Individual Teaching Styles Research Articles

Empowering competence: A program-wide active learning framework for a pharmacy program

ObjectiveThis study aimed to develop and implement a program-wide active learning framework to guide active learning and assessment efforts in an entry-to-practice competency-based Doctor of Pharmacy program. MethodsThe development of the framework involved 3 stages: creation of a framework aligned with the program’s guiding principles, provision of training and support to faculty and students, and evaluation of the students’ and academic staff satisfaction using an online survey over 2 academic years (2022–2023). Data from this survey were analyzed descriptively. ResultsAn active learning framework that was aligned with the program’s guiding principles while allowing flexibility for individual teaching styles was developed. It consisted of 4 stages: preclass preparation, in-class work, prelaboratory preparation, and in-laboratory activities (emphasizing knowledge acquisition and competency development). Academic staff surveys reported higher satisfaction of staff in year 2 than year 3 of the program, with indications of further training on specific modalities. Students’ satisfaction improved from year 2 to 3, particularly, in areas related to class objectives, learning environment, and feedback. ConclusionThe transformation of a curriculum that includes the evolution of the teaching and learning strategy is a complex, long-term project that deserves continuing attention. Having frameworks in place helps the management, instructors, and students to understand the global direction, stay focused, and support the implementation of competency-based education and student-centered learning.

학교현장실습에서 예비보건교사의 수업 전문성 향상에 대한 질적 연구

Objectives The purpose of this study was to explore how prospective health teachers developed their professionalism through the teaching practicum. Methods The author interviewed nine prospective health teachers who conducted their teaching practicum at the secondary schools during four weeks. The author also collected and analyzed the documents of teaching practicum logs of prospective health teachers. Results Through instruction observation and teaching practice, the prospective teachers were gradually able to improve their health instruction. They worked collaboratively to plan health lessons, observed each other's classes, and discussed and reflected on what worked well and what did not work in their lessons. By observing the differences in each other's instruction despites the same lesson plan, they learned that each of the prospective teachers had their own individual teaching styles and teaching philosophies, and worked to develop their own ones. Furthermore, the prospective teachers were able to improve their teaching professionalism by reflecting on their trial-and-error experiences while teaching the health lessons in multiple classes: they continued to modify their lesson plans in response to student reactions in teaching. In addition to enhancing their own instructional expertise, they recognized and learned the importance of teacher collaboration in developing teaching professionalism. Conclusions Theses results suggested that the teaching practicum would contribute to the professional development of prospective health teachers by encouraging them to collaborate with each other, observe each other's lessons, and reflect in and on their teaching practices.

Toward an intentional model aware of learner cognitive traits for pedagogical process guidance

Previous research on adaptive learning successfully demonstrated that use of Intentional Model for Educational Processes Guidance has gained popularity in Intelligent Tutoring System. Within this context, the novelty of this version of Intentional Model of Pedagogical Process Guidance (IMPPG) is the effectiveness use of Cognitive Trait Model to be aware of different traits of learner. The proposed model leads to generate an individualized learning for each learner by selecting the most appropriate pedagogical process according to the actual preferences of the tutor and the cognitive traits of learner. In fact, this model couples the pedagogical intention with the pedagogical strategies and provides a multitude of paths between learner intentions. Based on the cognitive traits of the individual learners and the corresponding pedagogical method or the individual teaching style, the ITS adopts the proposed model to adaptively support the tutor to achieve his/he intention through the selected strategy. This model has been experimented and assessed with tutors and students learning spreadsheet management in a first-year studying in applied license’s degree in Business English and applied license’s degree in Education. The first results show that the intentions and the strategies selected by our model were relevant according to students’ needs and tutors’ preferences. In the initial tests, the process model has met what was expected, however, more studies with experiments must be carried out. The primary results are reported and discussed in the paper; several lessons learned from the experience and potential improvements are also included.

Особенности формирования индивидуального стиля деятельности в процессе подготовки учителя иностранного языка

The present study is of relevance due to the necessity to develop an individual style of professional activity of intending teachers or their individual teaching style (ITS). This necessity is determined by the social and cultural significance of the phenomenon under study and by the rapid pace of changes happening in the educational context today. The purpose of the study is theoretical interpretation of the concept of ITS of intending foreign language (FL) teachers and of its social and cultural significance in the context of teacher training case study. The author hypothesizes that to a large extent the ITS of intending teachers is formed within the framework of the professional courses in the first three years of the university studies. An important condition that contributes to the effective ITS development is the use of practical training, quasi-professional activities, analysis of professional tasks and case-study in the educational process, creation of the digital environment to support students’ individual professional growth. The prevailing design of the study is of a qualitative nature. However, the applied methods of observation and statistical analysis are implemented, too. The research methods include theoretical justification of the key concept of the work through comparative analysis, interpretation, classification and specification, case study and experience analysis of the ways a FL teacher training programme is implemented. The case study is based on the survey results. The survey was carried out on a sample of the 3rd- and 4th-year students of the Faculty of Foreign Languages and Linguodidactics of Saratov State University (methodology by A. M. Markova and A. Ya. Nikonova was implemented, the sample size was n = 126 people). As a result, the article specifies the concept of ITS for the context of FL teacher training, identifies the components of the ITS hierarchical structure, and singles out particular factors and methods of ITS development at the Faculty of Foreign Languages and Linguodidactics. Our results cast a new light on the phenomenon under study in the context of FL teacher training. The initial hypothesis was confirmed, since the research revealed no strong correction of the ITS of the 4th-year students in correlation to the data collected for the 3rd-year students.

Evaluation of a State-Wide Mathematics Support Program for at-Risk Students in Grade 1 and 2 in Germany

Supporting students with difficulties in learning mathematics is a challenge for teachers and educational administrators. Formative assessment is considered to play a successful role in supporting at-risk students as well as students without difficulties in mathematics. There is a need for intervention programs, including formative assessment techniques, that (a) are easy to implement in the regular classroom without requiring radical changes in teachers’ individual teaching style, and (b) are effective in supporting at-risk students at the earliest stage possible in their school careers. This article analyzes an effectiveness trial of a formative assessment program developed to meet these goals and conducted in the first two years of elementary school. The examination of the longitudinal dataset from Grades 1–3 (N = 2,330) revealed an effect after the implementation, which was maintained at nearly the same effect size one year after completion of the program. The findings imply that formative assessment can foster the arithmetic achievement of students at risk as well as that of the entire class without changing the curriculum or teachers’ individual teaching style.

Relationship of creativity in the activities of a teacher with the efficiency of learning activities of students

The importance of creativity in education is now widely recognized as an essential skill of the 21st century. This article examines the relationship of teachers ‘creativity with the style of pedagogical communication and the effectiveness of students’ learning activities. The study involved 28 teachers (including 6 men and 22 women aged 32-60 years) and 78 students, whose classes were taught by these teachers. Research methods: method of determining personal creativity E. E. Tunic; method for determining social creativity (level of creative potential) E. E. Tunic; test questionnaire “Style of pedagogical activity” А. М. Markova and A. Ya. Nikonova, analysis of documents documenting the success of their educational activities, elements of pedagogical monitoring. It was revealed that the parameters that determine the creative characteristics of the personality of teachers and their individual teaching styles are in a significant relationship. The expressiveness of the emotional-improvisational and emotional-methodological styles of teaching contributes to the manifestation of the teacher’s creative abilities, and the orientation towards the reasoning-methodological style, on the contrary, prevents the realization of these qualities. Students in whom the majority of teachers demonstrate a creative approach in pedagogical activity show higher educational results and involvement in the educational process.

THE TEACHING ADULTS WITH USING TRAINING TECHNOLOGIES: PSYCHOLOGICAL ASPECTS

The article deals with a survey of the literature on the problem of the teaching adults specificities. Training technologies are defined as one of the most effective teaching methods by the author. The paper aims at providing a theoretical and methodological analysis of research papers on the selected problems and describing the introduction of training technologies into teaching adults, taking into account psychological factors. The paper studies the ways of using training technologies for the education of people of different professional categories, which are connected education, and professional training of specialists; concentration on improving adult education; learning occupational retraining; adaptation for dynamic changes of the adult education system; the necessity of reskilling specialists; emphasis on the need to develop a personality. The experience of foreign and domestic scholars in the field of group work with clients has been analyzed. The present paper concentrates on analyzing the basic concepts of the training activity and its critical aspects: cooperative learning; the activity of training recipient; own purpose of learning; the "here and now" principle; the atmosphere of interactive classes; the combination of different individual teaching styles. The article gives a detailed analysis of the effectiveness of training technologies for adult education and the functions of training: education, development, motivation, communication, relaxation, etc. The components of class activity with using training techniques have been demonstrated, namely planning a training session, training process, and self-improvement. The results highlight definite features of adult education activities that have to be brought to attention for learning organization have been considered. The definite features of adult education activities that have to be brought to attention for learning organization have been considered. Distinct definition of the status and established responsibilities of training organizers. Special attention was paid to the age and individual-psychological characteristics of adults and the knowledge that is used by them. Grown-ups are more responsible and have many more duties related to social status. There is an opportunity to easily express their own opinions, take an active part in group discussions, games, receive feedback, do reflection, etc. A number of obstacles, which may prevent effective adult learning based on psychological and educational things, were described with particular attention. There are influence traditional methods of teaching, the discomfort for the duration of the study, a low level of productivity and motivation, the absence of information on effective studying in the list of impediments. Finally, results show that it is crucial to notice the intensive processes of creating new learning models, developing innovative pedagogical technologies that can implant in various levels of the educational system.

When the student becomes the teacher: Discovering individual teaching style

PurposeInsight will be given on the transition from student to teacher along with discovering individual teaching style by utilizing an adaptation of Gibb's model. DescriptionThe author will describe her experiences and reflect on her six-week academia advanced pharmacy practice experience (APPE). Additionally, the author will incorporate literature explaining different styles and methods of teaching and how she utilized these to develop her own individual teaching. Analysis/InterpretationThe author will share her feelings, evaluation, and analysis on the transformation from student to teacher. She will describe her delivery and feedback of two lectures to first-year pharmacy students and faculty of West Coast University School of Pharmacy. The activities helped her to learn, grow, and prosper into the teacher that she has wanted to become. ConclusionsOne of the most important discoveries for students on their academia rotation is their teaching style and the importance of using that style to inspire, motivate, and ignite creativity and learning in students. It is crucial to stay true to that teaching style that makes the individual unique. ImplicationsReaders will comprehend the metamorphosis of student to teacher and how an academia APPE promotes growth and self-discovery. Personal reflections and takeaways from these experiences will be discussed. Applying knowledge and self-discovery from an academia APPE related to teaching style will help future students receive the best education possible.

ЛІДЕРСЬКИЙ ПОТЕНЦІАЛ МАЙБУТНЬОГО ВИКЛАДАЧА: СКЛАДОВА ЙОГО ІНДИВІДУАЛЬНОГО СТИЛЮ

According to the conditions of intensive democratic, social, state and legal transformations in our country, for the effective functioning of the state and radical reform of the education system and socio-economic relations, it is necessary to form in future professionals competencies that ensure the creation of an authoritative professional representative. To ensure successful work, the teacher needs to master a set of qualities of leadership potential, the creation in the future of a certain concept of mastering the necessary practical skills, the formation of an individual teaching style. A modern teacher must have the qualities of leadership, communication, management style, creative abilities. Today's researchers have determined that what is necessary for a competitive teacher is: maximum responsibility, initiative, ability to take risks, make decisions, solve problems creatively, implement modern teaching methods and more. In the works of scientists insufficiently covered issues: the mechanism of formation of personal style of the teacher, his experimental approbation, psychological and pedagogical monitoring of the formation of individual style of pedagogical activity etc.The article investigates theoretical and practical issues theoretical issues of formation of leadership potential in future teachers, which is a basic element of the individual style of teaching future professionals, are studied. It is determined that the process of development of leadership qualities should be part of a holistic pedagogical process of higher education. It was found necessary for the future teacher to quickly master innovative educational technologies, effectively apply them in real educational practice, perform the roles of leader, organizer, mentor, mentor and take into account the individual qualities of students in the learning process. The system of formation of individual style of the teacher is offered.

Colonoscopy core curriculum

Colonoscopy core curriculum

Into the classroom: a practical guide for starting student teaching

Student teaching can be an endeavor fraught with anxiety. Those entering the classroom for the first time face the daunting challenge of translating coursework on the theory of teaching into real-world experience. Common questions for anxious student teachers include: Will I be a good teacher? Will I ever get control of my classroom? How can I do all of this grading and plan for next week at the same time? This helpful guide by teacher educator Rosalyn McKeown offers practical suggestions for student teachers, interns, and teacher candidates just starting out in a secondary school classroom. This easy-to-read text enables new educators to rapidly advance their teaching skills early in their pre-service experiences. After exploring the pitfalls of inexperience and providing helpful guidance on maintaining order in the classroom, McKeown focuses on teaching skills. She advises readers on writing objectives and lesson plans, creating interesting ways to start and end class, introducing variety into the classroom, lecturing, asking meaningful questions, and using visual aids. Among the other topics discussed are setting up a classroom, recognizing differences in learning styles, and developing an individual teaching style. Sidebars scattered throughout the text offer useful advice on everything from how to deal with stage fright and distracting noises from outside, to planning for block scheduling and avoiding the attributes of a boring teacher. With McKeown s own list of expectations for her classes, templates for hall passes and lesson plans, and scores of tips garnered from years of experience, Into the Classroom provides information a first-time teacher needs to enter the secondary classroom with confidence.

Integrating Computer Mediated Communication into a Pedagogical Education Course

The inclusion of reflection in preservice education classes has become a priority for teacher educators. Reflection on theories, instructional strategies, and management strategies is vital to the process as students construct their knowledge base, make teaching decisions in clinical settings, and formulate their individual teaching styles. Curricular decisions within teacher education courses are made in view of the spatial and temporal boundaries of the university classroom. Using computer mediated communication (CMC)provides teacher educators with an additional format to engage students in reflection. This article presents findings from integrating CMC into a pedagogical education course. Blackboard was used for CMC. Frequency of use and quality of reflection were analyzed when reflection within the CMC format was required. Integrating this technology into the course was seen as beneficial as students engaged in required reflective activity and provided an opportunity for students to engage in quality reflective activity outside the boundaries of the classroom.

Three textbooks for introductory classes in planetary sciences

Today, teaching an introductory course in planetary sciences, geosciences, or astronomy is challenging. Instructors must ask themselves who is taking the class, non‐science or science majors? Are future majors in planetary sciences, etc. taking the class? What is the background of these students? Have they all had pre‐calculus or do they drop out of the class in droves as soon as scientific notation is used in class or in a homework assignment? If they are non‐science majors (or even future scientists) is it assumed that they know what causes the phases of the Moon or the seasons? These are all important questions to consider before choosing a textbook. Finally, if the class is purely a class on the Solar System, are the students required or assumed to have had an introductory astronomy class? Add individual teaching styles and preferences to the equation and choosing a textbook can be difficult at best.

Cognitive learning styles: Does awareness help? A review of selected literature

Abstract A case is made in this paper for making students aware of their own particular learning styles, and also for making teachers aware of their individual teaching styles. The first section of the review examines the importance of ‘process’ in learning as well as the role of awareness in the learning process. The next section looks at variations in the way individuals approach learning due to the differences in their individual cognitive learning styles. The specific focus is on the cognitive styles of field‐dependence and field‐independence, which are thought to be most relevant for foreign language learning, particularly for ’ab initio’ classes. It is shown how a group of students can be made aware of their own learning styles by being asked to submit themselves to the Group Embedded Figures Test, which is a measure of field‐dependence/independence. Some educational implications of being aware of one's style preference are then discussed.

Staff Development through Inquiry, Observation, and Feedback

In a report of a recent study on supervision, a survey of professors of indicated that providing assistance to teachers is essential to the improvement of educational programs.2 Teachers responding to the survey agreed that supervision should lead to assistance, but is usually synonymous with evaluation. These findings suggest a staff development program involving an interactive process between staff developer and teachers that leads to a better understanding and acceptance of individual teaching styles. This article focuses on one element of staff development and applies this process to the classroom observation.

Developing an Individual Teaching Style

(1974). Developing an Individual Teaching Style. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 48, No. 9, pp. 555-559.