Effective Teaching Behaviors Research Articles

Perception of Nursing Students of a Good Clinical Preceptor

Nursing training is a blend of both theoretical and practical learning. Students learn practically in the clinical environment. Despite the progression in nursing education, in some clinical settings, the effective teaching behavior of clinical instructors is absent that affects student learning. The aim of this study is to assess nursing students' perception of a good clinical preceptor. A descriptive cross-sectional study design was used for the study. Data were collected from all 4th year nursing students (n=130) in the Department of Nursing at the Faculty of Medical Technical Sciences, Alzaiem Alazhari University (AAU). The result shows that 68 out of 130 (52.3%) nursing students considered teaching ability as very important followed by competencies 57 (43.8%).

Effective Teaching Strategies and Behaviors of Legal Translation Lecturers in Spain

Framed within the current accountability policies in higher education, under the strains of global competition and the internationalization of universities worldwide, this article examines effective teaching as a pillar of teaching quality in higher education among legal translation lecturers. By linking certain teaching and learning styles to the different dimensions of effective teaching (instructional, organizational, and emotional), the teaching profile of legal translation lecturers in Spain at undergraduate level is analyzed. In addition, student-centered teaching approaches are connected to the use of classroom strategies and methodological resources that characterize effective teaching. The findings of this study, obtained through the distribution of the tamufq questionnaire (Teaching and Assessment Methodology of University Faculty Questionnaire) among legal translation lecturers at undergraduate level in Spain, suggest that those lecturers who adopt a post-positivist approach in their classroom display a greater variety of teaching behaviors and strategies associated with both effective curriculum implementation and higher quality teaching than those who are closer to traditional, positivist approaches. These findings may be particularly useful in the design and implementation of continuous professional development courses and pedagogical training of lecturers.

CAT in the classroom: A multilevel analysis of students’ experiences with instructor nonaccommodation

ABSTRACT This study incorporates communication accommodation theory to investigate how student perceptions of instructor nonaccommodation influence affective and cognitive classroom outcomes. A series of two-level hierarchical linear models (students nested within instructors) revealed significant, negative associations between specific modes of instructor nonaccommodation (i.e., nonaccommodation related to nonverbal responsiveness, content knowledge, and student support) and students’ reported outcomes. Specifically, nonaccommodation related to nonverbal responsiveness and student support resulted in less communication satisfaction and instructor–student rapport when controlling for student sex and expected grade in a course. Contrarily, only nonaccommodation related to content knowledge predicted processing fluency. The research provides instructional communication researchers with a unique theoretical framework for conceptualizing and assessing student perceptions while also raising important questions regarding how students prioritize effective teaching behaviors in context. Practical implications are provided for how instructors better assess and enact behavior relative to individual student needs.

Exploration of Teachers’ Effective Teaching Behavior in Mathematics Classroom Based on Big Data Analysis

With the development of education reform, the quality of classroom teaching has been paid more and more attention. Mathematics teaching is an important part of classroom education, and the quality of students’ learning has a direct impact on their future development. Therefore, only by continuously improving classroom teaching efficiency can the burden of students be truly reduced. Combining reality, using computer big data to analyze the characteristics, problems and improvement strategies of classroom teaching behavior.

Retraction: Exploration of Teachers’ Effective Teaching Behavior in Mathematics Classroom Based on Big Data Analysis (J. Phys.: Conf. Ser. 1744 042077)

This article has been retracted by IOP Publishing following an allegation that raises concerns this article may have been created, manipulated, and/or sold by a commercial entity. In addition, IOP Publishing has seen no evidence that reliable peer review was conducted on this article, despite the clear standards expected of and communicated to conference organisers. The authors of the article have been given opportunity to present evidence that they were the original and genuine creators of the work, however at the time of publication of this notice, IOP Publishing has not received any response. IOP Publishing has analysed the article and agrees there are enough indicators to cause serious doubts over the legitimacy of the work and agree this article should be retracted. The authors are encouraged to contact IOP Publishing Limited if they have any comments on this retraction. Retraction published: 16 September 2022

Nursing Students’ Perceived Effective Clinical Teachers’ Behaviors

Clinical teaching is a core component of nursing education. The clinical teachers’ roles and responsibilities are to supervise clinical activities and empower students to gain clinical competency and skills. The nursing students’ perspective of effective clinical teachers’ behavior is an important indicator of facilitating and improving clinical education quality. This paper explored diploma nursing students’ perceived importance of effective clinical teaching behavior in helping their learning. A total of 165 nursing students from various levels of their diploma in nursing program from Universiti Teknologi MARA (UiTM) were invited to participate. A self-administered questionnaire was employed to collect demographic data and students' perceptions of effective clinical teacher behaviors and their importance on learning outcomes using the Nursing Clinical Teaching Effectiveness Inventory (NCTEI). The study results indicated that nursing students perceived evaluation as the most important effective clinical teaching behavior, while personal characteristics are the least important effective clinical teaching behavior. The results showed a significant positive relationship between the frequency of effective clinical teaching behavior used and the level of importance of effective clinical teaching behavior for all five criteria. This information can be used to improve faculty awareness of students’ views on clinical teaching performance and as a guide for the clinical instructor to develop and revise the clinical teaching approach in the clinical setting. Behavior perceived to be effective should be incorporated into clinical instructor practice, thereby maximizing students' learning experiences in the clinical setting.
 
 Keywords: Effective Clinical Teaching Characteristics, Clinical Teaching In Nursing, Clinical Teaching Behaviour

The Impact of Virtual Employment Interviews on the Teacher Hiring Process

The purpose of this qualitative study was to understand the perceptions of school administrators regarding the benefits of the virtual teacher hiring processes adopted when in-person interviews were impossible due to COVID19. Specifically, this research investigated the ways that teacher hiring changed during school closures and the extent to which those changes reflected best practice, whether school leaders felt that their virtual interviews were effective, and how leaders believe the experience of hiring using virtual interviews would change future teacher selection processes. Semi-structured interviews served as the data collection tool and a sequential process of first and second cycle coding were used to analyze interview transcripts. Results indicated when school leaders used virtual interviews, they were forced to adopt more reliable teacher selection practices, including careful screening of resumes, interview questions designed to uncover values and effective teaching behaviors, authentic assessment of skills, and attention to teaching artifacts in digital portfolios. School leaders did not intentionally align their new selection processes with research-based best practices, but they were aware of the practical value of the changes made to their hiring processes and indicated that they intended to maintain at least some of the practices in the future. [ABSTRACT FROM AUTHOR] Copyright of Administrative Issues Journal: Education, Practice & Research is the property of Administrative Issues Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Preservice Physical Education Teachers’ Perceived Physical Literacy and Teaching Efficacy

Physical education teacher education is a time when preservice teachers can reinforce their physical literacy (PL). Professional coursework within the teacher preparation program should also develop their teaching efficacy. In this regard, the purpose of this study was to examine the predictive relationship between preservice physical education teachers’ perceived PL and teaching efficacy. The findings revealed that the PL dimension of self-expression and communication with others was the most significant predictor of teaching efficacy in developing content knowledge, applying scientific knowledge to teaching, teaching students with special needs, and using technology. Furthermore, preservice teachers’ knowledge and understanding of PL predicted their teaching efficacy in accommodating skill level differences within instruction. These predictive relationships suggest that preservice teachers’ PL influences their efficacy to enact effective teaching behaviors and should remain an ongoing priority of physical education teacher preparation programming suggested by the United Nations Educational, Scientific and Cultural Organization.

Potential Mentoring Impacts on Oklahoma Induction-Year School-Based Agricultural Education Teachers: A Modified Delphi Study

Literature supports benefits of mentoring for induction-year school-based agricultural education (SBAE) teachers. Yet for the past 15 years, no structured mentoring program has been offered for Oklahoma SBAE induction-year teachers. This study sought to find consensus among an expert panel representing Oklahoma SBAE regarding the impact on induction-year SBAE teachers without a structured mentoring program. Panel members were asked to respond to three open-ended questions representing goals, outcomes, and impacts of a mentoring program. Sixty-two unique statements representing eight themes met consensus. Themes included building mentoring relationships, effective emotional management, effective SBAE program management, impact to the profession, student learning, teacher retention, introduction to school climate, and reinforcing effective teaching behaviors. Oklahoma SBAE induction-year teachers and programs are negatively impacted from the lack of a structured mentoring program. The planning, funding, and implementation of a mentoring program for Oklahoma SBAE induction-year teachers should be a focus of professional development.

Quality of teaching in higher education: reviewing teaching behaviour through classroom observations

ABSTRACT This study examines the extent to which lecturers demonstrate effective teaching behaviour. The results of 203 observations reveal substantial differences in detected teaching behaviour. Lecturers mostly demonstrated teaching behaviour in the domains classroom climate, efficient organisation, and instruction. Teaching behaviour relating to the domains activating teaching and teaching learning strategies was observed less frequently, with almost no evidence of behaviour associated with the domain differentiation. The quality of teaching in small classes was slightly higher than that in large classes. These findings can help tailor professional learning activities to lecturers’ professional development needs.

Observed teaching behaviour in secondary education across six countries: measurement invariance and indication of cross-national variations

ABSTRACT Effective teaching is a key factor in educational effectiveness and improvement. To facilitate the knowledge exchange regarding effective teaching in secondary education internationally, there has been a growing interest in using classroom observation measures. However, little is known regarding the comparability of observation measures across various national contexts (measurement invariance). Consequently, comparing effective teaching behaviour across contexts is compromised by issues of construct and measurement equivalence. In the present study, we investigated measurement invariance of the International Comparative Analysis of Learning and Teaching (ICALT) for measuring teaching behaviour across various national contexts including the Netherlands, South Korea, South Africa, Indonesia, Hong Kong-China, and Pakistan. Results showed that ICALT indicates full strict invariance in four out of the six countries, which provides a possibility to compare teaching behaviour in the Netherlands, South Korea, South Africa, and Indonesia. South Korea indicated the highest quality of teaching behaviour, while Indonesia indicated the lowest.

PENDEKATAN PSIKOLOGI AGAMA DALAM PEMBELAJARAN AKIDAH AKHLAK DI MA AL-MUKHLISIN KAMPAO BLEGA BANGKALAN

Tingkat efektivitas pembelajaran di MA AL-Mukhlisin Kampao, Kecamatan Blega, Kabupaten Bangkalan sebagian dipengaruhi kepribadian pendidik dan juga kepribadian peserta didik. Hal tersebut tidak lepas dari peran atas perilaku, sebab satu sama lain harus saling mendukung. Pada konteksnya, pendidik yang mempunyai perilaku yang efektif mempunyai konsep mengajar yang jelas, memakai metode dan media pembelajaran yang bervariasi, dan memakai pembelajaran yang kontekstual. Sedangkan perilaku peserta didik dapat ditinjau dari segi sikologinya dengan mengikuti aturan-aturan yang diberikan oleh guru. Berkaitan dengan ruang lingkup pendekatan pembelajaran yang digunakan oleh guru Akidah Akhlak di MA Al- Mukhlisin, menggunakan pendekatan Psikologi Agama. Dentensinya, pendekatan psikologi agama bagian dari ilmu yang mempelajari tingkah laku manusia dan gejala-gejala jiwa manusia berkaitan dengan agama sebagai bentuk keyakinan. Konteks sebagai acuan untuk membahas permasalahan tersebut, menggunkan metode deskriptif kualitatif yang merupakan metode penganalisisan atas semua data yang diperoleh. Adanya hasil penelitian mengenai pendekatan Psikologi Agama dalam pembelajaran Akidah Akhlak di MA Al-Mukhlisin, maka peneliti mengambil kesimpulan sebagai berikut. Dalam pembentukan karakter siswa pada proses pembelajaran yang ditinjau dari psikologinya oleh guru Akidah Akhlak, ditelusuri adanya tekanan-tekanan batin yang menimpa pada diri siswa yang sangat berpengaruh atas tercapainya sebuah tujuan dari pembelajaran. Faktor Pendukung Pelaksanaan Pendekatan Psikologi Agama Pada Pembelajaran tersebut di antaranya; sarana dan prasarana, budaya sekolah, dan semangat siswa. Sedangkan faktor penghambat dalam proses pembelajaran ini yaitu, kurangnya dukungan orang tua dan perbedaan individu.

The Effect of One Teach One Observe Model on Effective Teaching Skills of Classroom Teachers

The purpose of this study is to investigate effectiveness of one teach one observe model, one of co-teaching approaches, on planning of teaching, implementation and evaluation skills of inclusive classroom teachers. Three teachers who are experienced at least for five years, work in primary schools in Ankara, Turkey participated in the study conducted using Between-Subjects Multiple Surveys Design, one of the single-subject experimental designs. The data were recorded by determining the number of effective teaching behaviors of subjects and marking related scoring part on the Checklist for Effective Teaching Skills, analyzed visually and shown as graphics. It’s been indicated that One teach one observe model’s effective in improving effective teaching skills of inclusive classroom teachers, and the subjects maintain post-teaching learning outcomes related to planning of the teaching, implementation, and evaluation for the Turkish class 3 weeks and 10 days after the study was completed. It’s been observed that the co-teaching approach contributes to inclusive classroom teachers for making educational regulations, preparing lesson plans using different methods and techniques.

The Effect of Art-Based Learning to Improve Teaching Effectiveness in Pre-Service Teachers

This study aims to examine the effect of applying art-based learning model to the learning outcomes of effective teaching behavior of students in microteaching classes. The study design used a quasi-experimental design of non-equivalent control group design. The subjects of this study were 103 pre-service teacher students consisting of 4 classes (2 experimental classes and 2 control classes, (54) in the experimental group, (49) in the control class). The experimental classes are taught using art-based learning models and control classes are taught by practice-based models. Student learning outcomes taught by art-based learning are higher than student learning outcomes using conventional model.

Clinical Instructor's Behaviors as Perceived by Themselves, Students and Nursing Faculty Staff

Background: the core of nursing education program is the clinical education in which training of nursing student occur to have competent nurse student. Also, clinical instructors play a significant role in creating positive learning experiences in the clinical setting that shape student behaviors at the work environment. Therefore, clinical instructors should have the effective clinical teaching behaviors to create a positive learning environment for nursing students. Aim: to assess the clinical instructor's behaviors as perceived by themselves, students and Nursing Faculty Staff. Research Design: The study was conducted using descriptive research design. Setting: The study was carried out at faculty of Nursing, Minia University. Subject: The study subjects consisted of all clinical instructors, staff members and about 80% of students at (2nd, 3rd, 4th year) at the Faculty of Nursing, Minia University. Tool: The Nursing Clinical Teacher Effective Inventory (NCTEI) was used for data collection. Results: revealed that, the high level of clinical instructors behaviors were from clinical instructors themselves view with (89.2%), followed by students view (68.2%) and then view of staff members (59.2%) with statistically significant difference between clinical instructors, students and staff members view (P=0.001). Conclusions: Clinical instructors had biased self-assessment regarding perception of their clinical teaching behaviors. Recommendation: Workshops/seminars should be organized and also orientation program for all newly clinical instructors on their roles in clinical teaching.

Nurse Students versus Faculty Staff Assistants Perception Regarding to Teaching Behaviors in Clinical Setting

Background: Effective teaching behaviors are identified as important factors in nurse students and faculty staff assistants' relationship. Aim: Identify nursing students' perception regarding teaching behaviors of their faculty staff assistants in clinical setting, determine faculty staff assistants' perception regarding teaching behaviors in clinical setting, compare among perceptions of nursing students and faculty staff assistants regarding teaching behaviors in clinical setting. Design: Descriptive, cross-sectional, comparative research design was used. Setting: The study was conducted at Faculty of Nursing Ain-Shams University. Subjects: 355 nurse student and 55 faculty staff assistant. Tools: Data were collected using two tools; Nurse Students’ perception regarding teaching behaviors questionnaire sheet and faculty staff assistants’ perception regarding teaching behaviors questionnaire sheet. Results: Regarding effective teaching characteristics, nurse students perceived evaluation procedures as the most important dimension while personality traits are the lowest dimension. Regarding caring behaviors, nurse students perceived instills confidence as the highest demonstrated caring behaviors while control versus flexibility as the lowest demonstrated caring behaviors. Regarding effective teaching characteristics, faculty staff assistants perceived evaluation procedures as the most important dimension while personality traits are the lowest dimension. Regarding caring behaviors, faculty staff assistants perceived instills confidence as the highest demonstrated caring behaviors while supportive learning climate as the lowest demonstrated caring behaviors. Data revealed that nurse students and faculty staff assistants had a positive perception of teaching behaviors in clinical setting for all components. Conclusion: Although there is a positive perception from both study subjects regarding teaching behaviors in clinical setting, there is a highly statistically significant difference between their perceptions. Recommendations: Providing support and encouragement for nurse students in the clinical setting. Continuous support and reward from the faculty for effective performance of faculty staff assistants.

Regional school context and teacher characteristics explaining differences in effective teaching behaviour of beginning teachers in the Netherlands

ABSTRACTThis explorative study adopts a regional perspective on understanding differences in observable teaching quality by describing regional levels in teaching quality for specific regions and by examining the contribution of schools’ regional characteristics on effective teaching behaviour of 1,945 beginning teachers in secondary education. Beginning teachers working in schools located in regions of population decline have better basic teaching skills than beginning teachers working elsewhere. Multilevel analyses reveal that within the Randstad region, adaptive instruction skills are weaker in very urban areas. Schools’ changing student numbers influence the quality of adaptive instruction skills and teaching learning strategies. These findings indicate that differences in teaching quality become visible at lower regional levels and are of interest because these effects on student outcomes might not be captured in national figures. This approach adds to existing literature and is useful to tailor current professionalization programmes for beginning teachers to specific regional contexts.

An Analysis of Cooperating Teacher Feedback: A Qualitative Inquiry

Cooperating teachers are a key component to the success of student teaching internships, serving an integral part in “raising” a teacher. To effectively facilitate the student teaching internship, teacher preparation programs must identify cooperating teachers who align philosophically with the pedagogical training delivered by university programs (Korthagen & Kessels, 1999; Tom, 1997), specifically, cooperating teachers who can reinforce the theoretical framework underpinning the professional coursework pre-service teachers experience in university teacher preparation programs. This qualitative study sought to better understand the feedback provided to future school-based agricultural education (SBAE) teachers during their student teaching experience. Through initial and secondary coding, the research team identified themes among the feedback provided to student teachers by their cooperating teachers. The study revealed cooperating teacher feedback reflects the pedagogical training provided via the teacher preparation program, specifically, around effective teaching behaviors. Understanding the cooperating teacher feedback provides insight for teacher preparation programs.

Evidence-Based Effective Teaching Behaviors for Complex Psychomotor Skills Training

Introduction: Although the research to operating room teaching is extensive, evidence relating surgical teachers’ behaviors to trainees’ objective complex psychomotor skills acquisition is limited. We aimed to identify objectively evidence-based teaching behaviors in hands-on training associated with increased complex psychomotor skills in surgical and non-surgical trainees. Methods: The MEDLINE, PsycINFO and ERIC databases were searched for relevant papers. Due to comparable training characteristics to complex surgical skill acquisition, papers on sports and music training were also included. Paper screening took place after training sessions with the inclusion and exclusion criteria. Inter-rater reliability was determined. Data were extracted and the quality of studies was assessed with the Medical Education Research Study Quality Instrument (MERSQI) and the Newcastle-Ottawa Scale-Education (NOS-E). Results: 18,337 references were identified. Seven studies were included. Teaching behaviors shown to improve trainees’ objective skills acquisition included feedback, instruction, active trainee involvement and demonstrations. Feedback and instruction with an external focus on the task and effect were supported by the strongest evidence. There was significant evidence regarding negative effects of harshly criticizing and belittling teaching behaviors. The data quality and evidence for most teaching behaviors were weak with low impact levels. Discussion: Feedback, instruction, active trainee involvement and demonstrations are important for the hands-on teaching of complex psychomotor skills. However, strong evidence supporting their effectiveness is lacking. Future research should be directed on investigating the relationship between clearly defined teaching behaviors and the objective acquisition of complex skills in surgical trainees.

Validity and Reliability of the Clinical Teaching Behavior Inventory (CTBI) for Nurse Preceptors in Korea

The aim of this study was to evaluate the validity and reliability of the Korean version of the Clinical Teaching Behavior Inventory (CTBI). The English CTBI-23 was translated into Korean with forward and backward translation. Survey data were collected from 280 nurses' preceptors at five acute-care hospitals in Korea. Content validity, construct validity, and criterion-related validity were evaluated. Cronbach's α was used to assess reliability. SPSS 24.0 and AMOS 22.0 software was used for data analysis. The CTBI Korean version consists of 22 items in six domains, including being committed to teaching, building a learning atmosphere, using appropriate teaching strategies, guiding inter-professional communication, providing feedback and evaluation, and showing concern and support. One of the items in the CTBI was excluded with a standardized factor loading of less than .05. The confirmatory factor analysis supported good fit and reliable scores for the Korean version of the CTBI model. A six-factor structure was validated (χ²=366.30, p<.001, CMIN/df=2.0, RMSEA=.06, RMR=.03, SRMR=.05, GFI=.90, IFI=.94, TLI=.92, CFI=.94). The criterion validity of the core competency evaluation tool for preceptors was .77 (p<.001). The Cronbach's α for the overall scale was .93, and the six subscales ranged from .72 to .85. The Korean version CTBI-22 is a valid and reliable instrument for identifying the clinical teaching behaviors of preceptors in Korea. The CTBI-22 also could be used as a guide for the effective teaching behavior of preceptors, which can help new nurses adapt to the practicalities of nursing.