Enhance Teaching Practices Research Articles

Collaborative reflection practice among artists, museum educators, and school teachers in art museum settings

ABSTRACT reflective practice is widely used by scholars in the field of education to explore teachers’ belief behind teaching. Reflective practices mainly focus on individual or peers’ reflection, in particular to the reflection between school teachers. However, reflective practice across different roles outside the classroom is sparse. This article examines the reflective practices of two groups of participants, each comprising three different roles: artists, museum educators, and primary school teachers. This study employs video reflection to assist the practitioners in reflecting on their collaborative teaching in two different art museums. The practitioners are guided to reflect on their beliefs behind teaching, their teaching pedagogies, and theories behind their teaching methods through different levels in terms of descriptive reflection, conceptual reflection, and critical reflection. The findings indicate that collaborative reflection among the three roles could potentially impact a change from teacher-led teaching to student-centered learning and disrupt the structured teaching pattern. This study contributes to the understanding of reflective practice across multiple roles and offers implications for enhancing teaching practices in art education.

Enhancing vocabulary acquisition through Memrise in an English second-language class: Action research at a TVET college

As the basis of a language, vocabulary is important because it promotes dialogue and the expression of individual ideas and opinions, has an impact on reading comprehension, and improves academic achievement. The purpose of this action research was to use the Memrise application to improve the vocabulary of English Level 2 second-language students (ESL) in the TVET (technical and vocational education and training) sector. The study of a first-year cohort of ESL students at Level 2 was selected through purposive sampling and the data were collected using pre- and post-testing, questionnaires and reflective journal entries documenting the teacher’s self-reflection and observations on Memrise usage. Memrise was used in Author One’s classroom during a six-week period. Using Guskey’s (2002) model of teacher change, the research revealed improved, varying degrees of academic achievement among students following the implementation of the application. In addition, the study highlighted these students’ preference for technology-enhanced learning experiences, such as the Memrise application, over traditional text-based approaches. This research not only challenged the teacher– researcher to embrace technology in order to engage in enhanced teaching practices, but also provided the student cohort with an engaging pathway towards vocabulary acquisition, a process that fostered mutual development.

Overcoming Academic Writing Challenges: English Language Learning Strategies for Chinese International High School Students in Blended Learning Environments

With the increasing globalisation and the integration of blended learning models, academic English writing has become a critical skill introduced at the high school level. This study investigates how Chinese international high school students develop and apply effective English language learning strategies to address the specific challenges of academic English writing in a blended learning environment that combines offline EFL (English as a Foreign Language) and online ESL (English as a Second Language) instruction. Utilising a qualitative research design, three participants in this special blended learning environment are selected as specific cases. Data were collected through semi-structured interviews, student learning logs, and classroom observations. Findings reveal that students employ a combination of cognitive, metacognitive, and social strategies to address issues in this special blended learning environment. The study underscores the importance of integrating technology with traditional teaching methods, highlighting the effectiveness of blended learning in supporting students' academic writing. These insights offer valuable guidance for educators in enhancing teaching practices and for policymakers in designing supportive educational frameworks.

Effects of Teachers’ Mathematics Training Skills acquisition on Students’ Academic Performance in Public Secondary Schools in Rwanda

Background: This study investigates the effects of mathematics training for secondary school teachers on students' academic performance in mathematics in Rwanda, focusing on Karongi District. Teacher training is critical for enhancing teaching practices and improving student-learning outcomes. Despite various initiatives, reports indicate persistent challenges in teacher training effectiveness, affecting student performance. Methods: This research examined two objectives: evaluating the training skills mathematics teachers in Karongi District gain from these programs and assessing the academic performance in mathematics attributable to teacher training. A descriptive survey design was employed for the first two objectives, while a correlational design was used to assess the relationship between teacher training and student performance. Data were collected through questionnaires and interviews, and analyzed using SPSS version 30. The study targeted 484 individuals, including head teachers, deputy head teachers, district education officers, and mathematics teachers, selected through purposive and random sampling. Results and Discussion: Findings revealed that 93.7% of respondents agreed that training helps teachers in pedagogical preparation and content delivery, while 97.7% acknowledged increased student attendance and academic performance. A significant positive correlation (r = 0.498) was found between teacher training and student performance, with an R2 of 0.248. Conclusion: The study concludes that teacher training positively affects academic performance and recommends continuous support from stakeholders to enhance training initiatives.

EVALUATING THE SAMR MODEL FOR ENHANCING ICT INTEGRATION IN ENGLISH LANGUAGE TEACHING AT THE TERTIARY LEVEL A SYSTEMATIC LITERATURE REVIEW

Significantly impacted education, necessitating effective integration into teaching practices. This study examined the application of the Substitution, Augmentation, Modification, and Redefinition (SAMR) model to evaluate ICT integration in English Language Teaching (ELT) at the tertiary level. The research aimed to determine whether the SAMR model could enhance pedagogical practices beyond mere technology substitution and how it compared with the Technological Pedagogical Content Knowledge (TPACK) model. This study addressed the issue of stagnant ICT integration in ELT, hypothesizing that the SAMR model provided a more robust framework for transformative technology use compared to the TPACK model. The study’s purpose was to assess the SAMR model’s effectiveness in advancing ICT integration in university-level ELT. Objectives included comparing SAMR with TPACK and identifying barriers to effective ICT use. A systematic literature review was conducted using six electronic databases covering the past decade (2013-2023). The review followed PRISMA guidelines with defined inclusion and exclusion criteria. Preliminary results revealed that while the SAMR model offered the potential for enhancing teaching practices, many educators remained at the substitution stage, mainly replacing traditional methods with technology without significant pedagogical changes. Challenges included insufficient training, institutional resistance, and lack of support. The findings underscored the need for extensive training, supportive policies, and continued research to improve ICT integration in higher education. This study contributes to understanding effective technology integration and provides recommendations for institutions seeking to elevate their teaching practices through meaningful ICT adoption. This research offers insights and practical recommendations for enhancing technology integration in higher education, focusing on overcoming current limitations and advancing teaching methodologies through the SAMR model.

Exploring teachers’ corrective feedback in EFL classrooms: Pre-service teachers’ reflections

Despite the growing body of research on corrective feedback in foreign language learning, there remains a gap in understanding the specific strategies utilized by EFL teachers as observed by pre-service teachers firsthand. Based on the observed experiences of EFL pre-service teachers during their observational field teaching practice, this study aims to analyze how English teachers give their corrective feedback. This study employed a qualitative research approach with a case study design. Eleven Indonesian EFL pre-service teachers who had finished their field teaching practice were involved in the study. The qualitative data were gathered using reflective Focus Group Discussions (FGD) and semi-structured interviews. The result of qualitative data analysis revealed three emerging themes of teachers’ corrective feedback: explicit correction, recasting, and metalinguistic. The findings showed that teachers regularly use direct corrective feedback in their instructional context. These insights enable foreign language educators to choose appropriate feedback strategies based on learners’ needs, enhancing teaching practices, learner outcomes, and teacher training programs.

Self-assessment for continuous professional development: The perspective of Islamic Education

This study was conducted to explore the concept of self-assessment that must be practiced by Islamic education teachers for continuous professional development, focusing on the views of Islamic education teachers (IETs). Since, the researcher is trying to collect further information, it is appropriate to employ a qualitative approach in the form of a case study. Six participants were selected using purposive sampling techniques based on specific criteria. Participants were chosen for their extensive experience in the field of Islamic Education, which provides them with versatility and knowledge of the practices of educators teaching Islamic Education. Data were collected through semi-structured interviews conducted face-to-face and online. The findings revealed six themes: 1) the meaning of self-assessment, 2) the purpose of self-assessment, 3) aspects of self-assessment, 4) timing for conducting self-assessment, 5) the qualities of teachers who practice self-assessment, and 6) challenges in implementing self-assessment. Participants endeavored to enhance understanding of self-assessment practices by offering examples from various teaching roles and situations. Self-assessment plays a crucial role in cultivating reflective thinking and self-awareness among IETs, promoting positive and transformative changes in their professional journey. It fosters enthusiasm and encourages personal growth, thereby enhancing teaching practices within Islamic education. Self-assessment should ideally occur immediately after lessons or in response to specific events, and it is beneficial to be practiced continuously to ensure ongoing improvement and adaptability. Teachers who engage in self-assessment demonstrate a commitment to personal and professional development, contributing to a positive educational environment. Despite challenges, self-assessment empowers teachers to make informed decisions for improvement based on evaluation outcomes. This study serves as a crucial guideline and informational resource for IETs to align their professional development with current needs and advancements.

Graduate school's impact on careers: Insights and implications from master of arts in education graduates

This study explores the impact of a graduate education strategy in mathematics education, focusing on how graduation rates and student outcomes are influenced and managed. Employing an inductive thematic analysis and descriptive quantitative methods, the research reveals that program graduates experience significant professional growth, enhanced teaching practices, and increased self-confidence. These gains underscore the program’s critical role in advancing graduates' careers. Additionally, graduates actively engage in professional networks and organizations, furthering their career development. Their constructive feedback and engagement in program improvements highlight a commitment to continuous enhancement. Quantitative analysis shows the program's high relevance to graduates’ professional roles, resulting in higher salaries and a positive impact on mathematics education practices. Regardless of enrollment year, the Master of Arts in Mathematics Education program consistently benefits its graduates. These findings offer valuable insights for program administrators seeking to enhance program quality and effectiveness for current and future students. Moreover, the study acknowledges that individual abilities, research focus, and external opportunities may also influence graduate performance. Keywords: Education; graduate education; Mathematics; network building.

Mapping the Future of Innovation: A Bibliometric Analysis of STEM Education Trends in K-12

With the increasing global emphasis on science, technology, engineering, and mathematics (STEM) education, it is crucial to systematically assess research trends and thematic developments in this field. This paper utilizes bibliometric analysis to examine the scholarly landscape of K-12 STEM education, analyzing 2,645 articles from the Web of Science Core Collection between 2019 and 2023. By analyzing citation metrics, author productivity, institutional and country contributions, and exploring word co-occurrence networks, the study identifies predominant themes and patterns in the field. The findings reveal that advanced countries dominate STEM education research, reflecting significant scholarly interest and investment. The analysis also highlights the role of technological advancements and educational reforms in shaping research trajectories. Additionally, a robust pattern of international collaboration is uncovered, where strategic partnerships across diverse institutions utilize multidisciplinary approaches to effectively address educational challenges. The study suggests the need to broaden research databases to include non-English sources and extend analysis over longer periods for a better understanding of evolving trends. Furthermore, the study recommends embracing interdisciplinary methods and integrating emerging technologies to enhance teaching practices.

Analysis of The Professional Development Program of General Foundation Course Teachers In Higher Vocational Colleges in China:Basis for The Teacher Professional Development Framework

Higher vocational education in China plays a vital role in national economic development by preparing a skilled workforce. General Foundation Courses (GFC) are crucial in this system, providing essential skills in mathematics, language, and basic sciences, yet they often receive less attention and fewer resources compared to specialized courses. This disparity leads to outdated teaching methods and insufficient professional development for GFC teachers. Professional Development Programs (PDPs) aim to address these issues, but their effectiveness needs thorough evaluation. This study assesses the current state of PDPs for GFC teachers in China's higher vocational colleges, identifying challenges and proposing a comprehensive framework for improvement. Using qualitative research methods, including semi-structured interviews with 12 GFC teachers and document analysis, the study highlights the importance of institutional support, relevance of training programs, and continuous professional development. Findings suggest that increased resources, customized PDPs, and ongoing professional growth opportunities are crucial for enhancing teaching practices and student outcomes. The study's implications underscore the need for policymakers and educational administrators to prioritize resource allocation, design tailored PDPs, and promote continuous learning to improve the quality of vocational education and contribute valuable insights to the literature on teacher professional development.

Development and factor structure of the teaching approach scale

IntroductionThe study presents the development and validation of the Teaching Approach Scale (TAS), a tool aimed at assessing teaching approaches in educational settings. Literature emphasizes the significance of collaboration and a student-centered approach in enhancing learning environments. However, the translation of these approaches into daily practices faces challenges due to entrenched traditions and individual perspectives. The TAS addresses this gap by assessing educators’ perspectives on teaching approaches.MethodExploratory and confirmatory factor analyses carried on a sample of 642 teachers revealed four dimensions defining learning approaches: (a) Development of students’ autonomy, (b) Comparison and synergy in the teacher’s group, (c) Development of the student as a person, and (d) Standardization of teaching.Results and discussionThe TAS serves as a valuable instrument for capturing teachers’ perspectives on teaching, thereby offering valuable insights for enhancing teaching practices and fostering professional development. Further studies need to face TAS validity and reliability, nevertheless, this study underscores the importance of considering teacher learning cultures in improving educational procedures, highlighting the role of individual perspectives in shaping teaching practices and learning environments.

Five key actions for redesigning adult skills assessments from learners, employees, and educators

Summative assessments provide data to evaluate the effectiveness of schools, teachers, and educational policies, contributing to a robust accountability system worldwide. However, educators and scholars argue that summative assessments do not effectively promote ongoing learning, enhance teaching practices, or align with the skills required in the workplace. Furthermore, traditional summative testing approaches lack culturally responsive practices and overlook the diverse needs of adult learners. This article summarizes research conducted through focus groups, interviews, and listening sessions to gain insight into learners’, employees’, and educators’ perceptions of assessment needs in adult education and workforce development in the United States. We conducted six focus groups, four interviews with diverse learners and employees, and two listening sessions with educators and administrators. In-person and online formats were used in Spanish and English. The results indicate that the backgrounds and needs of learners, employees, and educators in this study are diverse, but all agree there is a strong need for open assessment resources for mid- and lower-skilled and culturally diverse learners that provide them with useful information to help them achieve their personal and occupational goals. Educators in this study needed assessment information connected to the standards and curriculum that guide their instruction, and employees and their employers needed tools to identify and train adult learners for in-demand skills within industries and occupations. Assessing adult skills requires addressing these needs by designing tests that focus on learners’ characteristics and goals and are integrated with educators’ and employers’ needs and goals. The research findings suggest that assessments should be personalized to learners, integrated with instruction or job training, and embrace the cultural diversity of the adult learner population better to serve learners, employees, and educators.

Empowering Teacher in the Era of Information Technology through Self-Regulation Strategy

The pandemic has significantly transformed education, particularly in the realm of learning technology. Teachers now face the challenge of preparing lesson materials and innovating to keep pace with rapidly evolving technology while also managing student characteristics, parental expectations, and school responsibilities. The advancement of technology provides teachers with access to a wealth of information, necessitating the need to sift through and utilize accurate data to achieve educational goals. To support teachers in adapting to these changes and improving their teaching performance, this research explores the effectiveness of a self-regulation program using Mental Contrasting with Implementation Intention (MCII). The MCII program, which includes 10 items divided into three parts, was implemented with five kindergarten teachers each with over two years of experience. Evaluation data collected through descriptive qualitative analysis revealed that the program helped participants redefine their roles as educators and effectively address challenges. The study underscores the potential of self-regulation strategies in enhancing teaching practices and addressing educational challenges.

‘Finally, it's all in vain’: A Chinese as an additional language teacher's agency in navigating the teaching-research nexus in a neoliberal Chinese university

The neoliberal emphasis on performance metrics, such as research outputs and citations, has weakened the symbiotic relationship between teaching and research in language education. However, language teachers' experiences of navigating the challenge that neoliberalism creates for the teaching-research nexus have been largely absent, with the existing literature predominantly focusing on documenting the impact of neoliberalism on research and teaching. This narrative case study aims to address this gap by tracing a Chinese as an additional language (CAL) teacher's agency in navigating the teaching-research nexus in a neoliberal Chinese university. Based on data from three rounds of interviews, informal conversations, notes, and policy documents, this study identified a noticeable shift in the participant's narrated experiences, progressing from active engagement with research to enhance teaching practices, to pragmatic engagement in research for scholarly publication, and eventually to disenchanted retreat from the academic battlefield. This trajectory highlights the escalating challenges faced by the participant in navigating the teaching-research nexus. Practical implications are discussed to strengthen the link between teaching and research in language education in the neoliberal context.

Unlocking numerical sense: An in-depth analysis of teaching practices among mathematics teachers in primary schools

Mathematics teachers face significant challenges in developing number sense among students. This study investigates the teaching practices of Saudi Arabian primary school mathematics teachers for fourth-grade female students. Using a descriptive-analytical approach and validated observation cards, the study sampled 20 teachers and analyzed data through statistical measures. Results revealed teaching practice levels as low in planning, moderate in implementation, and high in evaluation, with overall moderate effectiveness. No significant differences were found based on teaching experience, academic degree, class size, training programs, or teaching load. The study recommends the Saudi Ministry of Education enhance teaching practices via targeted professional development and suggests future research on instructional methods across different educational levels and the use of digital tools.

EFFECTS OF TEACHING PRACTICE PROGRAMME ON PRE-SERVICE TEACHER COMPETENCES DEVELOPMENT IN PRIMARY SCHOOL OF RWANDA

The purpose of this research was to evaluate how a teaching practice program influences the development of competences among pre-service teachers in Rwandan primary schools, focusing on lesson preparation and classroom management. The study utilized a descriptive research design to analyze variables, indicators, and measurements. Participants, totaling 154, were selected using simple random sampling for teachers, mentors, tutors, and student-teachers, with purposive sampling for head teachers. Findings indicated significant impacts of teaching practice on pre-service teachers: 72.3% regularly prepared lesson plans, 63.4% tailored lessons to student needs, and 74.7% improved communication skills with young learners. Regarding classroom management, 75.6% reported effective problem-solving skills, and 58.5% improved fairness and behavior management. Limitations of the study included potential sample bias, the short-term focus on immediate outcomes rather than long-term impacts, and the challenge of measuring complex competences comprehensively. Implications of the findings suggested potential improvements in teacher training curricula, informed by the identified impacts of teaching practice on competences. Policy implications included enhancing the quality and effectiveness of teaching practice programs to better prepare pre-service teachers for the diverse challenges of primary school education in Rwanda. Ultimately, the study aimed to contribute to educational reforms that could enhance teaching practices and improve learning outcomes for students in Rwandan primary schools and similar educational contexts globally.

A Phenomenological Inquiry on the Research Engagement of Tertiary Instructors in a Philippine State College

Research engagement among tertiary instructors is crucial in advancing knowledge, enhancing teaching practices, and driving innovation within higher education institutions. This study explored on the engagement of tertiary instructors in research. A qualitative study, particularly phenomenological inquiry, was used. Through purposive sampling, 22 tertiary instructors served as participants for this phenomenological study. Five themes unfolded as the lived experiences of tertiary instructors with regards to their research engagement: advancing knowledge along the institutional research journey, navigating multiple responsibilities under time pressure, and ensuring research feasibility despite budget challenges. Regarding the coping mechanisms employed by tertiary instructors in their research engagement, four themes emerged: keeping abreast through research enrichment sessions, conducting research through interdisciplinary collaboration, framing research topics with practical relevance, and refining research engagement through active feedback. Further, three themes emerged as the insights of tertiary instructors regarding their research engagement: enhanced scholarly drive empowers faculty research, research illuminate pathways for educational advancement, and time and commitment fuel faculty research engagements. The study concludes with recommendations for higher education institutions to promote and sustain robust research engagement among tertiary instructors, ultimately contributing to the advancement of knowledge and the mission of higher education.

Evaluating Critical and Creative Thinking (CRITHNK): Student Perspectives on General Education Competencies through Mixed Methods Analysis

In today's educational landscape, fostering critical thinking (CT) skills is paramount for students to navigate modern complexities. This study examines the importance of CT in higher education, drawing from seminal works such as those by John Dewey. It evaluates a Critical and Creative Thinking (CRITHNK) course at De La Salle - College of Saint Benilde, known for its innovative initiatives. Numerous studies highlight a gap in CT skill development among undergraduates. Quantitative analysis assesses students' perceptions of the CRITHNK course's contribution to CT skill development, aligning with Commission on Higher Education (CHED) outcomes. Qualitative inquiry explores its impact on intellectual growth, personal responsibility, and practical skills, gathering student recommendations for improvement. Results indicate students perceive the CRITHNK course as highly effective in developing CT and related competencies, aligning with CHED outcomes. However, moderate variability suggests individual differences, suggesting targeted interventions for enhancement. This study identifies areas for curriculum improvement, providing insights for faculty development and enhancing teaching practices. It contributes to the discourse on CT in higher education, emphasizing its role in addressing global challenges and fostering community-driven change.

Provision of Coaching and Mentoring Experiences: Narratives of Public Elementary School Teachers

This study narrated the lived experiences of public elementary school teachers who have undergone coaching and mentoring, shedding light on their coping strategies for addressing weaknesses and their insights into educational learning. This employed qualitative phenomenological research. Ten participants, recipients of coaching and mentoring, provided rich narratives that coalesced around three primary themes: engagement in professional development, adequacy of training resources, and the demands of the work environment. Concurrently, coping strategies for the challenges associated with coaching revealed three major themes: establishing teaching competence, demonstrating collaborative practices, and embracing reflective practices. Furthermore, the study identified two overarching learning insights derived from teachers' lived experiences: a dedication to being work-oriented and motivated. School leaders must recognize the transformative potential of coaching and mentoring in enhancing teaching practices. Teachers, in turn, should actively embrace and participate in any technical assistance provided. The Department of Education officials are urged to leverage the study's findings to develop a centralized professional development program that aligns with teachers' competencies and needs. Finally, students are encouraged to actively engage in classroom activities to foster a meaningful and holistic educational outcome.

Development of Handbook on Instructional Coaching and Mentoring for Master Teachers

This qualitative study identified the master teachers’ coaching and mentoring practices to be able to develop and evaluate the effectiveness of the instructional coaching and mentoring handbook along with the preparation of the proposed adoption guidelines. Action research was used for this study, and ten master teachers were selected as informants. Data collection involved interviews, focused group discussions, and thematic analysis to identify the following key themes regarding instructional coaching and mentoring practices: building trust, understanding individual needs, targeted classroom observation and feedback, collaborative planning and curriculum enhancement, reflective practice and self-assessment, and comprehensive guidance and support. Findings indicated that the developed handbook effectively supported instructional coaching and mentoring through themes such as empowering change, navigating classroom observations, forging effective coaching, and mentoring relationships, and elevating teaching and learning. Recommendations included adopting and utilizing the handbook to invest in educators’ professional growth and improve the education system. Guidelines were proposed to ensure successful implementation, continuous improvement, and sustainable positive impacts. The study concluded that the six identified themes reflected a comprehensive approach to instructional coaching and mentoring, addressing crucial aspects of professional development. It emphasized the effectiveness of the developed handbook in enhancing teaching practices and recommended tailoring coaching and mentoring to foster a culture of continuous learning. Adoption of the handbook by educational institutions, along with ongoing monitoring and evaluation, was suggested to ensure relevance and responsiveness to emerging trends. Additionally, evidence-based policies may be developed to improve coaching and mentoring practices, and further research may explore topics like enhancing classroom observation and utilizing e-tools in coaching and mentoring.