrowded classrooms, a lack of motivation among learners, and insufficient background knowledge on practical work for learners. These challenges collectively impeded effective teaching and learning of science practical work. To overcome these issues, the study recommended providing adequate laboratory materials and constructing an additional laboratory to alleviate overcrowding. The study also further recommended the employment of laboratory technicians to assist teachers in organizing, planning and conducting practical activities more efficiently. Furthermore, the study suggested forming partnerships between schools to share laboratory facilities, as per Key Area 7 of the National Standard and Performance Indicators for Schools in Namibia, which emphasizes the importance of collaborative linkages within educational communities. By implementing these strategies, it was concluded that the quality of Physical Science practical work in resource-constrained schools could be significantly enhanced, leading to improved learner outcomes.

Classroom Strategies for Delivering Effective Instruction Management and Academic Achievement

Classroom Strategies for Delivering Effective Instruction Management and Academic Achievement

Blended Learning for Skill Development in EFL Teacher Preparation

Background: Blended learning, which integrates online and face-to-face instruction, is increasingly essential in teacher education, especially for English as a Foreign Language (EFL). Gap: Research is limited on its specific effectiveness in building EFL pedagogical skills. Aim: This study examines whether blended learning better supports teaching success for EFL prospective teachers than traditional methods. Results: Blended and face-to-face methods equally boost educational success, but the blended approach better prepares future teaching skills. Novelty: This study reveals blended learning's unique value in EFL teacher preparation. Implications: Institutions should adopt blended learning to enhance adaptive teaching skills for modern classrooms. Highlights: Blended learning enhances teaching skills by combining online and face-to-face methods. This approach uniquely prepares EFL teachers for modern, adaptive classrooms. Institutions should integrate blended models for effective teacher development. Keywords: Blended Learning, EFL Teacher Training, Pedagogical Skills, Educational Success, Hybrid Teaching

Teacher competency development model of higher vocational schools in Shandong province, China

Teacher competency is fundamental to successful vocational education reforms and quality enhancement. The rapid economic transformation and industrial upgrading in Shandong Province require highly skilled talents, prompting the implementation of modern vocational education (MVE) reform. However, the current competency of vocational teachers (VTs) often falls short of MVE standards, and there is an urgent need for a development model suitable for regional characteristics as a guide. In this study, we aim to assess the current state of VT competency development in Shandong Province and propose an integrated competency development model tailored to its specific needs. Our research employed a mixed-methods design, incorporating a cross-sectional survey of 280 VTs and 140 administrators and semi-structured interviews with management personnel. We conducted the exploratory factor analysis (EFA) on a comprehensive survey questionnaire and identified six key determinants of VT competency development. Based on these findings and expert interviews, we developed an integrated competency development model, comprising the teacher’s personal qualities and educational philosophy, educational technology competence, digital teaching competence, social policy, professional identity, and school culture and support. This model offers practical implications for designing effective teacher training programs and establishing supportive institutional environments, ultimately aiming to enhance the quality of vocational education through improved teacher competency.

Academic language use in middle school informational writing.

Learning to write the complex academic language (AL) associated with a discipline (like science) is a critical task in education, with middle school being a key developmental period. However, we need more research to guide how we assess students' learning to write AL, especially if we want to create assessment that guides more effective instruction. We evaluated middle school students' informational writing for six different measures of AL to determine which ones were most strongly related to writing quality and were most indicative of the unique features of informational writing. We also examined which metrics were sensitive to growth across middle school. Our sample consists of informational compositions from 285 students in Grade 5 (n = 175) and Grade 8 (n = 110) in a Midwestern state in the United States. Path modelling was used to determine the degree to which the AL metrics are associated with writing quality and narrativity in each grade. Overall, the six measures of AL explained 70% of the variance in students' writing quality. We found that a new measure, number of long words, outperformed other more established measures at the word level and should be used in assessment of informational writing quality. We also found that automated scores at the sentence level better detected development across middle school grade levels than typical rubrics of writing quality. Results provide promising avenues for the assessment of malleable aspects of AL in middle school informational writing.

Diagnostic Safety: Needs Assessment and Informed Curriculum at an Academic Children's Hospital.

Diagnostic excellence is central to healthcare quality and safety. Prior literature identified a lack of psychological safety and time as barriers to diagnostic reasoning education. We performed a needs assessment to inform the development of diagnostic safety education. To evaluate existing educational programming and identify opportunities for content delivery, surveys were emailed to 155 interprofessional educational leaders and 627 clinicians at our hospital. Educational leaders and learners were invited to participate in focus groups to further explore beliefs, perceptions, and recommendations about diagnostic reasoning. The study team analyzed data using directed content analysis to identify themes. Of the 57 education leaders who responded to our survey, only 2 (5%) reported having formal training on diagnostic reasoning in their respective departments. The learner survey had a response rate of 47% (293/627). Learners expressed discomfort discussing diagnostic uncertainty and preferred case-based discussions and bedside learning as avenues for learning about the topic. Focus groups, including 7 educators and 16 learners, identified the following as necessary precursors to effective teaching about diagnostic safety: (1) faculty development, (2) institutional culture change, and (3) improved reporting of missed diagnoses. Participants preferred mandatory sessions integrated into existing educational programs. Our needs assessment identified a broad interest in education regarding medical diagnosis and potential barriers to implementation. Respondents highlighted the need to develop communication skills regarding diagnostic errors and uncertainty across professions and care areas. Study findings informed a pilot diagnostic reasoning curriculum for faculty and trainees.

Promoting effective teaching and learning through a professional development program: A randomized controlled trial.

Promoting effective teaching and learning through a professional development program: A randomized controlled trial.

Pre-service teachers’ pedagogical knowledge and attitudes towards slow learner students

The pedagogical knowledge and acceptance of pre-service teachers towards slow learner students contribute to the implementation of inclusive education in regular schools. This study investigates the level of knowledge and acceptance pre-service teachers have in applying effective teaching strategies for students with slower learning needs. The participants of this study were 187 students at a private university in. This research is ex-post facto research. The research instrument used was a pedagogical knowledge test and attitude questionnaire. The data obtained were analyzed using correlation analysis, and t-test, to determine the relationship between pedagogical knowledge and attitudes towards slow learner students. The finding reveals that there was a positive relationship between pedagogical knowledge and attitudes towards slow learners, but the correlation between the two is not strong, in the medium category. Pre-service teachers gain pedagogical knowledge from inclusive education courses. Pre-service teachers also form a positive attitude towards slow learner students because of their experience interacting with slow learner students. A strong correlation between the variables in this study suggests that pre-service teachers' pedagogical knowledge has a limited impact on their attitudes toward slow learners. This highlights the need for improved training in effective teaching strategies for slow learners.

Planning and management of environmental education to promote educator’s environmental awareness and pro-environmental behaviour

The increased burden on educators to promote environmental education has recently attracted research interest. Since environmental knowledge has insignificant direct effects on pro-environmental behaviour, it is important to devise effective teaching methods to reduce the burden on educators and promote environmental conservation. In this study, we examined whether the planning and practice of educating others promoted environmental consciousness in the educators. Twenty-four and twenty-two university students participated in the study as part of an experimental and active control group, respectively. The experimental group was asked to plan and manage events meant to educate children about the environment and help them feel comfortable in nature. As a result, compared to the beginning of the study, the experimental group participants exhibited increased environmental consciousness. This improvement could be attributed to the fact that the participants possibly altered their behaviour towards the environment, consistent with the nature conservation practices they presented to the children participating in the abovementioned events. These findings highlight how planning and managing environmental conservation events for others could influence and improve individuals’ environmental consciousness.

BOOK REVIEW: TEACHING WORLD LANGUAGES WITH THE FIVE SENSES, PRACTICAL STRATEGIES AND IDEAS FOR HANDS-ON LEARNING

This book review discusses Elizabeth's journey as a mother and teacher who combined her personal and professional experiences to design a language teaching method that engages the five senses. The book “Teaching World Languages with the Five Senses, Practical Strategies and Ideas for Hands-On Learning” that resulted from her research provides deep insights into language acquisition in the brain. Each book’s 11 chapters address various topics, from language learning in the brain to five-sense teaching methods to cultural responsiveness in the 21st-century language classroom and decolonizing the world language curriculum. Emphasis is placed on teachers adapting to student diversity, dealing with learning anxiety, and providing approaches that support higher-order thinking skills. Suitable for all language teachers worldwide, this book presents an innovative approach involving the five senses in language learning, emphasizing a basic understanding of the brain as a foundation for more effective teaching practices.