Effective Teaching Practices Research Articles

TRAINING THE AUGMENTED INTERPRETER TODAY

Any interpretation training programme aspiring to excellence must be closely connected with the professional world and make effective use of innovative teaching methods, cooperation with external stakeholders, and modern technologies in order to ensure a high quality of learning. This paper focuses on the different aspects of ‘quality’ in light of the advent of new technologies and the changing nature of the interpreting profession. Interpretation training programmes must learn today how to prepare a widely employable interpreter to survive the pressures of the professional world. A scenario-based approach, that simulates work-like situations, is effective in interpretation training. The paper will focus on mock conferences, as its most effective teaching practice. Mock conferences help to enhance the authenticity and diversity of lifelike situations in class, provide the students with contextualised practice that helps to develop non-linguistic competences. The latest technologies, e.g. ICTs, AI, etc., offer a new degree of automation to all professional language mediation activities, calling for a rethinking of the interpreter’s skillset. The future will accommodate both artificial and human interpreting, and the bar for humans will be raised. The interpretation students must learn how to use the latest technologies for the benefit of the client. A new, augmented interpreter profile includes the combination of the classical competences (interpretation, language and cultural, interpersonal, ethical, etc.) and technological competences which must be used for the benefit of the client and the events at which the interpreter works. The paper also explores the value added by human interpretation to communication, such as depth of message comprehension, teamwork, shared responsibility and liability and, most importantly, the value of the ‘interpreter who cares’.

Evidence-based teaching: effective teaching practices in primary school classrooms

Understanding and measuring effective teaching practices in low- and middle-income countries is a complex process that requires a contextualised knowledge of teaching quality, as well as adaptable instruments that can reliably capture teachers’ varied classroom behaviours. One approach developed with these purposes in mind is Teach Primary, a classroom observation framework designed and revised in 2021 by the World Bank. This framework captures the time teachers spend on learning and the quality of teaching practices which help to enhance pupils’ cognitive and socio-emotional skills, as well as aspects of the physical environment which may influence teaching quality. Using the Teach Primary framework, this article examines evidence regarding effective instructional practices in primary school classrooms, with highlighted examples from low- and middle-income countries. It also sheds light on the criticality of instrument contextualisation, given variations in how practices can be valued and implemented in different settings and how structural quality factors can influence teachers’ use of strategies. Challenges and limitations relating to the use of the Teach Primary framework are discussed, along with implications for teacher education and evaluation.

Pedagogical approach of grade 7 teachers in teaching the learning competency of integers

This research addresses the intricate challenges of teaching integers in middle school mathematics. Focusing on grade 7 teachers, the study explores strategies to enhance integers' teaching-learning competency, revealing nuanced approaches employed by three teachers. Through qualitative methods, specifically in-depth interviews, the research uses an exploratory approach to unravel the underlying strategies shaping the teaching of integers. Key findings underscore integers as a formidable learning competency for grade 7 students, particularly in operations like addition and subtraction. The most effective pedagogical approach, encapsulated in the 3Rs — Reaching, Representing, Recommending — involves drill exercises for foundational concepts, integrating manipulatives like algebra tiles and coloured tiles, and advocating for continuous manipulative use with persistent drill exercises and integrating technology. These identified themes emphasize the need for a uniform understanding among teachers during discussions to ensure a cohesive and effective teaching strategy. Recognizing these strategies is crucial for addressing the existing learning gap and advancing grade 7 students' competency in dealing with integers. The research contributes valuable insights to the academic discourse, offering effective pedagogical practices and fostering a more robust foundation for mathematical understanding at the middle school level.

Science Process Skills to Improve Learning Outcomes of Elementary School Students

The study aims to investigate the impact of implementing a science process skills approach on the learning outcomes of elementary school students in science subjects. The research adopts a pre-experimental design with a one-group pre-test and post-test design. Data collection is conducted through observation, tests, and documentation, with data analysis using descriptive and inferential methods. The results show that the use of the science process skills approach significantly improves students' learning outcomes in science. There is a significant change from low to high scores after the implementation of this approach, indicating its effectiveness in enhancing students' understanding of science concepts. These findings provide empirical support for the success of the science process skills approach, which can serve as a basis for the development of more effective teaching practices in the future.

ICT – (Information and Communication Technology) Based Instruction Toward Performance Framework

The primary objective of the research was to assess the fundamental proficiency levels in utilizing technology among teachers from District I-C Elementary Schools within the Division of Antipolo City during the academic year 2022 – 2023. The study encompassed a sample size of one hundred seventy-seven (177) elementary educators. These participants were characterized based on factors such as age, gender, marital status, job title, educational attainment, years of service, and their exposure to ICT-related training. To ascertain the basic knowledge and skills concerning computer utilization, a combination of a questionnaire checklist and direct observations by the researcher were employed. This approach facilitated the evaluation of both the perceived efficacy and the actual performance of the participants. The study’s findings revealed that a predominant portion of the respondents were married and situated within the age range of 31 to 45 years. A notable proportion held the position of Teacher I and had accumulated a working tenure of 16 to 20 years at their respective schools. Within the educator cohort, approximately 59.3% possessed qualifications at the master’s degree level, whereas none had attained a doctoral degree. The elementary teachers’ fundamental knowledge and skills in using computers within District I-C Elementary Schools were evaluated across various dimensions, including basic computer operation, word processing, electronic worksheet utilization, computer-based presentation, communication and research, and instructional technologies. The assessment indicated that the teachers’ proficiency in these areas was classified as “Competent” in both their perceived efficacy and actual performance. The examination of the significant difference in knowledge and skills related to computer usage, as perceived by the respondents and their actual performance across the identified dimensions or areas led to the rejection of the null hypothesis. In light of the obtained findings and conclusions, several recommendations emerge. Firstly, it is suggested that teachers actively participate in a higher number of seminars and training sessions focused on ICT utilization. Such engagements would facilitate the deeper integration of ICT tools into the teaching-learning process along mathematics in teaching elementary grades, enhancing overall instructional effectiveness. Moreover, it is worthwhile to explore further research endeavors that encompass different variables. Conducting parallel studies that incorporate various aspects or factors could provide a more comprehensive understanding of the complex relationship between teachers, ICT utilization, and effective teaching practices. Keywords: ICT-Based Instruction, Performance Framework, fundamental skills, computer

Dance Pedagogy used by Physical Education Teachers in Enhancing Skill Acquisition, Mastery and Self-Image

Effective teaching practices in dance cover a variety of theoretical and practical approaches and techniques and individual teaching and learning styles. This study focused on dance pedagogy used by physical education teachers in enhancing skill acquisition, mastery, and self-image. Specifically, the study investigated the extent of the use of dance pedagogy by physical education teachers in five teacher education institutions to enhance skill acquisition, mastery, and self-image. The total number of participants of the study was twenty-three (23) wherein fifteen (15) were females and eight (8) males and with experiences in teaching ranging from 1 to 25 years. A questionnaire comprising 65 items that exemplify the sixteen dance teaching guidelines for strengthening students' dance skill acquisition, knowledge, and self-image was used to gather data supported by classroom observation. The items were adapted from the sixteen guidelines for teaching and learning identified by Mainwaring and Krasnow, which were categorized into three major areas: process and goals, influences that affect dancers' progress, and structure and content of the class. The data were treated using descriptive statistical tools. The results showed that the physical education teachers always practice dance pedagogies that enhance dance skill acquisition, mastery, and self-image. Dance pedagogies are needed to maximize the potential of every learner who wants to progress and become their best.

Nursing Students' Perceptions Regarding Teaching and Learning Practices That Promote Safe Medication Administration.

This article reports on a study conducted to explore what helps and what complicates learning safe medication administration. In this study, nurse educators explored students' perspectives on effective teaching practices, what influences medication errors and near misses, and strategies for improving students' learning about medication administration. Students ranked nursing instructors, peers, and staff nurses as having the greatest positive impact on both their learning and patient safety. Good relationships, an appropriate pace of learning, and practice were also beneficial. Noise, time constraints, and interruptions were negatively associated with learning and patient safety.

Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools

Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools

ESOL Student’s Portfolio Writing Practice: Studying Corrective Feedback With Formative Assessment to Enhance L2 Outcomes in Saudi Arabia

Corrective Feedback with Formative Assessment (CFFA) could be a vital component in TESOL (Teaching English to Speakers of Other Languages). It is a coherent approach to enhance ESOL students' writing skills. The aim of this study is to analyze heterogenous outlines, quantitative congeniality, and the effectiveness of WF (Written Feedback) with one-on-one corrections. The EFL writing portfolios include the CFP (Corrective Feedback Planning), WFD (Writing the First Draft), and EFD (Evaluating and Improving the First Draft). It also includes using the CFFA to teach EFL skills based on various modules of authentic ESOL course material selected for teaching at the lower-to-elementary levels of ESOL learning students. The quantitative data from simultaneous questionnaires affirmed the efficacy and relevance of CFFA with the students' composition of descriptive and expository texts within the Preparatory Year English writing courses at three different campuses of a university in Saudi Arabia. 351 students from various groups and individual instructors in charge of the RW (Reading and Writing) courses responded to correlated questionnaires, and task outlines were collected for stylistic analysis. Besides being an effective teaching practice, CFFA involves an informal instructor-student exchange and written remarks. Although not summative, they aim to enhance students' writing skills. The students merely perceived their errors as part of the recurrent practice required in the elaborate but formulaic methodology of the instructional techniques of EFL writing. In turn, the absence of summative grading reduced student anxiety. The results demonstrated that the well-defined written CFFA aligns with students' levels and course objectives.

English Learning Material for Journalism Courses: What are Students’ Needs?

This study aims to analyze student needs for learning materials for journalism courses at Indonesian Language and Literature Education, Toraja Indonesian Christian University. Using a qualitative approach, the study collected data through a series of in-depth interviews, surveys, and focus groups with students enrolled in journalism courses. The main objective of the study was to identify specific aspects of the learning material that students consider important, areas they find challenging, and suggestions for curriculum improvement. The results show that students value a combination of theoretical and practical learning, with particular emphasis on real-life case studies, multimedia skills, and the use of social media in journalism. Students also highlight the need for greater interaction with professional journalistic practitioners and field practice opportunities such as internships. Key difficulties students face include understanding journalistic investigative concepts, ethics, and legal aspects, as well as the development of technical skills such as writing, editing, and media analysis. This research suggests the need for a flexible and responsive curriculum that integrates the latest technology, provides teaching materials relevant to industry developments, and strengthens students' practical skills. These findings contribute to the development of more effective journalism teaching practices, which focus on preparing students for real challenges in the journalism industry.

Organization of pharmaceutical education of the adult population: from theory to practice

Introduction. Health literacy is defined by WHO as one of the reliable parameters that allow predicting the state of public health in the future. The level of health literacy is integral to the pharmaceutical literacy of the individual, since a significant part of the issues of health care is related to the use of medicines (LP). Pharmaceutical literacy can be considered as one of the most important components of health literacy in general. At the moment, there is no unified methodology for improving pharmaceutical literacy of individuals and society as a whole. The purpose of the study. Development of a scientific and practical approach to the organization of pharmaceutical education of the adult population with the participation of pharmaceutical specialists. Material and methods. Content analysis, logical analysis, systematization method, modeling method. Results. The components of the theoretical basis for the formation of pharmaceutical competence of the adult population are determined. The differentiation of information about drugs has been carried out, the types of pharmaceutical information have been identified and their subject content has been formed for the purposes of pharmaceutical education of the population. Socio-demographic groups and factors correlating with a higher level of pharmaceutical literacy have been identified. Additional conditions are formulated that should be taken into account in the development of pharmaceutical literacy and the formation of pharmaceutical competence of the adult population. Organizational technologies relevant to the goals of pharmaceutical education have been identified and systematized. The key positions of effective pharmaceutical education practice have been identified. Potential mechanisms for the organization of pharmaceutical education are presented, taking into account the realization of the professional potential of pharmaceutical workers. A multilevel model for the formation of pharmaceutical competence of the adult population has been developed. Conclusion. The proposed methodology for the gradual formation of pharmaceutical competence of the adult population based on the relevant choice of organizational technologies and rules of andragogy, based on the international concept of health education and existing levels of public health, acts as a scientific and practical approach to the formation of an adequate level of pharmaceutical knowledge for the effective and safe use of medicines and the formation of a culture of responsible attitude of citizens to their own health.

Effective Teaching by the Association of College and University Educators (ACUE) in Undergraduate Mathematics Class

Teaching effectively in college is not only key for student’ satisfaction in classroom but also for performance. This research, as a pilot study, has analyzed the survey and course evaluation results from an undergraduate Mathematics class, where The Association of College and University Educators’ (ACUE) effective teaching practices are applied. Results have shown the positive effects from ACUE practices. At the same time, differences in student performance in the same courses from different semesters have been discussed. With the same course content and learning outcomes, teaching with ACUE practices has resulted in better performance throughout the semester. The research compared course evaluations from the same courses in different semesters when including and not including ACUE practices. Results show that students are more satisfied with the courses using ACUE practices. Researcher has made suggestion that ACUE practices should be recommended for use by faculty members in universities and colleges to improve student performance and course satisfaction.

Validation of a Tool to Evaluate Nursing Students' Electronic Health Record Competency in Simulation.

The aim of the study was to establish reliability and validity of the Competency Assessment in Simulation of Electronic Health Records (CASE) tool. Effective teaching and learning practices, including valid and reliable assessment of students' electronic health record (EHR) competency, contribute to safe, high-quality, efficient nursing care. The study used a mixed-methods design to test reliability and validity of the CASE tool. A nationally representative sample of faculty from universities representing 27 states provided scores for videos using the CASE tool. Forty-seven participants completed the first scoring survey; 22 of the 47 participants (47%) completed the second-round scoring. Intraclass correlation for the final score between the first and second responses shows the consistency of test-retest reliability (ICC = .78, p < .001). The CASE tool provided evidence of validity and reliability in evaluating EHR competency in simulation.

Effect of preschool teacher's math anxiety on teaching efficacy and classroom engagement in math

AbstractIncreasing number of studies have revealed that teacher's math anxiety is related to the use of less effective pedagogical practices, which can lead to reduced math achievement among elementary school students. Children's math experience begins before formal schooling. However, there is limited information about the effect of preschool teachers' math anxiety on math‐related activities. In the current study, 209 in‐service preschool teachers were recruited to explore the relationship between math anxiety and their involvement in math activities within the classroom. Our findings showed that preschool teachers with high levels of math anxiety reported feeling less comfortable teaching math, leading to reduced engagement in math‐related activities and decreased interactions with their students. Building upon these insights, potential strategies are proposed to mitigate adverse effects of math anxiety among preschool teachers and cultivate a more positive learning environment for children.

A step toward effective language learning: an insight into the impacts of feedback-supported tasks and peer-work activities on learners’ engagement, self-esteem, and language growth

This study explored the impact of feedback-supported tasks and peer-work activities on language learners’ engagement, self-esteem, and language growth in a university setting in Saudi Arabia. Employing a sequential explanatory mixed-methods design, 45 participants in the experimental group and 43 in the control group underwent 15 sessions of treatment, while traditional instruction was provided to the control group. Pre- and posttests and semi-structured interviews were employed for data collection. Results indicated a significant increase in engagement and self-esteem among experimental participants compared to the control group. Language growth, assessed through a teacher-made test, also demonstrated a significant improvement in the experimental group. The findings align with Vygotsky’s Socio-Cultural Theory and Long’s Interaction Hypothesis, emphasizing the pivotal role of collaboration in language learning. However, limitations include the specific context and the absence of a delayed posttest. Implications for educators, syllabus designers, curriculum developers, and policymakers underscore the importance of integrating collaborative and feedback-oriented strategies into language instruction for enhanced learning outcomes. This research contributes valuable insights for shaping effective language education practices, while suggestions for future research encourage a more comprehensive exploration of long-term effects and contextual variations.

Australian early childhood educators’ perspectives on digital teaching of geometry: The pedagogical enablers and barriers

Although studies have investigated the enablers and barriers of digital teaching and learning of STEM, the integration of digital technologies into teaching geometry – one of the main mathematical concepts, is frequently ignored and does not garner much scholarly attention. To fill this specific gap, this small-scale qualitative study explored the perspectives of four early childhood educators who have successful experience in using digital technologies in the teaching and learning of geometry with preschool-age children. The analysis of data uncovered early childhood educators’ effective pedagogical practices of digital geometry teaching while discussing the pedagogical benefits and challenges of embedding digital educational materials in geometric teaching. The findings of this research can particularly contribute to a qualitative lens of practically utilising digital technologies in engaging children in explorative geometric learning, which thereby provides valuable information for early childhood stakeholders to take into consideration in digital pedagogies of geometry education.

Toys with Disabilities: Factors Associated with Their Acceptance as Inclusive Educational Means

ABSTRACT The primary aim of this research was to explore the participants’ perception of inclusive toys (i.e. toys with disabilities) as suitable playing tools for preschool children and their willingness to buy such toys. Our cross-sectional design involved 738 Romanian adults aged 18 to 61 (M = 29.72). We used ten images containing toys with and without disabilities and addressed three primary questions: 1) How suitable do you consider this toy for preschool children aged 3 to 6, regardless of their gender?; 2) Would you agree with introducing and using toys with disabilities (for example, dolls or stuffed animals in wheelchairs) in regular, public preschool classrooms? and 3) Would you buy (for your child or another child) a toy with disabilities, such as the ones described above?. Results suggested that participants who reported having a friend or a family member with disabilities were more willing to accept and buy inclusive toys. Overall, participants (with higher rates among the younger ones) seemed to consider toys with disabilities more suitable for preschool children than their regular versions (i.e. without disabilities). Results are discussed concerning potential effective inclusive education practices involving toys with disabilities in preschool settings.

Creative Thinking in Art and Design Education: A Systematic Review

This study aims to identify and analyze relevant characteristics associated with creative thinking, particularly in arts and design education. A systematic literature review was conducted following the PRISMA protocol, utilizing the Scopus database, where 292 studies were retrieved through search strings. From these, 187 studies were selected for the final analysis. The results highlight an emphasis on experiential learning, STEAM (Science, Technology, Engineering, Arts, and Mathematics), and interdisciplinary approaches as prevalent educational methodologies for fostering creative thinking. The identified techniques include interdisciplinary projects, artistic practices, nature-based activities, and the use of digital tools. The core skills identified include originality, fluency, flexibility, and elaboration. Furthermore, it was observed that most of the studies were conducted in higher education institutions. The study underscores the urgency of promoting research in specific regions, such as Latin America, to contribute to advancing and enriching the educational landscape in these areas. Additionally, it emphasizes the importance of fostering creativity from an early age. The significance of this study lies in its contribution to more effective pedagogical practices for the development of creative thinking that positively impacts education and prepares individuals for the challenges of the 21st century.

Impact of Problem-Based Learning on the Perception, Understanding, and Application of Statistical Concepts in Business Administration and Management Students

We investigate the impact of the Problem-Based Learning (PBL) approach supplemented by student-created videos on the teaching of Probability Calculation and Inference Statistics in Business Administration and Management Studies. To that aim, we analyse survey results gathered from a sample of students from the Business Administration and Management and Law-Business Administration and Management degrees at the University of Zaragoza who participated in the PBL experience, focusing on their perceptions, skill development, dynamics of collaboration, and communication with teachers and classmates. Additionally, a comparative study of their final grades is conducted, comparing them with that obtained by students who did not engage in PBL. Our findings reveal that PBL significantly enhances students’ understanding and motivation, along with their communication with teachers, particularly among repeating students, and teamwork skills, particularly among beginners. Furthermore, students participating in PBL activities tended to achieve significantly higher grades than their nonparticipating counterparts did. Moreover, our study contributes to the discourse on sustainable education by highlighting the potential of PBL as a pedagogical approach aligned with the Sustainable Development Goals. By promoting active learning, collaborative problem solving, and communication skills, PBL fosters a culture of lifelong learning and empowers students to address real-world challenges in a sustainable manner. These findings have implications for educators, policymakers, and researchers seeking to promote sustainability in higher education through effective pedagogical practices.

Biology lecturers’ perceptions of genetics literacy in Indonesia: an explanatory sequential mixed methods study

ABSTRACT Given its impact on medicine, agriculture, and society, genetics literacy has attracted international interest. Biology lecturers play a crucial role in supporting students’ genetics literacy empowerment. However, research into biology lecturers’ perceptions of genetics literacy still needs to be undertaken. This study aimed to explore the understanding, perception, and awareness of genetics literacy among Indonesian biology lecturers. We performed an explanatory sequential mixed method study in two phases: online survey and semi-structured interviews. Results showed that (a) most biology lecturers agreed that genetics literacy was correlated with scientific literacy, information and communication technology literacy, reading literacy, and numerical literacy, and then genetics literacy is understood as consisting of genetics concepts and skills; (b) most biology lecturers agreed that argumentation, informal reasoning, and decision-making skills were appropriate for enhancing genetics literacy development; (c) despite less than half of the biology lecturers teaching skills related to genetics literacy and only a fourth assessing skills related to genetics literacy, most biology lecturers were willing to teach and assess skills related to genetics literacy comprehensively. The findings revealed that biology lecturers’ perceptions of genetics literacy must be explored, given their critical role in ensuring effective and successful genetics educational practice.