Good Teaching Practices Research Articles

Online Teaching in Medical Training: Establishing Good Online Teaching Practices from Cumulative Experience.

Online teaching has the potential to transcend geographical boundaries, is flexible, learner centered and can help students develop self-directed learning skills. The recently introduced competency-based curriculum has also advocated e-learning as an indispensable tool for self-directed learning. For effective online learning, good online teaching practices should be adopted. These include alignment of online teaching and learning with delivery of curriculum and objectives, synchronous, and asynchronous interaction between teacher and student, encouraging the development of higher-order thinking skills, active learning, and self-directed learning in students. In addition, good online teaching practices should have an inbuilt component of feedback and provide for effective time management, respect for diverse talents and ways of learning with continuous monitoring and mentoring of the learners. Online assessments, both formative and summative should also aim to ensure student involvement in the process. Capacity building of faculty through faculty development programs for the development of specific competencies such as social competency, pedagogical competency, managerial competency, and technical competency in the times of COVID-19 is now recognized as the need of the hour. Although online teaching and learning in medical education is new, it has the potential to become mainstream in future.

Validation of interventions for risk of impaired skin integrity in adult and aged patients.

to validate nursing interventions for the diagnosis Risk for Impaired Skin Integrity in adult and aged hospitalized patients. descriptive, quantitative study, using the content validity of interventions done by 14 specialist nurses. the specialist nurses had worked in the area for more than five years. Four (28.5%) used NANDA-I and CIPE®, three (21.4%) used NANDA-I, NIC and CIPE®, three (21.4%) used NANDA-I, NIC, NOC and CIPE® and four (28.5%) were currently working only with CIPE®. The validation analyzed 32 NIC interventions, of which 11 were priority and 21 were suggested. Of the priority interventions, five belonged to the Physiological/Complex domain, five to the Physiological/Basic domain and one to the Safety Domain. nursing interventions are essential for planning and support good practices in teaching, research and care.

Developing a Practical Medical Educator Training Program: Meeting A Need in Faculty Development.

This article was migrated. The article was marked as recommended. Faculty who teach in medical schools typically do so because of their knowledge and expertise in their field, yet few receive training in best practices in teaching. Educator development programs that help faculty enhance their teaching skills while continuing to fulfill their existing professional responsibilities can help address this gap. Such programs may be developed and implemented locally by individuals within the institution. This guide is intended for individuals who are interested in developing educator training programs but who lack experience in program development. The article describes practical strategies for designing, implementing, and evaluating a collaborative program to teach skills and best practices in medical education. Key themes in program design, program implementation, and program evaluation and dissemination include appropriate goal setting, setting clear expectations, strong communication, and the benefits of diversity in collaboration. Educator training programs provide enhanced teaching skills and opportunities for career advancement for participants at all career stages, which in turn benefits the institution and the medical profession.

Pedagogical commentary: Teaching through a pandemic

This commentary considers best practices for teaching in synchronous online spaces through examining pedagogical moves taken within an environmental studies course taught during the onset of the COVID-19 pandemic. Specifically, an assignment designed to promote student agency will be examined via an action research approach, which draws upon observation and reflection in order to analyze how theory informed teaching can engage students in intellectual work that treats learning experiences as sites of inquiry and learning. This commentary offers a natureculture (Clary-Lemon, 2019) approach that emphasizes thoughtful and reflexive learning processes both inside and outside the classroom. While online learning, particularly synchronous learning, has been studied widely (Serdyukov, 2020; Zydney et al., 2019; Dlab et al., 2020; Baker & Hjalmarson, 2019; Mahoney & Hall, 2020; etc.) the approach offered herein differs in its attention to the ways that frontloading nature can cultivate student agency (in the classroom) and human agency (outside the classroom).

Mobile Learning in Higher Education: Structural Equation Model for Good Teaching Practices.

Mobile learning is a methodology that involves the use of mobile devices to carry out the teaching-learning process. In exceptional situations such as that experienced during the COVID-19 pandemic in Spain, virtual training methods take on great importance, being the main route for the education of students. The purposes of this paper were to analyse the degree of implementation of the mobile learning methodology in Spanish universities and to check the sociodemographic factors that influence the development of good teaching practices in mobile learning. Ten hypothetical relationships were established and contrasted using a structural equation model. The sample was made up of 1544 university professors from 59 Spanish universities who were asked to complete a questionnaire designed to evaluate mobile learning practices. The results indicated that the degree of implementation of mobile devices was almost 73% of the population surveyed. While the sociodemographic factors that significantly influenced the development of good teaching practices were: teacher status; type of institution; educational technology research; implementing pedagogical innovations on a regular basis; agree that mobile devices are appropriate; belief in the expansion of mobile learning. Finally, the main findings and practical implications derived from the data obtained were discussed.

Students’ Values and Ethical Concerns in a Biosciences’ Course in Higher Education

In this small-scale study in higher education, a good educational practice on teaching bioethics based on transformative learning and accomplished by debates, is presented. The research was carried out in June 2016 at the Department of Molecular Biology and Genetics, Democritus University of Thrace, Greece and it focuses on the concerns over their value system and moral dilemmas underground students in the field of biosciences have. Reflections occurred after the debating experience they participated in during this course. The research followed the qualitative method and data were collected through a single question posed to students, asking them to critically reflect on their debating experience. Content analysis was used for analyzing their responses. Debates seem to be a good practice for teaching bioethics, since it led them to critically think over their values and morals regarding their role as future biologists. They seem eager to reflect, question, and deal with moral dilemmas concerning the difficult ethical issue of bioethics, a key-point for every junior scientist.

Revisión del concepto de buenas prácticas educativas que integran tecnologías digitales en el nivel superior: enfoques para su detección y documentación

El concepto de buenas prácticas (BBPP) ha permeado indiscriminadamente en la educación dando pie a la existencia de distintas acepciones e interpretaciones sobre su deber ser, así como de las estrategias para su detección. Las buenas prácticas educativas (BBPPEE) son promovidas para referir un conjunto de acciones o principios que gozan de reconocimiento por los resultados positivos que se pueden obtener de su replicación. En el nivel superior se presentan con frecuencia asociadas a la integración de tecnologías digitales, resaltando el valor de estas para lograr tal reconocimiento. Para contribuir a esclarecer la significación de las BBPPEE en el contexto referido se ha elaborado una revisión exploratoria descriptiva sobre 32 textos publicados en los últimos diez años, obtenidos de un proceso de filtrado en el cual se aplicaron cinco criterios de selección a un corpus de más de 80 documentos científicos. El análisis de contenido se realizó aplicando la codificación temática utilizando como apoyo la matriz bibliográfica. Los resultados permiten deducir que nos situamos en un terreno polisémico e inconcluso, al tiempo que se aportan elementos teóricos sobre sus tipologías, estrategias de detección y recopilación, entre otros elementos que contribuyen al desarrollo conceptual.

Blended Learning as a Good Practice in ESL Courses Compared to F2F Learning and Online Learning

Blended learning has been studied for many years. However, it is necessary to assess whether blended learning is a good practice as opposed to face-to-face and online learning. Based on the Seven Principles for Good Practice in Undergraduate Education, a questionnaire was designed to compare blended learning in seven dimensions to traditional and online learning. A total of 653 students participated in the research. Independent T-test, paired T-test and ANCOVA were conducted using SPSS. The results showed that blended learning was reported to have a higher effectiveness than traditional learning for all seven principles and a higher effectiveness than online learning for most of the principles. Learning modes had a significant effect on student perceptions on most of the principles. Gender had significant effect on student perception of all seven principles, while year of study and knowledge domain did not show significant effects on most of the principles. Possible reasons for these findings are discussed.

Burnout among Teachers in Higher Education: An Empirical Study of Higher Education Institutions in Portugal

Burnout is considered by the World Health Organization an extreme response to cumulative and prolonged occupational stress, with teachers being among the professionals most affected by it. This disease influences physical and psychological well-being, negatively affecting the relationship between teachers and students. It also compromises the quality of teaching, thus inducing absenteeism and increasing professional abandonment. Our study examines the degree of incidence of Burnout affecting Professors from the Portuguese Higher Education Institutions. The first study was carried out on a sample of 520 teachers. A proportion of 41 (7.9%) Higher Education Teachers scored high on Burnout. A second phase of the study was conducted to gather data on socio-demographic and socio-professional characteristics of teachers affected by Burnout. The MBI (Maslach Burnout Inventory) and another questionnaire was built for this purpose and were used to collect the study data. The results indicate the majority of teachers affected by Burnout were female (63.4%). Most of them are between 40 and 59 years old (75.6%) and married (68.3%). Overall, 41.5% had 10 to 19 years of service and 39.0% between 20 and 29 years of service. The teachers with an undetermined contract (48.8%) and temporary contract (36.6%) displayed higher levels of Burnout, but the self-employment worker (4.9%) appears in a residual amount. Teachers most affected by Burnout are from Public Polytechnic Institutes (48.8%), followed by Public University teachers (41.5%). Teacher’s Burnout is a serious problem and should be considered by the Higher Education Institutions regarding the development of good teaching practice.

TEACHERS’ SMK AND PCK OF MATHEMATICS AND SCIENCE AFFECT TEACHING IN GABORONE PRESCHOOLS

The current study presents an account of mathematics and science knowledgebase of private Gaborone preschool teachers and assesses its influence on their classroom teaching. It assesses their Subject Matter Knowledge (SMK) and Pedagogical Content Knowledge (PCK) and scales their views on the Best Practices for mathematics and science teaching in preschools. A pragmatic paradigm with a concurrent mixed-method mode was used to conduct this study. Using a random-purposive sampling procedure, 64 preschool teachers were selected. Questionnaire and focus group discussions were used for data collection. The quantitative data was analysed using descriptive analysis and presented with the help of frequency Tables and Graphs. The qualitative data was coded and synthesised to receive meaningful information. The findings show that 80% of teachers were trained as primary school teachers; only 14% had professional training in Early Childhood Education (ECE). It further revealed that the teachers had SMK; however, were less proficient in PCK which affected their classroom practices, despite having ample material resources. The preschool teachers viewed the establishment of the Science Center/s for young children and strong administrative support as best practices for teaching mathematics and science in preschools.

Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability

Good teaching practices are developed in order to improve student learning. With technological and social development, educational practices increasingly demand the use of technology, so having good teaching practices with Information and Communication Technologies (ICT) is essential. At the same time, the Sustainable Development Agenda of the United Nations for the year 2030 is setting the principles of sustainable action for today’s society. In this context, the following objectives were proposed: to identify the good teaching practices with ICT that are being developed in Spanish higher education and to establish the relationship between good teaching practices with ICT and the Sustainable Development Goals (SDG). For this purpose, the method of systematic review of the literature based on the PRISMA protocol was used. A total of 27 documents published in the period 2008–2019 on good teaching practices with ICT in Spanish higher education were analyzed. Among the results, the emerging trend of good practices with ICT, the use of a Virtual Learning Environment (VLE) as the main technology in good practices, and the majority of good practices in the development of SDG #4 (Quality Education) are highlighted. Finally, it is a challenge for teachers to include all these aspects in their classroom teaching.

Nonscientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

Innovative teaching strategies are designing a new and promising landscape in education. They fill lessons with creativity and imagination for either the students or teachers. This article addresses an attempt to make the approach to science easier in a nonscientific environment: primary education at university level. Gamification methodologies were combined with a flipped classroom in order to free up in-class time and engage the students with the taught courses. A qualitative study was merged with quantitative measures of emotional and motivational parameters. These results were improved with four semistructured interviews. The results clearly showed a rise in the students’ motivational levels, an acknowledgment of good teaching practices, and an evident enhancement of felt positive emotions toward science teaching and scientific issues.

La formación didáctica y las buenas prácticas de enseñanza de física

Information obtained from an exploratory research of qualitative approach with goals to describe, understand and interpret the phenomena of the environment where the courses of Teaching Physics in Teacher Training (TT)1 are presented. The advent of a new curriculum in the TT of Uruguay calls teachers to rethink what has been done and is done in the courses for improvement. Ten students who have already studied the didactics with an adscriptor professor are investigated, seeking to recognize if the training enables them to generate good practices in Physics teaching in the Middle Education (ME) courses and what are the representations about the incidence of their training. From the inductive logic a moderate use of the statistics was made where information is described and developed based on the manifestation of the interviewees. In the analysis process the data is integrated to determine meanings and to make descriptions from the perspective of the actors and then they are integrated into the internal perspective of there searcher in dialogue with authors of the theoretical framework. From the information and analyzes collected it can be affirmed that the training students have under gone until they reach the last year has had a favorable impact, which enables them to implement good teaching practices. And in turn the incidence of training is recognized where aspects to remain and improve are rescued. In the absence of records, publications on the subject, this information provides a first approach to deepen the training of the specialty, in particular on the competences of the Physics teacher in aspects that concern social dimensions and interdisciplinary work. The improvements are contemplated in another work with other dimensions of research analysis referred to in this article and contribute to characterize the mediations pace that is presented as the tool for improvement.

University students’ intention to use search engines for research purposes: A structural equation modeling approach

Teaching empirical educational research in higher education involves implementing a very useful web tool for bibliography/scientific literature research, a search engine specifically employed for scientific papers, such as “Google Scholar”. The aim of this study is to examine undergraduate students’ acceptance of technology, through their intention to adopt and use a specific search engine for research purposes. To accomplish this goal, a questionnaire was administered to 225 students from two Universities in Greece. The study was based on TAM (Technology Acceptance Model), reinforced by four external determinants (perceived self-efficacy, subjective norms, facilitating conditions and technological complexity), that contributed to the indirect prediction of the behavioral intention to use the particular search engine. The results of the survey confirm that the main factors of TAM, perceived ease of use and perceived usefulness are significant determinants of students’ behavioral intention to use Google Scholar. Moreover, perceived self-efficacy, subjective norms, facilitating conditions and technological complexity have an indirect significant effect on behavioral intention. All these factors explain almost 60% of students’ behavioral intention to use this search engine. The results of this survey could be beneficial to the enrichment of good educational practices for the additional training of teachers, as well as to the improvement of the students’ skills in the implementation of this specific research tool. Besides, more stakeholders, such as librarians, or even human resources of big companies that construct and support similar systems, such as search engines, could also benefit from the present research.

Let us dream of positive pedagogy!

The feeling of anxiety, boredom, and apathy is more prevalent in school than in the family or in the company of good friends (Olah, 1999). Positive psychology says that learning could be joyful and stress-free in schools. Seligman (2009) pointed out, that “well-being should be taught in school, even in three areas: to counterpoint depression, to gain life satisfaction as a means of self-development and to facilitate effective learning and creative thinking.” How these apply to the world of school? According to Olah (2004), the message of positive psychology to pedagogy is that by applying the principle of “burdening until it can be kept in flow,” education can become such a positive experience creating action, which could help to realize the process of knowledge assimilation and personal development. In this sense, education is the process of transmission of knowledge via love. This paper aims to provide a brief review research on black pedagogy (Hunyadyne et al., 2006), and point out those practices against it which proves that positive pedagogical practice could only mean positive alternative. The positive/white education is not just a dream. There are already existing good teaching practices, positive attitudes, and methods of teaching the joy of learning. The task is to find a further example and study these practices. The positive/white pedagogy as a new discipline relies on these achievements.

Understanding of Lecturers’ Verbal Interaction in Teaching of Malay Language at Institute of Teacher Education

Verbal interaction is the main medium of communication for language educators in each educational institution. Lecturers need to enhance a verbal communication skills and be fluent in language. A language teaching, especially in the field of Malay as the official language, is a key element of oral delivery in a teaching method. The practice of teaching transformation creates a critical, creative and innovative graduate experience. The implementing of language teaching involves of three basic skills which includes reading, writing and oral skills. This paper discuss clearly about the lecturers' understanding of oral skills is an oral presentation in the teaching of lecturers when interacting with students. The culture of oral interaction used by language education lecturers has always been the best practice in teaching and learning. This study uses qualitative method which is the interview method. The lecturers’ teaching is not just a result of language proficiency but also the lecturers’ communication as a teaching knowledge. Therefore, proper verbal interaction is implemented in line with the language teaching creativity in order to produce a quality of teacher in communication.

How to evaluate Industrial Engineering undergraduate teachers?

In Brazil, teacher evaluation is required by the National Higher System Evaluation System (INEP, 2011). At UFAM, it is done through the student portal, which is considered ineffective, compromising the process of continuous improvement of teaching and learning. The article evaluates the students' level of satisfaction with the quality of the services provided by the teachers who taught discipline for the FT/UFAM Industrial Engineering course, to propose suggestions for improvements. To this end, the UFAM evaluation portal was studied, then a review of performance evaluation articles allowed the development of a questionnaire (Appendix 1) that was applied in 2011 to 112 (70%) students enrolled in the 2nd, 4th, 6th and 8th periods of this course. After analyzing the data, it was concluded that: a) the UFAM website to evaluate teachers was considered negative by more than 1/3 of the respondents, and the obligation to answer, the excessive amount of questions, the lack of feedback and improvement actions discourage students from responding; b) On the other hand, the application of the questionnaire revealed that the best-evaluated subjects were Special Topics of Industrial Engineering I and II, Management of Technological Innovation, Sanitation Applied to Production, Calculus II, Linear Algebra, Transport Phenomena, and Digital Electronics, most of which were taught by teachers of 2nd and 4th period. For improvement, it is recommended to identify the good teaching and learning practices of these teachers to apply seminars and disseminate them through FT/UFAM.

A Review of Clinical Informatics Competencies in Nursing to Inform Best Practices in Education and Nurse Faculty Development.

The aim of this literature review was to determine the state of the science related to clinical informatics competencies of registered nurses and to determine best practices in educational strategies for both nursing students and faculty. Continued emphasis on the provision of evidence-based patient care has implications for requisite informatics-focused competencies to be threaded throughout all levels of nursing educational programs. Whittemore and Knalf's five-step integrative review process guided this research. An extensive search yielded 69 publications for critical appraisal. Results suggest nursing educational programs do not adhere to standardized criteria for teaching nursing informatics competencies. Another identified literature gap was the scarcity of research related to informatics training requirements for nurse educators. Findings support the need for continued research to provide clear direction about the expected clinical informatics competencies of graduate nurses and what training faculty need to facilitate student learning.

The practice learning experiences of student teachers at a rural campus of a South African university

Background: There is considerable agreement that learning to teach is optimised when coursework learning is combined with quality practice learning experiences in schools.Aim: The main aim of this study was to explore the views of a group of student teachers on their practice learning experiences in a ‘teaching school’ (TS) and in the other schools where they were placed for school experience.Setting: The study was conducted at a rural campus of a South African university.Methods: Quantitative (questionnaire) and qualitative (focus group) data were collected, involving all the student teachers in the programme (n = 100). The responses to the questionnaire were analysed descriptively, and the constant comparative method of data analysis was used to analyse the focus group interviews.Results: The overall pattern in the data shows that the practice learning experiences contributed to the student teachers’ development as teachers – not only at the TS but also at the schools where they were involved in work integrated learning, despite challenges, including teacher absenteeism and lack of guidance. Involvement in these schools potentially enables an understanding of the challenges that are typical in many South African schools. However, school experience in a well-functioning school remains crucial. Were it not for the TS, the majority of the student teachers would not have been exposed to mentoring and good teaching practices to be emulated.Conclusion: The study concludes that TSs indeed hold the potential to strengthen the teaching practice component of teacher education considerably. International experience with school partnerships and the experience at another South African university also attest to this.

SIGCSE special projects grants awards

Special Project Grants of up to US$5000 are available to SIGCSE members to support projects that will bring some clear benefit to the computing education community in the form of new knowledge, a resource, or good practice in learning, teaching, or assessment.