Student Teaching Experience Research Articles

Sport students’ experiences of teaching and learning in the United Kingdom: A comparison between further and higher education settings

Few studies have investigated teaching and learning experiences of university sports students which is surprising considering the high annual numbers recruited to sport degree programmes and consequent non-completion rates. This study compared teaching and learning experiences of 350 first-year sport students at a post-92 English University with how they were taught at their further education institutions. Key findings showed the teaching and learning methods at university were less structured and tutor-led but with more teaching staff involved. Practical implications for developing rich modes of university provision that best support the needs and expectations of newly arrived sports students are provided.

The impact of COVID-19 on elementary teachers’ relationships with students, parents, and other teachers

ABSTRACT This paper examines the impact of COVID-19 on teachers’ relationships with students, parents, and other teachers as well as on the knowledge which they produce as their teaching and learning spaces are reconceptualised and their workplace relationships are redefined. The study adopted bricolage as a research approach and single-group case study as a research design, and used data obtained from a range of individual semi-structured interviews with elementary teachers which were supported by a series of naturally occurring data. The findings reinforce the conclusions that have been drawn in previous studies in terms of the significance of the social and relational aspects of educational settings and of the view of teachers as legitimate knowledge producers. Additionally, however, the results expand on our current understanding of teacher relationships and professional knowledge production by illustrating how participants collaboratively addressed the unprecedented challenges which the pandemic posed in order to strengthen their workplace relationships with significant others and enhance student educational experiences. The diversity of the strategies the teachers used provides evidence of growth in multiple dimensions of teacher knowledge and of different forms of agency, and has implications for teaching, teacher education, and future research in this area.

Clinical Instructor's Self-reported Modeling of Evidence-Based Practice During Student Clinical Experience.

Having clinical instructors (CIs) model evidence-based practice (EBP) may enhance physical therapist student engagement in the EBP process and learning. However, the extent of EBP modeling by CIs at present is not known. The purpose of this survey was to assess the modeling of EBP by CIs during physical therapist student clinical education experiences (CEs). The literature focuses on the impact of CIs on the students including the significance of CIs modeling behaviors for students during a CE. Not much is known about if EBP concepts are modeled by the CIs during the CE. Three hundred and eight CIs affiliated with the Physical Therapist program. A 37-item anonymous e-survey that included CI demographic data, questions about EBP modeling by CI during CEs, and resources and policies surrounding the use of EBP in the clinical setting. The results of this survey indicate that CIs' modeling of EBP varies by domain. CIs successfully model EBP by asking relevant clinical questions and acquiring relevant literature. The modeling of critical appraisals and the use of EBP metrices during the diagnostic and intervention planning were not done by most CIs. It is important that CIs model the use of EBP concepts during a physical therapist student's CE to develop future evidence-based practitioners. However, this modeling may be limited by CIs' familiarity with EBP. The results of this survey indicate an uneven modeling of EBP concepts, with certain domains being modeled more than the others. The findings of the survey may be used to develop refresher/reference materials specifically designed for busy CIs.

The Efficacy of Inclusive Education Practices in Zimbabwean Rural Schools: Challenges and Opportunities

Purpose. The purpose of this research is to assess the extent of implementation and the efficiency of inclusive education practices at a selected secondary school in Zimbabwe. Methodology. The study employed a qualitative research design; data was gathered through interviews, and observed responses, from 15 purposive-selected participating teachers, holding different teaching positions. Consequently, the study relied on social learning theory (SLT) to determine how the process of implementing and participatory education for all is in its local context. Results. The results show that although Zimbabwe has robust national legislation that protects the rights of students with disabilities to access inclusive education, the process is plagued by poor physical facilities, lack of appropriate training for teachers, and social prejudice towards people with disabilities. Some of the implementation differences that stood out included the areas of students with disabilities, policy, resources, and teachers. Accordingly, the study concludes that unless teachers in Zimbabwean secondary schools begin to practice inclusive education in a more focused manner, it is unlikely that many of the disabled students will be empowered to participate fully. Conclusions. Among the suggestions are improving physical and communication access to school buildings, and providing on-going staff training on integration, promoting cooperation among the various actors, and the development of sound assessment mechanisms. This study adds to the existing literature on the predictors of effective inclusive education in Zimbabwean secondary schools. It offers implications on how to foster the educational experiences of students with learning disabilities.

Analysis of Effectiveness of Collaborative Pedagogy Practices

This study analyzes the effectiveness of collaborative teaching and learning strategies to enhance student's educational experience and learning results. Collaborative pedagogy converts the traditional teacher-centered paradigm into a more participatory, student-centered approach, promoting active participation via group work, debates, and collective problem-solving. This study examines existing literature, case studies, and empirical evidence to evaluate the impact of collaborative approaches on student accomplishment, motivation, and the development of fundamental abilities such as critical thinking, communication, and cooperation. The study found that collaborative teaching and learning approaches are essential for strengthening comprehension, increasing information retention, and cultivating superior social skills. The benefits of peer learning, active engagement, and instructor facilitation are highlighted in cultivating a dynamic classroom atmosphere. The study underscores other problems linked to implementing collaborative pedagogy, including resource constraints, dominant teacher-centered cultural norms, and substantial class sizes, especially in poor countries such as Nepal. The acceptance of collaborative pedagogy in Nepal is increasing owing to continuing educational reforms and curricular modifications; nonetheless, many obstacles hinder its extensive implementation. The document emphasizes the need for augmented teacher training, greater infrastructural support, and customized teaching methodologies to use the benefits of collaborative learning properly. The results demonstrate that, when properly implemented, collaborative teaching-learning methodology may substantially improve educational quality and prepare students to confront real-world difficulties.

“It Was Nice To Be Able To Talk to Them Like They Were Family.”: A Mexican American Preservice Teacher’s Testimonio

A large body of scholarship focuses on how to prepare White teachers to teach students of Color and guide them to make sense of their Whiteness. Using testimonio, this article adds diversity to teacher preparation literature and makes space for Kelly, a Mexican American preservice generalist teacher, to share her story. In particular, I highlight how her relationships and language ideology influence her ethnic identity construction while participating in the figured worlds of 1) her family, 2) personal K-12 schooling experience, and 3) pre-service student teaching experiences. Kelly’s testimonio is a call to subvert monoglossic language ideologies, value translanguaging, and ultimately prepare PSTs with the self-reflexive capacity to engage in linguistically responsive and sustaining pedagogy.

Challenges Facing Students with Special Needs During the Transition from Primary Special Schools to Public Secondary Schools in Morogoro Municipality

The study aimed at investigating the challenges that students with special needs face during the transition from primary special schools to public secondary schools in Morogoro Municipality. The research was conducted in Morogoro Municipality and employed a cross-sectional research design alongside a mixed research approach. The target population included regular teachers and those specializing in special needs education within the municipality. The study sampled 155 respondents, comprising 131 regular teachers and 24 specialized teachers. Data collection was by means of questionnaires and interviews. The data were analyzed using descriptive statistics and thematic analysis. The study reveals major challenges for students with disabilities transitioning to public secondary schools, such as inadequate teacher training, insufficient curriculum adaptation, and limited support systems, compounded by social stigma, financial constraints, and inadequate preparation. To enhance the educational experience for students with disabilities, it is essential to implement comprehensive teacher training on inclusive strategies, adapt curricula to diverse learning needs, and establish robust orientation programs. Increasing funding for assistive technologies, combating social stigma with anti-bullying policies, and improving peer support networks and accessible transportation will further support these students’ integration and development and consequently enhance learning

The student-teacher experience as a model for students as partners (SaP) and for enhancing student engagement among Japanese students

Education in Japan and other Asian countries advocates the traditional passive style of learning where students learn through rote memorization in a teacher-centered environment. However, this is now changing due to globalization with Japan’s Ministry of Education promoting learning strategies to involve students in the learning process actively. Many studies involving students as partners have stated that students feel more at ease when they learn with and from their peers and that working in groups makes them learn significantly better and allows them to put into practice what they have taught to others or learned from others. This case study on the Student-Teacher Experience activity aims to present the concept of students as partners to enhance active learning in Japan and its possible application in other countries and fields of study with a similar learning environment as Japan. The activity allowed students to actively engage in class and enhanced learning.

Engineering modelling requirements for integration of assistive technology as a pathway for inclusive education in the disability unit

The phenomenon of 'massification in higher education ', which refers to the significant increase in the number of students enrolling in universities, has made it difficult for inclusive education to be attainable owing to unknown reasons that are encumbering the students living with disability from having a sense of belonging. Hence, this study aims to evaluate the relationship between students living with disability and social justice through inclusivity in higher education with the aid of Assistive Technology (AT) to conceptualise a framework. The researchers employed a mixed methods approach to collect and analyse data statistically and descriptively. The requirements for integrating the model to ease the lack of consideration of students living with disability in the digital age were evaluated and critically reviewed regarding its impact on students’ sense of belonging in the digital age. The major findings from this study elucidate the factors perceived as the central requirements for mitigating the lack of inclusivity and social justice in higher education. The procurement of ATs was topical as most respondents (83%) categorically opined the need to improve this process by making timely purchases of the proper ATs from reliable service providers. The successful implementation of this framework could significantly enhance the educational experience of students with disabilities at the University of Venda, making it a more inclusive and supportive learning environment. The findings on the appropriateness of ATs for students overwhelmingly indicated that many of the available devices and technologies meant to assist learners were not fit for the tasks they were intended for. The university should establish a procurement committee and a high-level action plan outlining the requirements for delivering assistive products & services.

The Role of the Specialized Educational Care Teacher in Professional and Technological Education at the Federal Institute of Minas Gerais

Objective: The objective of this study is to investigate how ESA professionals can facilitate the academic and social integration of students with Specific Educational Needs (SEN). Theoretical Framework: In relation to the theoretical framework, Decree No. 6,571 will be used, which presents the importance of inclusive education in conjunction with the LBD (Law of Guidelines and Bases), which provides for the necessary adaptations for students with SEN. In addition, it was based on Mendes (2011), who corroborates the discourse that the inclusion of ESA is a significant advance in the educational context. Another important point is CNR/CEB Resolution 4/2009, which standardizes and aligns the work of the EEA professional. In addition to this, another theoretical reference used was the Law of Persons with Disabilities, so that we could analyze the task that should be carried out by the ESL in accordance with the constitutional rights of students with SEN. Finally, Mantoan (2003) stresses that inclusion must not only take place in the classroom but must permeate the student's entire school context. Method: documentary research, which aims to examine the recruitment notices and job descriptions for ESA at IFMG, in order to identify the qualifications required, responsibilities assigned and competencies expected of these professionals. This analysis will allow the construction of a basis for assessing the alignment of IFMG's practices with national and international inclusive education policies. It is important to mention that the documentary research of the public notices followed the following order: 1. pre-analysis; 2. organization of the material and 3. treatment of the data. Results and Discussion: The results obtained revealed that, despite structural and operational challenges, IFMG's inclusion initiatives are largely effective. In this context, the policies and practices observed reflect the commitment to inclusive education, demonstrating well-structured approaches that support the integration of students with SEN, which are based on the analysis of institutional documents that show how IFMG has structured its EEA practices to better serve its students. Research Implications: It is recommended that other institutions consider IFMG's practices when developing or improving their own inclusion strategies, ensuring that ESA professionals are well equipped to respond to students' needs and to promote an inclusive educational environment. The practical recommendations derived from this study are aimed at improving inclusion strategies, strengthening the support offered to students with SEN, and enriching the educational experience of all students. Originality/Value: This study contributes to the literature by presenting the need to optimize the role of ESE professionals in EFA contexts, which are challenging due to special practical and technical requirements. In addition, this study indicates that inclusive educational practices that respond to the needs of students, considering that, at IFMG, the preparation and performance of ESL professionals are fundamental to ensuring that inclusion is more than a policy, but an effective practice that enriches the educational experience of students.

Exploring biosecurity education through photovoice: student teachers’ perspectives on pests and diseases

ABSTRACT Background While photovoice is a commonly employed interactive and visual teaching technique in science education, its use in linking biological subjects to biosecurity challenges in culturally and ecologically diverse traditional places is still limited. Purpose This research utilizes photovoice to investigate the perspectives and experiences of student teachers regarding pests and diseases as biosecurity issues. Method Conducted in Bali, Indonesia, the study applied photovoice in an ecopedagogy class with 30 student teachers. The research approach included a three-week orientation, smartphone-based photography, and field tours to examine biosecurity concerns in subak rice terraces. During the field trip, students captured images using smartphones equipped with macro lenses and subsequently engaged in discussions to identify pictures related to pests and diseases. Rigorous coding and member-checking were employed to ensure the reliability of the collected data. Result The findings provide a comprehensive narrative and visual documentation of students’ perspectives on pests and diseases in subak rice terraces. Engaging in critical dialogues and reflections enhances students’ group-working skills, leading them to identify over a dozen pests and diseases, and demonstrate their biosecurity knowledge by using terms like ‘protection’, ‘monitoring’, ‘prevention’, and ‘eradication’. Conclusion Employing photovoice to highlight biological issues related to pest and disease threats emerges as a valuable strategy for future educators. This approach not only fosters an understanding of the interconnection between society and biology but also underscores the importance of biosecurity principles in safeguarding our economy, environment, and social well-being. Therefore, it is essential to incorporate cultural heritage and participative methodologies into biosecurity education in order to prepare future educators for real-world situations.

Understanding Mixed Reality Simulation as a Training Environment for Behavior and Special Education Knowledge and Skill Acquisition

Concerningly, pre-service teachers might utilize practices during practicum and student teaching experiences in ways that are less than satisfactory, or even harmful, to students, peers, or mentors. Mixed reality simulation (MRS), an educational tool for practicing teaching skills, may be a warranted approach to field experience that limits wrongdoing. However, few studies have researched the impact and meaningfulness of MRS teaching experiences. Therefore, this study combined both survey results and interview findings to report the extent to which MRS might improve the knowledge and skills of pre-service educators and whether MRS was considered an appropriate field experience alternative. Within one simulated scenario design, participants ( n = 94) were asked to engage five elementary-aged avatar students who presented challenging behaviors and asked questions or made comments about disability. Implications of findings are discussed in relation to mitigating common barriers of field experiences in higher education programs suggesting that, potentially, MRS may be an innovative way to respond to attrition concerns in the field of special education.

Enhancing Classroom Climate and Emotional Intelligence through Board Games: A Mixed-Methods Case Study with Moroccan Students of Spanish as a Foreign Language

This mixed-methods case study explores the impact of board games on enhancing classroom climate and emotional intelligence among Moroccan students learning Spanish as a foreign language. The research employed a sample of 86 students. The experimental group implemented board games as an educational intervention over six sessions. The mixed-methods design incorporated quantitative surveys to assess changes in classroom climate and emotional intelligence and qualitative interviews to delve deeper into the students' perceptions and experiences. The findings indicate that board games positively affect classroom climate and emotional intelligence by fostering a collaborative and engaging learning environment. Qualitative results further reveal that the experience was universally perceived as enjoyable, engaging, and conducive to collaborative creativity. However, this study acknowledges some limitations, such as a relatively small sample size and the short-term nature of the intervention. Future research should investigate larger and more diverse samples, employing longitudinal studies to assess the long-term sustainability of these effects. In conclusion, this research illuminates the potential of board games as a valuable tool for enhancing a positive classroom climate, ultimately enriching the educational experience for students of Spanish as a foreign language.

Socio-cultural factors influencing students' learning experience: a cross-cultural study

The modern globalized educational sphere requires well-established skills to work in a cross-cultural environment. The purpose is the study of socio-cultural factors that affect the educational experience of students. To implement the proposed goal, the PRISMA method of working with scientific sources, the method of content analysis of scientific literature, and the method of synthesizing individual results into a single system were used. In the results, it was noted that the effective formation of the sociocultural educational environment in higher education consists of several complex parts. The positive consequence of the formation of a socio-cultural environment undoubtedly creates an atmosphere for the success of education seekers and the harmonization of cross-cultural relations. It is indicated that there are separate risks that appear because of the complex interaction of all participants in the educational process. The study found that in modern universities there are many successful cross-cultural cases that contribute to the integration of different students: mobility programs, summer schools, scientific conferences, distance learning courses etc. The conclusions emphasize that the unification of students in a unique multicultural educational environment is a necessary part of the modern educational process in institutions of higher education.

A Systematic Review of the Use and Effect of Virtual Reality, Augmented Reality and Mixed Reality in Physical Education

New technologies are tools that are present in daily life on a regular basis. In order to improve the didactic process, education must take into account these new technologies. In the field of physical education, the significance of these technologies is reflected in the existence of applications that can be carried out within the field, both for educational purposes and for physical fitness and health. This is due to the potential presented by virtual reality, augmented reality and mixed reality. The objective of this study was to examine the utilisation and impact of AR, VR and MR technologies in physical education at the compulsory stage. In order to achieve this objective, a design based on the PRISMA methodology for conducting systematic reviews was employed. The databases of WOS, Scopus, PubMed and Google Scholar were subjected to analysis. The results indicate that there has been a notable increase in research activity in this field in recent years. The analysis yielded four principal areas of focus, namely the utilisation of pedagogical methodologies, the enhancement of motor and health-related competencies, and moreover, the facilitation of optimal integration of students in physical education. The utilisation and consequences of novel technologies represent a suitable instrument for enhancing the educational experience of students enrolled in physical education programmes.

Enhancing online learning: a systematic literature review exploring the impact of screencast feedback on student learning outcomes

Purpose This systematic literature review paper critically examines the effectiveness of screencast feedback compared with text feedback in promoting student learning outcomes in online higher education. This paper aims to contribute to the ongoing discussion surrounding feedback modalities and their impact on online learning environments.Design/methodology/approach This paper adopts a systematic review approach to synthesise and analyse existing studies investigating the use of screencast feedback in online higher education settings. A comprehensive search and selection process was employed to identify relevant literature. The selected studies were then analysed for their methodologies, findings and implications. This paper seeks to provide an overview of the current state of research, highlighting the benefits, challenges and potential impacts of screencast feedback on student learning outcomes.Findings The findings of this paper suggest that while there is a positive perception of screencast feedback among students and instructors, drawing definitive conclusions about its superiority over text feedback remains at the very beginning. Students generally appreciate the personalised, supportive and engaging nature of screencast feedback, particularly within the online learning context. However, challenges such as technical barriers and potential workload implications for instructors are also noted. Further empirical research is needed to comprehensively evaluate the comparative efficacy of screencast feedback, considering factors like online engagement, digital literacy and the impact on diverse student populations.Research limitations/implications This review underscores the acute necessity for expansive and meticulously designed studies that can provide conclusive insights into the authentic potential of screencast feedback and its resonance within the unique landscape of online learning. Through rigorous inquiry, educators can discern the optimal strategies for harnessing the advantages of screencast feedback to enhance student learning outcomes, aligning harmoniously with the dynamics of virtual classrooms.Practical implications Screencast feedback emerges as a promising avenue to foster meaningful connections between instructors and learners. The review highlights that screencast feedback engenders a more dialogic interaction between lecturers and students, resulting in personalised, supportive and engaging feedback experiences.Social implications The systematic review conducted underscores the positive reception of screencast feedback from both students and lecturers in this context. The findings are consistent with the principles of social constructivist theory, suggesting that the interactive and personalised nature of screencast feedback facilitates a richer educational experience for students, even within the confines of virtual classrooms (Vygotsky, 1978).Originality/value This innovative blend of methodologies contributes new insights that can inform educational practices and pedagogical strategies in online learning environments.

FP6.6 - Diagnosing the improvements required for enhancing the medical student ward round bedside teaching experience utilising a cohort of surgical teaching fellows

Abstract Aim After previously having mixed student feedback as a learning experience, our UK medical school have embedded a cohort of dedicated surgical teaching fellows into acute surgical ward rounds. Since this has happened, we aimed to further improve traditional Surgical Ward Round Bedside Teaching methods. Method Post event, retrospective, optional questionnaire formed of 5 Questions evaluated by a Likert scale and 2 open ended Questions. Presented to year 3, UK undergraduate medical students. Results 20 complete responses received. The majority of students strongly agreed that Surgical Ward Round Bedside Teaching sessions with dedicated fellows present were effective in enhancing clinical knowledge and skills. 90% strongly agreed that teaching fellows were engaging and approachable during Surgical Ward Round Bedside Teaching. Also 90% strongly agreed that they felt comfortable asking questions and seeking clarification during Surgical Ward Round Bedside Teaching sessions. However, only 60% strongly agreed that Surgical Ward Round Bedside Teaching sessions were well-organized and focused on relevant surgical/clinical cases. When asked ‘How could the bedside/Ward Round teaching sessions be improved?’ – Responses revolved around suggesting teaching in smaller groups, reminding wards/departments to expect students/clinical fellows, providing online resources or hand-outs before teaching, identifying teaching session objectives, and spend more time on history taking and examination sessions Conclusions The introduction of surgical teaching fellows has had a positive impact on the student Surgical Ward Round Bedside Teaching experience. There is still room for future refinement however and further enhancement strategies are in progress.

Investigating Elementary Teachers' Perceptions of Traditional Science Teaching Methods within the Single National Curriculum Framework

This study investigates elementary teachers' perceptions of traditional science teaching methods within the Single National Curriculum (SNC) at the elementary level. The primary objectives were to evaluate the science achievement of Grade IV students using both cooperative and traditional teaching methods, to compare the effectiveness of these methods based on students' ability levels, and to assess their impact across different science content areas. The study involved 69 elementary teachers, who provided data through a self-developed questionnaire, validated and tested for reliability using Cronbach’s Alpha during a pilot study. The data, collected via oral explanations followed by questionnaire completion, were analysed using statistical techniques such as mean and standard deviation. The findings reveal a preference among some teachers for traditional methods, citing their effectiveness in content delivery. However, there is also recognition of the need to enhance these methods with innovative techniques to improve student engagement and understanding. The study recommends refining traditional teaching approaches by integrating technology and experiential learning opportunities, ensuring a more comprehensive and effective science education experience for elementary students within the SNC framework.

Oral health needs of Wampanoag elders on Martha's Vineyard: A comprehensive assessment.

Evaluate oral health care access and utilisation, while identifying the specific oral health needs of the Native American Elders within the Wampanoag Tribe of Gay Head (WTGH) on Martha's Vineyard Island. Elders, particularly the WTGH face notable issues in obtaining oral health care. This study addressed the oral health gaps within the WTGH Elders through a comprehensive community needs assessment. Employing a mixed-methods approach, qualitative concept mapping interviews with stakeholders and tribe members, a quantitative survey was conducted, and deidentified billing codes were analysed. Concept mapping revealed limited availability of services, accessibility and transportation, insurance challenges, lack of a centralised database, tribal/national policy and health-related self-sufficiency. Quantitative data indicated that 65% of Elders faced challenges in accessing oral health care, and 48% reported experiencing an oral health issue in the last 12 months. Additionally, 23% did not receive oral health care during this period, with a significant portion having previously utilised services at the Martha's Vineyard Hospital Oral Health Clinic. Establishing a formal relationship between the WTGH and an academic institution for creating a portable oral health clinic supervised by faculty and developing a structured referral system is essential. This initiative aims to dismantle barriers to oral health care, improve access, and meet the oral health needs among Elders while offering valuable educational experiences for students regarding diverse patient populations and access-to-care factors.

Effectiveness of the pH Master Application on Acid-Base Concepts as a Digital Alternative to Conventional Laboratory Practices for Enhancing Student Learning Outcomes"

Traditional Chemistry Laboratories, such as acid-base reactions, are hard to demonstrate for present-day students in their lab classes when they need to have the knowledge exchange we had, graduating (and teaching) with mortar boards lined up and ready for weddings. The Evaluation Of The Digital Platform “pH Master” For Enhancing Chemistry Student Performance Through A Virtual Imitation of Traditional Lab Practices The study used Akker's research and development model, including initial studies, product design, testing products, and trials. Validation was done using the Aiken formula by two expert validators and three practitioners for all items with a V value greater than 0.87. Surveys for needs analysis involved 45 students, and the learning effects were assessed with 90 students across three schools. Results Students responded favourably to the pH Master app and perceived ineffable pedagogical value. Most students agreed on the necessity of doing practical activities about what was being learned, and almost all also had trouble understanding study materials specifically related to acids and bases. The results showed a statistically higher mean n-gain value in the experimental group than in control one (0.6622 versus 0.5691) by independent t-test across three schools at p < 0,001 significance level between the two groups. This then confirms that the media created did support student learning. This study highlights the potential of the pH Master app to enhance student learning experience and active involvement in chemical education, which suggests a promising approach towards digitalising conventional practical work.