Teaching Efforts Research Articles

Collaborative Efforts of Parents and Teachers on Literacy Instructionn of the Kindergarten Learners

This research assessed the collaborative effort of teachers and parents on the literacy instruction of kindergarten learners at the identified schools of the Aloguinsa District in the Division of Cebu Province for the School Year 2022-2023 as the basis for a Literacy Skills Enhancement Plan. It utilized a descriptive-correlation research design to determine the extent of collaboration among respondent groups on the literacy instruction of kindergarten learners. Respondents were selected using a universal sampling technique. Gathered data were treated using frequency, percentage, standard deviation, weighted mean, Likert scale, and Spearman Rho. The findings revealed that most parent-respondents were female, whose age bracket was 29-36 years old, were high school graduates, had one or two children, and earned 10,000 pesos and below. On the other hand, teacher-respondents were primarily females with masteral units, ranked teacher 1, and had six to 10 years in service. Furthermore, results indicated that the respondent groups always collaborated on the literacy instruction of the kindergarten learners. Meanwhile, there was a significant difference in the extent of collaboration among the respondent groups in literacy instruction of kindergarten learners. It is recommended that the literacy skills enhancement plan be adopted.

Upaya Guru Bidang Studi Aqidah Akhlak dalam Membina Akhlak Siswa Kelas VI Madrasah Ibtidaiyah Darul Falah 2 Cilodong - Depok

This research is driven by the bad impact of the digital world on the learning process, which spontaneously affects students' attitudes and behaviors. One of these impacts is students' social attitudes. The study examines the crucial role of teachers in the Aqidah Akhlak subject in instilling moral values in sixth-grade students at MI Darul Falah 2 Cilodong, Depok. Data collection methods included observation, interviews, and documentation of activities, which were then assessed descriptively. The outcomes of the teaching methods utilized by the teachers can be drawn in the changes in students' attitudes and the way teachers teach Aqidah Akhlak. These changes are evident from students' discipline towards school rules, the habituation practices applied in the classroom, and the exemplary actions of the teachers as models for students to follow. The study concludes that teachers' understanding of their crucial role through workshops, training, and seminars on moral education strategies is effective in promoting the utilize of innovative teaching methods such as interactive lectures, role-playing, and extracurricular activities to instill positive character traits. Collaboration between schools, parents, and the community is also deemed essential for effectively monitoring and supporting students' moral development. Continuous evaluation of moral education efforts involving students, parents, and school authorities is crucial for enhancing the quality of moral education in the future. Overall, this research aims to foster a generation with strong character and noble behavior through the dedicated efforts of teachers in the Aqidah Akhlak subject.

Metacognitive problem solving: exploration of students’ perspectives through the lens of multi-dimensional engagement

Solving chemical problems entails content knowledge and mastery of problem-solving processes. However, students sometimes lack metacognitive processes required for problem solving in chemistry. This study investigated how first-year chemistry students engaged with the metacognitive problem-solving scaffold Goldilocks Help. Data was collected from an activity, which involved students reflectively comparing their problem-solving attempts to an expert solution. These comparative reflections (N = 373) were thematically analysed to investigate scaffold engagement in three dimensions: cognitive, emotional, and behavioural. Findings showed that scaffold use, coupled with self-reflection, allowed students to identify flaws in their solutions that were either problem specific or related to their problem-solving skills. Students were able to propose improvement strategies, such as posing prompting questions to themselves and finding multiple alternatives for evaluating an answer. Students, who initially lacked structured problem-solving skills, found that scaffolding helped them to slow down metacognitive processes that would otherwise be rushed through or engaged with on a surface level. Students’ resistance to the scaffold was due to fear of making a mistake or viewing the scaffold as requiring extra time and effort. Within a semester, many students demonstrated an improvement in successful and structured problem solving but some required more practice to internalise the scaffold. Our findings also indicated that students’ reflections on problem solving became more sophisticated as a result of continued exposure to the scaffold and iterative opportunities to compare their work to expert solutions, to self-assess, and to reflect. Further research on reflective writing in chemistry education should focus on the ipsative nature of such assessments, i.e. processes focusing on students’ own progress, growth, and improvement, compared to their previous performance, while recognising the power relations operationalised in course-embedded reflections. From the teaching practice perspective, having an awareness of students’ thoughts, emotions, and actions can help instructors differentiate between levels of student capabilities, mindsets, and needs for extra support, allowing teaching efforts to be directed at promoting metacognitive and structured problem solving.

Lesson study and the challenges of initial teacher education in Europe: keys to sustainability. A literature review

PurposeTo present a review of the current state of lesson study (LS) in initial teacher education (ITE) in Europe.Design/methodology/approachA systematic search, combined with heuristic and hermeneutic analysis, was conducted in both English and Spanish using indexed academic databases to collect research and experiences of LS in ITE across Europe. The core areas or analysis categories included sustainability, observation and tutoring, the connection between schools and universities, the value of pedagogical knowledge and LS models.FindingsLS in ITE has seen significant growth in Europe since 2015, particularly in universities where it has established a strong presence. The variety of proposals reflects how institutions have adopted and expanded LS models, indicating a stronger connection between universities and schools. The sustainability of LS hinges on the efforts of a core teaching and research group that not only transforms teaching but also explores learning processes in LS. There is growing interest in improving observation strategies and incorporating pedagogical knowledge in LS, although more in-depth analyses of the learning and teaching processes from both perspectives are still needed.Research limitations/implicationsSearching for references in English and Spanish may limit the visibility of relevant research conducted in other languages and regions, potentially excluding important experiences from non-English or non-Spanish-speaking countries.Originality/valueThis work is the first review of literature on LS in ITE focused on Europe, engaging with and building upon the latest global reviews in ITE and LS while introducing new areas of contrast.

Teachers' Efforts to Form Student Learning Independence at UPT SPF SD Inpres Mangga Tiga Makassar

This research aims to determine, 1) Student Learning Independence and, 2) determine the efforts made by teachers in forming Student Learning Independence at UPT SPF SD Inpres Mangga Tiga Makassar. The method used in this research is a qualitative approach. The methods are 1) Observation, 2) Interview and 3) Documentation. The results of the research show that students' learning independence at UPT SPF SD Inpres Mangga Tiga Makassar, students' learning independence from hearing the teacher's explanation is generally said to be good, students are enthusiastic about listening to the teacher's explanation, when the teacher gives an explanation there are some students who talk to their friends or do other activities, but there are not many of them. The teacher's efforts in forming independent learning for UPT SPF SD Inpres Mangga Tiga Makassar students, namely: 1) Making plans, the teacher has outlined all the plans in the syllabus and lesson plan. The preparation of the Learning Implementation Plan (RPP) made by the teacher is developed in the syllabus. 2) Implementation, the teacher's role in forming student learning independence can be seen from the media used, namely video and image displays using Power Point, as well as using discussion, question and answer, problem solving, socio-drama and assignment methods. 3) Evaluation in the learning process to obtain information on the achievement of learning objectives which is carried out continuously.

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ ПЕДАГОГІВ ПРОФЕСІЙНОГО НАВЧАННЯ ДО ПРОФОРІЄНТАЦІЙНОЇ ДІЯЛЬНОСТІ СЕРЕД СТАРШОКЛАСНИКІВ

Introduction. The quality and effectiveness of career guidance work depend on the level of career guidance competence of educators. Therefore, vocational education teachers need to be well-oriented in the modern world of professions and methods of career guidance. In this regard, there is a necessity to develop future educators' readiness for career guidance. This requires the development and implementation of effective pedagogical conditions that will contribute to successfully fostering such readiness. Purpose ‒ justification of a set of pedagogical conditions that ensure the formation of readiness among future vocational education teachers for career guidance work with high school students.. Methods: analysis of practical problem, recent researches and publications; generalization of the results of the study. Results. It is emphasized that, to successfully fulfill the social responsibility of familiarizing high school students with modern professions, a teacher must possess specific career guidance knowledge and skills that enhance the effectiveness of this work. At the same time, it is noted that students in pedagogical specialties often lack sufficient mastery of educational materials related to future career guidance activities, complicating their preparation for this task. The simultaneous implementation of effective pedagogical conditions in the educational process contributes not only to the qualitative content and methodological enrichment but also to the optimization of the training process for future vocational education teachers for career guidance activities. It is demonstrated that such pedagogical conditions are aimed at developing career-oriented thinking, supporting the professional and personal formation of future teachers, and equipping them with the necessary competence-based knowledge and practical skills for effective career guidance work. Originality.The readiness of future vocational education teachers for career guidance activities with high school students is examined through the lens of the professional training system. Conclusion. The formation of the professional orientation competence of vocational education teachers is achieved under the following conditions: the implementation of innovative technologies in the educational process; ensuring students understand the importance of vocational orientation work; combining the efforts of teachers from all disciplines; the realization of tasks of a vocational orientation nature during pedagogical practice; and involving students in organizing collaborative work between schools, vocational orientation organizations, and vocational education institutions Keywords: future vocational education teachers, readiness for career guidance activities, pedagogical conditions, professional training.

Engagement of general practice preceptors in teaching residents in outpatient settings in China: a national cross-sectional study

BackgroundOutpatient training is crucial for the standardized residency training of General Practitioners (GPs) in China. However, there is concern that General Practice (GP) preceptors may lack the willingness and capacities to teach residents in outpatient settings. Understanding how GP preceptors practice routine outpatient training and their views is essential for designing strategies; however, this issue has not been well studied. Thus, our study aimed to investigate the extent of GP preceptors’ engagement in teaching residents in outpatient settings and to identify the factors associated with their practice of providing guidance in China.MethodsIn this cross-sectional study, we distributed a self-administered questionnaire to 417 GP preceptors. Participants were selected from 142 hospitals across 24 provinces and had participated in the National GP Preceptor Training Program in early May 2024 in Hangzhou, China. A descriptive analysis was used to assess the extent of GP preceptors teaching residents in outpatient settings and their perceptions of outpatient training. Logistic regression analysis was employed to identify the associated factors of GP preceptors’ engagement in teaching residents in outpatient settings.ResultsOf the 297 participants included in the final analysis, 64.3% were female, with a mean age of 41.8 years (range: 29–56). A majority (63%) of GP preceptors expressed confidence in their ability to conduct outpatient training, and 68.7% indicated a willingness to increase their teaching efforts. While over 70% reported “always” or “often” providing helpful guidance to residents, only about a third consistently encouraged residents to take medical histories, perform physical examinations, and make preliminary clinical decisions. Logistic regression analysis shows that GP preceptors’ frequent outpatient training, more medical experience, longer preceptorship, and confidence and determination were positively correlated with offering helpful guidance to residents, whereas concerns about reduced consultation efficiency and income were negatively associated with this guidance.ConclusionAlthough most GP preceptors in China report a strong willingness to engage in outpatient training, their actual teaching practice falls short of expectations in some respects and is correlated with their prior experiences and perceptions of such training. Strategic interventions that offer incentives, support, and increased opportunities for engagement in outpatient training are essential to enhance teaching practices.

SPECIAL EDUCATION IN THE NEW NORMAL: EMBRACING DISTANCE LEARNING

This study explores the adaptation and challenges in special education during distance learning to develop a comprehensive continuity plan. Participants included three administrators and 15 teachers from special education schools in Cabanatuan City, along with 150 parents during the 2021-2022 school year at Cabanatuan East Central School, Lazaro Francisco Integrated School, and Camp Tinio Elementary School. Using a descriptive research method, the researchers created a questionnaire as the main data collection tool, which was validated for reliability. Data analysis was conducted using Microsoft Excel and the Statistical Package for Social Sciences (SPSS), employing frequency counts and percentages to profile respondents. Weighted mean values were applied to assess adjustments, challenges, and support in special education distance learning. The findings reveal the effective implementation of modified practices in special education, covering instructional, curricular, and administrative areas. Administrators and teachers rated the challenges of executing the special education learning continuity plan as moderately difficult, while parents found them slightly challenging, emphasizing the significant efforts of teachers and administrators in helping parents and students comply with the plan. The researchers recommends a continuity plan designed to benefit administrators, special education teachers and parents with the goal of improving the educational experience for this group. KEYWORDS: Special Education, Distance Learning, Adaptation, Challenges

Erasing the Line between Students and Instructors: The Influence of Classrooms and Online Learning Spaces on Student Engagement

This study investigated the influence of physical and virtual learning spaces on student engagement in a modern university setting. Qualitative analysis of an active learning classroom that employed the use of roundtables was conducted. Interview and focus group data from students and faculty, along with classroom observations, resulted in the finding that the circular arrangement of this active learning classroom positively influenced student engagement by promoting immediate exchange of feedback, agency, and a system of accountability. This study also resulted in the finding that virtual learning spaces influence student engagement and the amount of engagement is heavily moderated by instructor efforts to facilitate interpersonal immediacy. Both physical and virtual learning spaces influenced student engagement and the level of engagement was heavily moderated by students’ desire for engagement. Recommendations and suggestions for future research are provided.

Improving the Islamic Education Learning Quality through Classroom Management in Madrasah Ibtidaiyah

This research aims to describe classroom management practices and teachers' efforts to improve the quality of Islamic religious education learning in Madrasah Ibtidaiyah. A qualitative approach with a case study method was employed, utilizing observation, interviews, and document studies for data collection. Data analysis involved reduction, presentation, validation, and conclusion drawing. The findings reveal that classroom management by teachers includes preparation of essential teaching skills. Teachers enhance classroom management through various approaches: discipline, reward and punishment, teaching, attitude, and group process. This research contributes to the academic understanding of classroom management implementation in Islamic religious education at the Madrasah Ibtidaiyah level. In Islamic education, classroom management is a crucial skill for educators, aligning with the Prophet Muhammad’s SAW emphasis on purposeful, precise, and thorough efforts in teaching.

Faktor-faktor Yyng Mempengaruhi Rendahnya Motivasi Belajar Siswa

The low motivation to learn varies depending on the goals to be achieved in the learning process at school. The level of motivation can be seen from the attitude of students during teaching and learning activities. Motivation to learn can arise or change influenced by various factors. According to Dimyati & Mudjiono (2002) factors that influence learning motivation include students' ideals or aspirations, individual abilities, personal conditions, student environment, dynamic elements in the learning process, and teacher efforts in teaching. This study aims to describe: 1) Factors that influence students' low motivation to learn in terms of factors: a. students' ideals or aspirations, b. students' abilities, c. students' conditions, d. students' environmental conditions, e. dynamic elements in learning and teaching, f. teachers' efforts in teaching students. The method used in this study is quantitative with a descriptive research type. The research sample was 69 students of SMK Pariwisata Aisyiyah Padang in grades X, XI, and XII who were registered in the 2024/2025 academic year who were selected based on the Total Sampling technique. Data were obtained by distributing research instruments in the form of questionnaires on factors that influence low student learning motivation that have been tested for validity and reliability. Data were processed using the Percentage Technique. The results of this study indicate that: 1) factors that influence low student learning motivation are reviewed from the following factors: a. Student ideals or aspirations: difficulty in determining interests and talents (56.62%), b. Student abilities: difficulty focusing on processing lesson materials (47.83%), c. Student conditions: difficulty attending school due to health problems (44.93%), d. Student environmental conditions: avoid talking to deskmates (39.13%), d. Dynamic elements in learning and teaching: easily distracted by things around them that hinder the ability to focus on lesson materials (46.38%), e. Teacher efforts in teaching students: teachers do not provide good examples in learning discipline (44.93%). The implications of guidance and counseling services that can be provided are information services, individual counseling services and group counseling services.

Building a valuable professional development course: instructor effort vs. perceived student value of activities in an online biotechnology course

Providing undergraduate and graduate students with the appropriate preparation for transitioning to careers in their field after graduation is a key goal of higher education institutions, with many programs employing professional development workshops or courses to assist students and provide hands-on skills in this area. Although a wide variety of activities could benefit students, instructor and career specialist time is limited. Here, we describe an online biotechnology professional development course for undergraduate and graduate students, covering career exploration and the job search process, and the students’ perceptions of the activities offered based on survey data. Overall response to the course was positive, with students at various stages of their education indicating appreciation of most of the course assignments. Interestingly, students ranked the activities that took the most instructor time, namely review of application materials, mock interviews, and career panels, as the most valuable for their personal development. The career exploration aspects of the course influenced students to be open to new possibilities. However, students struggled to make time to complete the assignments for a fully online, largely asynchronous course. Discussion of the value of the course activities, their relevance to social cognitive career theory and cognitive information processing, and suggestions for smooth implementation are provided.

Using nature journals to support students’ motivation for writing in an English as a foreign language classroom

ABSTRACT English as a Foreign Language teachers often look for ways to encourage students to practice writing and develop writing skills. In this study, an English teacher utilized nature journaling to motivate her students to write in the target language and develop nature writing skills. Through a reflexive notebook as part of action research, the researcher monitored her teaching efforts and student responses. A content analysis of the student journals provided insights into students’ nature writing skills. The outcomes revealed that nature journaling can motivate students to write and increase awareness of the natural world.

Homework quality and student achievement: the mediating role of motivation and emotions

ABSTRACT This study examined the direction and strength of relationships between homework quality (homework quality, feedback quality, autonomy support), homework motivation (expectancy and value), negative homework emotions, homework behaviour (homework time, homework completion) and academic achievement. Research data were collected from 628 secondary school students. The study tested two theoretical models. According to the findings, students’ motivation to do homework increases in parallel with an increase in teacher effort in selecting homework topics and providing feedback. Similarly, practices that provide autonomy in the homework process are also associated with increased motivation. The increase in homework quality leads to a decrease in negative emotions associated with homework. In parallel with the increase in homework quality, there is also an increase in homework completion behaviour. The relationship between homework quality and homework behaviour and academic achievement is mediated by homework motivation, but not by negative homework emotions. Expectancy and value are positively related to both homework completion and academic achievement. Expectancy and value are positively related to each other and negatively related to negative homework emotions.

Readiness and efforts of civics teachers in developing literacy and numeracy skills

This research aimed to assess the readiness and efforts of civics teachers in developing literacy and numeracy skills. For data collection, qualitative methods including surveys and interviews, were employed. A total of 38 civics teachers from junior high schools in Pacitan Regency, Indonesia were selected based on gender, teaching experience, and certification. The data was analyzed using both qualitative narrative and quantitative descriptive analysis, employing percentages. The results showed that civics teachers demonstrated moderate proficiency in literacy skills, while their numeracy abilities were considered sufficient. In addition, teachers exhibited a greater readiness for literacy-oriented learning compared to numeracy. The efforts made by teachers encompassed four aspects, namely i) collaborating with colleagues and implementing student-centered collaborative learning, ii) developing a culture of literacy and numeracy through training and discussions, iii) seeking out learning resources and media that supported literacy and numeracy, and iv) promoting reading, annotating texts, and analyzing numeracy-related readings.

Collaboration Efforts of Special Education Teachers in Turkey

Introduction: The roles of teachers, among the most important stakeholders in schools, have begun to change with changes in the world and the field of education. Legal regulations and inclusive education practices require that teachers collaborate with various stakeholders beyond merely teaching. In this respect, the objective of the present research is to examine the status of collaboration between special education teachers and other stakeholders in detail. Method: To this end, the research was designed as a mixed-method study. First, quantitative data were collected and analyzed, followed by qualitative data collection and analysis to understand the findings better. The study used an explanatory sequential design to determine teachers' collaboration levels, particularly in special education. A specially developed Collaboration Scale in Special Education, which underwent validity and reliability analyses, was used for the descriptive analysis of quantitative data. Qualitative data were collected through semi-structured interviews, observations, and researcher diaries and analyzed using content analysis. Findings: The quantitative results of the study showed no significant differences in collaboration levels among teachers based on gender, age, or professional experience. Qualitative data revealed that teachers engaged in limited and generally basic collaboration with administrators, paraprofessionals, and external stakeholders. Quantitative and qualitative findings indicated that collaboration processes were generally superficial and more structured; therefore, focused processes were needed. Discussion: The results of this study emphasize the necessity of structural arrangements and changes to establish effective collaboration between internal and external school stakeholders. Implementing the necessary regulations to ensure effective collaboration is considered highly important for the education of individuals with special needs.

Teachers Efforts in Preventing Bullying Behavior

This study describes the forms and efforts of teachers in preventing bullying behavior in students at Madrasah Ibtida'iyah At-Taqwa Bondowoso. Qualitative methods produce naturalistic data in the form of reasonable explanations. Data from observations, documentation, and interviews were analyzed descriptively. The results of the study indicate that teachers' efforts in preventing bullying behavior have been maximized and are very effective and can prevent and minimize the occurrence of bullying behavior. Schools become more conducive and the learning process can run well. The success of preventing bullying in schools can be seen from the attitudes and behavior of students in everyday life who respect each other, teachers, parents and people around them, do not say bad things, act compactly and dare to take responsibility, and fear Allah by avoiding all things that are forbidden and doing what He commands.

The Role of Teachers in Teaching Cross-School Courses

Taking credits across schools is a new teaching model and a bold attempt for design courses in the context of new media. The rise of online teaching has made many people exclaim that real-life teachers will also quit the podium, and courses taken across schools will be Teaching practice still needs continuous exploration, research, improvement and development, and it also requires the joint efforts of teachers from both the construction and use of courses in order to maximize teaching results.

A qualitative case study on the development of the scholarship of teaching and learning: Centred on primary and secondary school teachers

This study aims to explore the perceptions of the Scholarship of Teaching and Learning (SoTL) of primary and secondary school teachers in C City, China, as well as the challenges they face in developing these abilities. Through narrative inquiry involving five current teachers, the research collected their personal experiences in the development of teaching and academic abilities, with data gathered through semi-structured interviews. The findings reveal that teachers are primarily driven by external forces, professional identity, personal growth, and the need to improve teaching quality in their efforts to enhance teaching and academic abilities. However, they also encounter challenges such as teaching pressures, time management difficulties, insufficient school support, and declining energy. To overcome these obstacles, teachers have adopted strategies such as time management, task allocation, and cognitive enhancement. The study concludes by recommending that through the combined efforts of teachers, schools, and society, a strong professional belief system should be established, and a supportive environment should be created to collaboratively promote the development of teaching and academic abilities among primary and secondary school teachers, thereby fostering their professional growth.

Dukungan Sosial Guru Bimbingan Konseling terhadap Kematangan Karir Siswa di Sekolah Menengah Atas

The aim of this research is to determine the social support provided by Guidance Counseling Teachers (BK) on the Career Maturity of High School Students or equivalent. The method in this research is library research which uses 9 scientific articles related to social support, guidance and counseling teachers, and career maturity of high school students. The results of this research show that BK teachers provide information services to students who really need services so that they can maximize their learning process and be enthusiastic about achieving their dreams or desired careers. Through career guidance, it can be a bridge for students to get closer and get to know the world of work and the things that must be prepared so that students are able to plan the careers needed in the era of society 5.0. The BK Teacher's efforts include providing individual counseling services, developing group guidance, providing support to students, completing facilities, providing systematic and sustainable training that suits the potential needs of students at school. Additionally, before deciding on an academic or non-academic career path, it is important for students to complete an interest test. The conclusion of this research is that social support from guidance and counseling teachers can support the career maturity of high school students. The implication of this research is that students can use the services of guidance and counseling teachers to support career maturity for the students' future