Effective Teaching Behaviors Research Articles

유아교사의 감성지능, 놀이교수효능감이 창의적 교수행동에 미치는 영향

Objectives The purpose of this study is to examine the general tendencies of early childhood teachers' emotional intelligence, play teaching efficacy, and creative teaching behaviors, and to investigate the relationships among these variables. Additionally, the study aims to analyze the effects of emotional intelligence and play teaching efficacy on creative teaching behaviors. Methods This survey research was conducted on early childhood teachers in Gyeongnam. Data was collected from September 6, 2022 to December 2, 2022, and 262 questionnaires were collected. The statistical analysis was conducted using the SPSS 27.0 program, which included descriptive statistical analysis, t-test, one-way ANOVA, Pearson's correlation analysis, and hierarchical multiple regression analysis. Results The emotional intelligence, play teaching efficacy, and creative teaching behavior of early childhood teachers were found to be generally higher, with statistically significant differences depending on education and career. A significant positive correlation was observed between all three variables: emotional intelligence, play teaching efficacy, and creative teaching behavior. The factor with the highest effect on creative teaching behavior was belief in play teaching efficacy, followed by emotional utilization as a sub-factor of emotional intelligence. Conclusions In order to facilitate of more effective creative teaching behavior among early childhood teachers, it is essential to implement structured educational programs that enhance their emotional intelligence and play teaching efficacy.

Effectively teaching students with special educational needs (SEN): A template analysis and comparison of mainstream and special education teachers in Flanders

Numerous teachers face significant challenges teaching students with SEN, possibly stemming from a lack of guidance in translating broad principles formulated in teacher effectiveness frameworks into context-specific effective teaching behaviors. This study addresses this issue by outlining teachers' translations and comparing them across teachers from two classroom settings. Semi-structured interviews were conducted with 12 mainstream and 12 special education teachers and a template analysis revealed: (1) teachers mentioning a multitude of translations, highlighting numerous general effective teaching principles and (2) key differences between the two teacher groups concerning the ‘within-class differentiation’ and the ‘activating or reviewing prior and background knowledge’ indicator.

The use of deep learning integrating image recognition in language analysis technology in secondary school education.

This work aims to investigate the application of advanced deep learning algorithms and image recognition technologies to enhance language analysis tools in secondary education, with the goal of providing educators with more effective resources and support. Based on artificial intelligence, this work integrates data mining techniques related to deep learning to analyze and study language behavior in secondary school education. Initially, a framework for analyzing language behavior in secondary school education is constructed. This involves evaluating the current state of language behavior, establishing a framework based on evaluation comments, and defining indicators for analyzing language behavior in online secondary school education. Subsequently, data mining technology and image and character recognition technology are employed to conduct data mining for online courses in secondary schools, encompassing the processing of teaching video images and character recognition. Finally, an experiment is designed to validate the proposed framework for analyzing language behavior in secondary school education. The results indicate specific differences among the grouped evaluation scores for each analysis indicator. The significance p values for the online classroom discourse's speaking rate, speech intelligibility, average sentence length, and content similarity are -0.56, -0.71, -0.71, and -0.74, respectively. The aim is to identify the most effective teaching behaviors for learners and enhance the support for online course instruction.

Implicit and Explicit Modelling: Case Study of EMU (Eastern Mediterranean University) Teacher Educators’ Perceptions and Practice

Implicit and explicit modeling are two approaches commonly used by university teacher educators in their perspective and practice (Kavanagh, S. S., & Grant, T., 2019). These approaches aim to enhance the teaching effectiveness and learning outcomes of pre-service and in-service teachers. Implicit modeling refers to the teacher educators' practice of embodying effective teaching strategies and behaviors in their own instructional practices. Rather than explicitly teaching these strategies, teacher educators demonstrate them through their actions and interactions with students. This approach relies on the power of observation and imitation, allowing aspiring teachers to internalize effective teaching practices without explicitly being told what to do. Teacher educators who adopt implicit modeling often create a positive learning environment, establish respectful relationships with students, demonstrate effective communication skills, and employ instructional strategies that promote critical thinking, collaboration, and reflection (Schutz, P. A., & Davis, H. A., 2020). By observing and engaging with these practices, pre-service and in-service teachers learn to emulate and apply them in their own classrooms. Explicit modeling, on the other hand, involves the direct and intentional instruction of specific teaching strategies and techniques. Teacher educators explicitly teach and explain effective teaching practices to aspiring teachers, breaking them down into smaller components and providing step-by-step guidance. This approach is particularly useful when introducing new or complex teaching strategies that may require explicit instruction and practice. When employing explicit modeling, teacher educators might use various methods such as demonstrations, guided practice, and simulations. They might explicitly explain the rationale behind each strategy, provide examples, and engage in collaborative discussions to deepen the understanding of the concepts being taught. Through this explicit instruction, aspiring teachers gain a clear understanding of effective teaching practices and how to implement them in their own classrooms. In practice, many teacher educators use a combination of both implicit and explicit modeling approaches to cater to the diverse needs and preferences of their learners. They may begin with implicit modeling to establish a foundation of effective teaching practices, followed by explicit modeling to provide a deeper understanding and step-by-step guidance for complex strategies. This combination allows teacher educators to create a comprehensive and scaffolded learning experience for pre-service and in-service teachers (Tejada, F. M., & Leander, K. M., 2022). Overall, implicit, and explicit modeling are valuable approaches employed by university teacher educators. These approaches enhance the professional development of teachers by providing them with real-life examples, demonstrations, and explicit instruction to develop their pedagogical skills and knowledge.

Teaching in a Shared Classroom: Unveiling the Effective Teaching Behavior of Beginning Team Teaching Teams Using a Qualitative Approach

This study aims to gain insight into the experiences of beginning team teaching teams and the dimensions of effective teaching behavior that are perceived as clear added value in their pedagogical practices. Sixteen beginning team teaching teams from twelve different elementary schools participated in team interviews. The more complex dimensions of effective teaching behavior, based on the International Comparative Analysis of Learning and Teaching (ICALT) framework, such as adaptive teaching and activating learning, were perceived as clear added value in their team teaching practices. Meanwhile, the more basic teaching dimensions—including efficient classroom management, providing clear instruction, and creating a safe and stimulating learning climate—were reported to a lesser extent.

Mentor teachers’ professional vision: A study of the differences with classroom teachers and student teachers

ABSTRACT A crucial competence for mentor teachers is the ability to analyse classroom practices as they are expected to model effective teaching practices and to provide feedback to student teachers. This ability is referred to in the literature as professional vision. The present study assesses mentor teachers’ (n = 137) professional vision regarding teacher-student interactions and differentiated instruction, using a validated video-based comparative judgement measurement instrument. The results indicate that mentor teachers have a high professional vision. It can thus be assumed that mentor teachers can support student teachers. Additionally, their professional vision is compared with that of classroom teachers (n = 996) and student teachers (n = 2168), expecting it to be significantly higher than that of classroom teachers and student teachers. The results show no significant difference between mentor teachers and classroom teachers but a significant difference between mentor teachers and student teachers. Hence, mentor teachers and classroom teachers are equally able to identify and interpret crucial aspects of effective teaching behaviour and both groups are better able than student teachers in this regard. This study contributes to the current state of the art on mentor teachers from a theoretical, empirical and methodological point of view.

Profiles and developmental pathways of beginning teachers' intrinsic orientations and their associations with effective teaching behaviour

Prior research has highlighted the importance of intrinsic motivational-affective characteristics in empowering teachers to excel amidst professional complexities. This study sought to move beyond the prevailing focus on cross-sectional relationships between individual motivational-affective factors and specific aspects of effective teaching, seeking to understand their cumulative significance in shaping the longitudinal development of effective teaching. By proposing teachers' intrinsic motivational-affective orientations as profile indicators, this study profiles teachers during their initial two career years. Through surveying and observing 274 Dutch beginning teachers over three data collection waves, the results of latent profile and transition analyses identified two distinct profiles and four developmental pathways. A favorable profile exhibits positive correlations with stimulating learning climate and differentiated instruction. Moreover, the desirable pathways contribute to the development of differentiated instruction, offering valuable insights into sustainable professional growth for beginning teachers. Educational relevant statementThe present study holds significant educational relevance as it contributes to the theoretical understanding of teacher motivation, identity, and professional development. By identifying distinct profiles and developmental pathways of beginning teachers' intrinsic motivational-affective orientations, the study offers valuable guidance for targeted support strategies in teacher education and professional development programs. Furthermore, the recognition of non-linear associations between teachers' intrinsic orientations and specific effective teaching behaviours highlights the importance of cultivating desirable orientations to enhance teachers' capacity for establishing inclusive and stimulating learning environments. In general, this study carries practical implications for school leadership and educational institutions, offering avenues to foster positive and sustainable learning experiences for both teachers and students.

Creation and Initial Validation of the Mayo Outpatient Precepting Evaluation Tool.

Preceptors in family medicine residencies need feedback to improve. When we found no validated, behavior-based tool to assess the outpatient precepting of family medicine residents, we sought to fill this gap by developing and initially validating the Mayo Outpatient Precepting Evaluation Tool (MOPET). To develop the MOPET, we applied the Stanford Faculty Development Program (SFDP) theoretical framework for education, more recent work on peer review of medical teaching, and expert review of items. The residency behavioral scientist and a volunteer physician independently completed the MOPET while co-observing a precepting physician during continuity clinic sessions (N=20). We assessed the tool's validity via interrater reliability and cross-validation with the SFDP-26. The tool demonstrated high interrater reliability for the following effective teaching behaviors: (a) allowing the resident to present without interrupting, (b) encouraging the formulation of a goal, (c) checking in on the resident's goal, (d) using multimodal teaching aids, (e) asking to discuss the differential diagnosis, (f) asking to discuss alternative management, (g) encouraging the resident to pursue literature and/or other resources, and (h) reinforcing self-directed learning. The MOPET measures strongly correlated with most items from the SFDP-26, indicating good cross-validity. The MOPET is a theoretically sound, behavior-based, reliable, and initially validated tool for peer review of outpatient family medicine resident teaching. This tool can support faculty development in outpatient clinical learning environments.

Observing secondary school teachers’ effective teaching behavior in the Netherlands, England, and the United States using the ICALT observation instrument

IntroductionThe purpose of this study was to examine measurement invariance in observer scoring of effective teaching behavior in three secondary education contexts–the Netherlands, England, and the United States. It also aimed to describe what effective teaching behavior looks like in secondary education across the three education contexts.MethodsA uniform observation measure called International Comparative Analysis of Learning and Teaching (ICALT) was used to observe teachers.ResultsResults revealed that the hypothesized factor structure of effective teaching behavior was confirmed for the Dutch and English data, but not for the US data. Teachers in the Netherlands showed higher levels of more basic teaching behaviors, but lower levels of more complex teaching behaviors, compared to teachers in England.DiscussionImplications of the findings are discussed.

Exploring Factors of English Teachers’ Effective Teaching Behavior in Blended Learning Contexts

This study aims to investigate effective teaching behavior (ETB) for undergraduate students among college teachers in China and to analyze their perceptions of ETB that contribute to academic success. In this study, a questionnaire was used with 152 college students as participants, and data analysis was conducted using SPSS ver. 23, including t-test, ANOVA, and factor analysis. The results revealed that teachers’ perception of ETB in blended learning (BL) contexts consists of four dimensions: classroom teaching organization, online learning management, diversified assessment, and individualized instruction. Among these dimensions, classroom teaching organization was perceived as the most effective, followed by online management, while diversified assessment and individualized teaching were considered less effective in implementing ETB in teaching practice. Furthermore, the study identified two categories of factors affecting ETB: internal factors of teachers (beliefs, capacity, and motivations) and external factors (online platforms, institutional environment, and students’ performance). The research findings suggest that the online platform factor and environment factor have the highest correlation coefficient with ETB, while the teacher factor has the lowest. Based on the findings, the study proposes implications and suggestions, such as building online resources and enhancing the multifaceted roles of instructors in BL contexts, to optimize teaching practices in higher education and enhance students’ satisfaction and academic achievement.

Medical Students’ Communication Preferences for the Ideal Surgical Educator

Medical students have expectations and preferences for how they are taught by clinical surgical educators. The goal of this study was to (a) determine medical students' prioritizations of ideal teaching behaviors and characteristics for surgical educators, and (b) delineate which teaching behaviors and characteristics were considered to be less important for surgical education. Using a necessity (low) and luxury (high) budget allocation methodology to build their ideal surgical educator, MSIII and MSIV students (N = 82) completed a survey to prioritize and invest in 10 effective teaching behaviors and characteristics identified in the instructional communication literature (assertiveness, responsiveness, clarity, relevance, competence, character, caring, immediacy, humor, and disclosure). Repeated-measures ANOVAs indicated MSIII and MSIV students invested significantly more of their teaching budget allocations for their ideal surgical educator into instructor clarity, competence, relevance, responsiveness, and caring, both within a (low) necessity budget (F[5.83, 472.17] = 24.09, p < 0.001, η2p = 0.23) and (high) luxury budget (F(7.65, 619.76) = 67.56, p < 0.001, η2p = 0.46). Using paired t-tests, comparisons of repeated investments in low and high budget allocations revealed that students invested slightly more of a percentage of funds in instructor immediacy (+2.62%; t(81) = 2.90, p = 0.005; d = 0.32) and disclosure (+1.44%; t(81) = 3.26, p = 0.002; d = 0.36), indicating they viewed these teaching behaviors more as luxury components of surgical education rather than necessities, but these behaviors were significantly less important than their ideal prioritizations of instructor clarity, competence, relevance, responsiveness, and caring. Results indicated that medical students want a surgical educator who is largely a rhetorical educator; that is, a surgical specialist who clearly communicates expertise and relevant content that students can apply to their careers as future surgeons. However, a relational component was viewed as ideal by students as students also preferred surgical educators to be sensitive and sympathetic to their academic needs.

Effects of using video-based coaching to promote preservice teachers’ interactional skills in Chinese preschool classrooms

Based on the Teaching Through Interaction (TTI; Hamre et al., 2013) framework and the observational tool Classroom Assessment Scoring System (CLASS; Pianta, La Paro, et al., 2008), some professional development (PD) programs combined with video-based coaching had been developed. Previous studies have well-documented the effects of these PD programs on in-service teachers’ mastery of interactional skills; however, little research has been done on the effects for preservice teachers. In the current study, we aimed to explore: (1) if video-based coaching improves preservice teachers’ interactional skills, and (2) how the personal characteristics of teachers (whether they attend coaching or not) predict the change of interactional skills during their practicum. Using an experimental approach, the study recruited 56 preservice teachers from a Chinese university to participate in the assessment and intervention. Results showed that preservice teachers in the coaching group who received one semester of sustained and individualized coaching support demonstrated a greater improvement in teacher-child interaction skills in the Emotional Support domain than those in the control group. Further, preservice teachers’ higher levels of child-centered beliefs and initially lower levels of knowledge of effective teaching, ability of identifying effective teaching behavior, and teacher-child interactional skills related to a greater increase in interactional skills during the internship. These findings shed light on how to design effective preparation programs for preservice teachers during their practicum.

Pupils’ School Life Orientations as Determinants of Effective Teaching Behaviors A Multilevel Analysis

Pupils’ School Life Orientations as Determinants of Effective Teaching Behaviors A Multilevel Analysis

Machine and expert judgments of student perceptions of teaching behavior in secondary education: Added value of topic modeling with big data

Research shows that effective teaching behavior is important for students' learning and outcomes, and scholars have developed various instruments for measuring effective teaching behavior domains. Although student assessments are frequently used for evaluating teaching behavior, they are mainly in Likert-scale or categorical forms, which precludes students from freely expressing their perceptions of teaching. Drawing on an open-ended questionnaire from large-scale student surveys, this study uses a machine learning tool aiming to extract teaching behavior topics from large-scale students’ open-ended answers and to test the convergent validity of the outcomes by comparing them with theory-driven manual coding outcomes based on expert judgments. We applied a latent Dirichlet allocation (LDA) topic modeling analysis, together with a visualization tool (LDAvis), to qualitative data collected from 173,858 secondary education students in the Netherlands. This data-driven machine learning analysis yielded eight topics of teaching behavior domains: Clear explanation, Student-centered supportive learning climate, Lesson variety, Likable characteristics of the teacher, Evoking interest, Monitoring understanding, Inclusiveness and equity, Lesson objectives and formative assessment. In addition, we subjected 864 randomly selected student responses from the same dataset to manual coding, and performed theory-driven content analysis, which resulted in nine teaching behavior domains and 19 sub-domains. Results suggest that the relation between machine learning and human analysis is complementary. By comparing the bottom-up (machine learning analysis) and top-down (content analysis), we found that the proposed topic modeling approach reveals unique domains of teaching behavior, and confirmed the validity of the topic modeling outcomes evident from the overlapping topics.

Optimized LSTM Networks with Improved PSO for the Teaching Quality Evaluation Model of Physical Education

Effective teaching behavior in physical education has an important impact on the quality of classroom teaching. To overcome the shortcomings in the existing university teaching quality assessment procedure, this paper designs an evaluation model for physical education departments based on long short-term memory networks (LSTM) with the improved particle swarm optimization (PSO). The model is constructed by analyzing the connotation and index system of teacher education teaching quality and constructing a fan-leaf structure model of teacher education teaching quality. Then, an improved PSO-LSTM model is proposed to train the teaching samples. The evaluation model applies the improved LSTM model and optimizes the network structure by dynamically adjusting the learning rate. The model is then optimized for the number of neurons and iterations of the network using the improved PSO. The results of the experiment indicate that the proposed model is effective in evaluating the quality of physical education. Moreover, the model analysis’ accuracy has greatly improved. This helps teachers have a comprehensive understanding of classroom dynamics and improve their professional competence and classroom teaching quality.

Enhancing Surgical Teaching Effectiveness: A Needs Assessment Study Using a Modified Delphi Process

IntroductionAs methods of measuring surgical resident competency become more defined, how can faculty know that they are effectively guiding residents toward increasing entrustment? The goal of this study was to use a systematic process to identify effective teaching behaviors, understand discrepancies between learner and teacher perception of behaviors, and provide an insight into areas for improvement in surgical teaching. Materials and methodsA modified Delphi process was used to create a list of critical teaching behaviors for surgical resident education in four domains: Operating Room, Clinic, Inpatient Rounds, and Didactics. Round One surveyed residents and faculty to identify critical teaching behaviors. In Rounds Two and Three, stakeholders narrowed the list to five behaviors in each domain. A needs assessment survey was created and used to identify (1) areas for improvement in residency education and (2) differences in perception of teaching behavior use between faculty and residents. ResultsEighty one faculty and 56 residents in the Department of Surgery completed the survey. All teaching behaviors in the Operating Room, Clinic, and Rounds domains had a significant difference in response distribution between residents and faculty. Except in Didactics, residents perceived that teaching behaviors were performed less often by attending surgeons than was reported by the faculty members. ConclusionsA modified Delphi process is an effective way to create a needs assessment survey relating to how surgical education is delivered. Future steps will involve directed interventions aimed at improving the use of certain surgical teaching behaviors in our department.

Influence of Teachers' Effective Teaching Behavior on Knowledge Transfer of Students in Online Teaching

With the rapid development of information technology, the online education environment has become a reality. In specific online education practices, most teachers exhibit effective teaching behaviors by using multimedia technologies positively to stimulate the learning initiative of students, improve their learning performances, and promote their knowledge transfer. Based on theories of knowledge transfer and effective teaching behaviors, a measurement model that focuses on the effects of effective teaching behaviors of teachers on knowledge transfer of learners was constructed in this study. Moreover, the influencing mechanism of effective teaching behaviors of teachers (clear teaching, diversified teaching, task orientation, and guidance of student engagement) on knowledge transfer of students was discussed through questionnaire survey and multiple regression analysis. In addition, differences in knowledge transfer caused by different online learning platforms were analyzed. Results demonstrate that for the designed questionnaire, the general Cronbach’s α=0.796 and KMO values 0.820, indicating that the designed questionnaire has very good reliability and validity. Four aspects of clear teaching, diversified teaching, task orientation, and guidance of student engagement have significant positive correlations with knowledge transfer. Diversified teaching, task orientation, and guidance of student engagement can also promote knowledge transfer of students significantly. According to the Kruskal-Wallis test statistics, online learning platforms have significant effects on the knowledge transfer at the 0.05 level. Research conclusions have important references to recognize components of effective teaching behaviors of teachers, promote knowledge transfer improvement of students comprehensively, and facilitate the positive transformation of teachers to online teaching modes and strategies.

Pandemic Pedagogy and Emergency Remote Instruction: Transitioning Scheduled In-Person Courses to Online Diminishes Effective Teaching and Student Learning Outcomes

ABSTRACT Conducted during a semester of remote emergency instruction due to the COVID-19 pandemic, this study examined the effects of rapidly switching an originally scheduled in-person course to an online course offering (after the course had already started in-person) on effective teaching behaviors and student learning outcomes. Results from 163 undergraduate students, who completed survey assessments about their course that was both in-person and then later online, indicated that switching the course modality diminished their learning opportunities by decreasing performance efficacy in the course, sustained attention to instruction, motivation to process the course material, and affect for the course content. Moreover, results indicated that students received less teacher confirmation after the switch, which in turn, produced a decline in learning outcomes. However, students higher in effort regulation were not affected as much by the rapid change in course modality. These findings offer pedagogical implications for emergency remote instruction when originally scheduled face-to-face courses no longer meet in person.

Do the Personality Traits of Teacher Candidates Predict the Perception of Self-Efficacy and Alienation from School?

Certain personality traits have been associated with effective teacher behavior for many years. In addition, in recent years, there has been a growing interest in the discussion of the evaluation of personality traits as criteria in the selection of teacher candidates. However, research-based evidence was needed on how personality traits affect teacher candidates. This study examined the relationship between teacher candidates' personality traits and their self-efficacy perceptions and their alienation from school. The research was designed in the correlational research design. The participants of the study consisted of 516 teacher candidates studying at two universities, one is in the West and the other is in the East of Turkey. Descriptive statistics and multiple linear regression analysis were used to analyze the data. The results of the research showed that the personality traits of the teacher candidates significantly predicted their self-efficacy perceptions and their alienation from the school when gender and department selection decision were controlled. Extraversion, openness, conscientiousness, and agreeableness positively predicted teachers' self-efficacy, whereas neuroticism predicted negatively. Unexpectedly, extraversion positively predicted the normlessness dimension of alienation from school. The results were discussed in the context of the evaluation of personality traits in the selection of teacher candidates and the teacher training process.

The New "offline + Online" Teaching Model of College English Based on Cloud Computing

Through literature review, this paper expounds the descriptive parameter framework of College English mixed teaching and the index framework of teachers' effective teaching behavior in College English mixed teaching and its influencing factors. Based on this, this paper studies the new "offline + online" teaching model of College English based on cloud computing. This paper verifies and enriches the framework established based on literature through pilot interviews. For the part of effective teaching behavior, this paper applies Delphi expert survey method to conduct two rounds of questionnaire consultation with 10 information-based foreign language teaching research experts, and forms the final effective teaching behavior questionnaire. The results of this study show that teachers' effective teaching behavior in College English teaching can be summarized into five factors. According to the explanatory power, the order from high to low is: online learning management, teacher support, organizing face-to-face classroom, diversified evaluation and personalized teaching. Therefore, the new "offline + online" teaching model of College English based on cloud computing can improve the efficiency of English teaching.