Inspirational Teacher Research Articles

Reflections on the Heuristic Teaching in Xue Ji

Xue Ji is the earliest monograph on educational theory in ancient education in ancient Chinese education. It is the crystallization of the wisdom of the sages of ancient education in ancient times. It is the treasure of our human culture. It contains many useful experience and unique insights. The inspirational teaching principles and methods of inspiration and induction, even more than 2,000 years later, still have a great reference and revelation effect. This article briefly describes the connotation of inspiring teaching in Xue Ji, and combines the same classic inspiration thoughts in my country's "The Analects of Confucius". Two representative inspiration teaching methods in the West, and finally think about how to use inspiration teaching to our current teaching activities.

In Memoriam of Professor Jacek Gorczyca (1959–2023)

Jacek Gorczyca (1959–2023) was a zoologist, entomologist, and Professor at the University of Silesia in Katowice, Poland. His studies concentrated on mirid systematics and biogeography, especially of the subfamily Cylapinae. He was an inspiring teacher who passionately shared his biological knowledge with young people. This paper provides a biography as well as memories from several of his colleagues, a bibliography of his publications, a list of patronyms named in his honor, and a list of the taxa he described. Jacek published 172 papers, including research papers, short notes, monographs, books, conference papers, and popular articles. He described two tribes, 19 genera and 144 species.

Analysis of Teacher-Student Communication in Enhancing Learning Motivation

This article describes the role of teachers as motivators in enhancing student learning motivation, including in Islamic religious education. The study is qualitative with a descriptive approach aimed at uncovering facts and providing interpretation. The results show that teachers increase learning motivation through three communication methods: lecturing, acting as moderators, and managing group work. However, there are several problems faced by teachers, such as a lack of learning media and monotonous methods, which make students easily bored. Students also face challenges such as fear and shyness in asking questions, as well as a lack of concentration. A family environment that lacks care also affects students' studies. Factors that support learning motivation include the characteristics of inspirational teachers, facilities like school mosques, and the diversity of student characters. Meanwhile, obstacles include a shortage of educators, Islamic religious education schedules at the end of the day, and divided student attention.Bagian Atas Formulir

Unlocking Creative Writing Through In4D-Indigenous CIY Nature Journaling: The Indigenous Voice

This study examined the perceptions of the participants on the In4dIndigenous CIY nature journaling, their challenges in writing and how the journaling has influenced their creative writing in English Language learning. The methodology adopted for this study was an exploratory study. The instrument employed were document analysis of the In4d-Indigenous CIY Nature Journaling and focus group interview. The participants for this study were 29 Indigenous undergraduates (N=6 male,23= female) pursuing the Bachelor of Education in Iban Studies. The data from nature journaling amplified that the participants expressed their ideas in writing with elements of creative skills, critical thinking skills and emergence of character in articulating ideas for the journal. The data of focus group interview revealed that the In4D-Indigenous CIY nature journaling was a driver that connected technology-aided meaningful outdoor learning with nature, and how the environment was an inspirational teacher. On a positive note, the challenges were expressed as opportunity for improvement rather than threats. The In4d-Indigenous nature journaling indicated an encouraging and constructive influence pertaining to creative writing with six emerging themes: learner autonomy, shift attitude towards language learning, risk-taking, constructors of knowledge, technology exploration and creative-aesthetic value. This study has navigated direction for adopting an Inspired by Nature for the Indigenous CIY nature journaling, yet aspects of new pedagogies for deep learning and 21st Century Skills could be interwoven with nature for a more transformative eco-literacy research.

Leaders, Managers and Leadership, in Educational Institutions

There are three factors that influence the quality of education not to increase evenly. First, national education policies and implementation are not implemented consistently. Second, the administration of education has long used a centralized system. Third, the participation of the community, especially parents, in implementing education is very minimal. The third factor above focuses on leadership factors, behind the success of an educational institution, there is an important role of individuals who hold leadership roles. Qualitative research was used in this research. The method used in this research is the library research method which is carried out by collecting data from books, journals and articles. Leaders in educational institutions have a very important role in creating an environment conducive to learning. They must be able to plan educational strategies, manage resources, inspire teachers and students, and establish relationships with all educational stakeholders. Leadership functions in educational institutions include planning, organizing, implementing, monitoring and evaluating.

Ranajit Guha: An inspirational and challenging teacher

Ranajit Guha: An inspirational and challenging teacher

4 Is and a Dandelion: A Conceptual Framework to Address the Curriculum Development Challenges of Sino-British Foundation Years in China

Curriculum development has long been regarded as a central pillar in the architecture of educational effectiveness; however, this theme has been largely overlooked in the unique context of foundation years in higher education, with research on transnational programmes in China focusing on the point of view of the foreign institutions. In this article, the authors aim to propose a conceptual framework to guide curriculum development based on four principles—integration, inspirational teaching, inclusiveness, and innovation—named the 4 Is. The framework addresses the theme of curriculum development in foundation years within transnational education in China adopting the point of view of the educators working in China. By introducing a case study of an introductory management module, the article will discuss how the framework can be applied in practice, and data gathered from 2019 to 2022 will show students’ reactions toward module developments informed by the framework. The 4 Is are the result of a continuous interplay between the authors’ teaching practice, reflection, and engagement with students and wider academic literature.

Managing Creative Online Learning Activities on “How to be an Inspirational Teacher using the IMTEAC Model” via the Line Application

The objectives of this research were to 1) develop and evaluate the quality of using creative online learning activities, 2) study the results of using creative online learning activities; and 3) study the evaluation results of using creative online learning activities; The study indicated that: 1) the quality of using creative online learning activities has the mean IOC scores for Step 1 - Step 6 (I-M-T-E-A-C) = 0.88; as evaluated by 7 experts using the Index of Consistency. 2) the results of using creative online learning activities on “how to be an inspirational teacher using the IMTEAC model” taught via the Line application on a sample group of 30 graduate students (population =42 graduate students) in the first semester of the 2020 academic year was that the inquisitive mind scores of the students were higher than before the study to a statistically significant degree at significance level .05. 3) the evaluation results of using creative online learning activities as assessed by 5 qualified experts are found to be “the most appropriate”.

Reading the text of 1 Kings 3:7-9 as inspirational teaching on leadership to the modern church: A hermeneutical perspective

The present study critically examines the text of 1 Kings 3:7-9 in order to present its concepts as inspirational teachings on leadership to the modern church. From a hermeneutical perspective, the research attempts to discuss the chosen text not necessarily as panacea to good leadership but more so as inspirational teachings for individuals occupying leadership positions in a modern church. It is shown that Solomon ascends to the throne of kingship of a united monarchy after his father King David. The text depicts King Solomon in his prayer to God that “…I am a little child and do not know how to carry out my duties” (v.7). As if to suggest that God does not know, Solomon informs God that Israel is “…a great people, too numerous to count or number” (v.8). The above assertion by Solomon will be analyzed in view of a previous census by King David. The study will exegete the text in order to establish the contextual meaning of the metaphor “little child” used by King Solomon. In addition, King Solomon is metaphorically requesting Yahweh’s provision of a “discerning heart to govern your people and to distinguish between right and wrong” (v.9). The study is guided by symbolic interactionism as a theoretical framework. A case study model is employed as a research method in which previous contributions on hermeneutics and leadership in the Bible will be explored.

(Re‐)Discoveries in a time of disruption

(Re‐)Discoveries in a time of disruption

Typology of History Teachers in 21st-Century Learning (Grounded Theory Study in Senior High School in Indonesia)

The teaching styles of history teachers should be more heterogeneous and varied in 21st-century learning. The purpose of the study was to determine the types of history teachers that conform to the requirements of the history teaching function and the characteristics of 21st-century learning. Grounded theory was used to formulate a typology of high school history teachers in Indonesia. Interviews, observations, document analysis, and literature studies were conducted as data collection techniques regarding history teachers. A total of 10 participants were selected from 10 schools. Open coding, axial coding and selective coding were used for data analysis. The results of the study show that history teachers in high schools in Indonesia have various styles in teaching history, such as conservative teachers, normative teachers, inspirational teachers, imaginative teachers, and innovative teachers. These various typologies are understood through aspects of student motivation, curriculum, teaching styles, student roles, and learning evaluation. Through these findings, history teachers can identify their own styles and try to improve their quality and competence in their readiness to become part of 21st-century learning. Therefore, this research has implications for developing the characteristics and competencies of history teachers according to their type so that teaching activities become more effective. Future studies could conduct in-depth research on each type of history teacher or to formulate a history teacher typology through different perspectives and indicators from the research that has been conducted in order to enrich theories about history teacher typologies.

The Innovative use of social media for teaching and learning: A case study at the University of Johannesburg

Covid 19 forced lecturers and students to accept that inspirational and beneficial teaching and learning does not necessarily rest within the four walls of a lecture hall. When higher education institutions had to transition rapidly from face-to-face to online education, social media platforms became a powerful catalyst for effective teaching and learning. Undoubtedly social media platforms have influenced our lives in an unprecedented manner. It has also altered the teaching and learning landscape by taking on an innovative role in online education. This investigation explored students' experiences of learning module content via TikTok. TikTok was adopted as a teaching tool because it is considered an appealing social media platform for Gen Z users, with its central attraction being short video content. This investigation primarily relied on Bandura’s social learning theory as the theoretical lens applied to the data as it points to the importance of an individual’s self-regulation and the external situation in terms of learning. It also offers an alternative view of social learning by seeing it as situated in communities of practice. Through a qualitative inquiry, teacher education students' reflections on being taught using TikTok were gathered. Evidence from the survey administered to 80 students strongly suggests that TikTok offered an efficient, fun, and exciting way of gaining unlimited access to learning content. It also enhances retention and creativity, making it a suitable 21st-century teaching strategy that promotes self-directed learning. It is a perfectly suited social media platform for a generation that prefers to consume content via rich video formats that act as confidence boosters. Hence making it an innovative teaching tool that encourages a new form of social learning.

Intercultural Language Education: Supportive Factors and Constraints on EFL Learners’ Intercultural Communicative Competence Development

This qualitative research aims to explore the supportive factors and constraints on the development of EFL learners’ intercultural communicative competence (ICC) in the EFL context of Vietnam. Forty-seven EFL learners who were learning General English at a foreign language center in Ho Chi Minh City, Vietnam, were involved in this study. Two research instruments, namely diary and semi-structured group interview, were employed to garner data. The findings revealed that there were more supportive factors (active learners, inspirational teacher, interactive learning material and task, and dynamic context) than constraints (learner differences and task administration) that affected learners’ ICC development. This study recommends that different factors such as learners, teacher, learning material/task, and context, should be scrutinized so as to facilitate the development process of learners’ ICC.

THE EFFECT OF TEACHERS’ VERBAL AND NON-VERBAL COMMUNICATION ON STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT SMAK FRATER DON BOSCO TARAKAN

The purpose of this study is to describe how teachers adapt both verbal and nonverbal communication, as well as the effects of these two types of communication on students' motivation to learn English. This study analyzed the instructors' verbal and nonverbal communication in the English classroom using the framework of teachers' talk developed by Sinclair and Brazil (1985) and Wang and Loewen (2015). Transcripts of lessons and video recordings of teachers' behavior were used to collect data. Procedures for data analysis involve organizing and prepping the data, coding, summarizing, and interpreting the data using the teachers' utterances and behaviors as the unit of analysis. Initial analysis results were looked at using data source triangulation and focused group discussion to validate the findings. The research revealed that questioning was the most common form of verbal communication among teachers, while hand gestures and facial expressions were the most common forms of non-verbal communication. Questions are the most inspirational instructors' verbal communication, and facial expressions are the most inspirational teachers' non-verbal communication.

Being an Inspiring Teacher in Realizing Competitive Education in the Era of Society 5.0

This research discusses about being an inspiring teacher. This research focuses on the description of conceptions and steps that must be taken by teachers in the learning process, in relation to students to create active teaching and learning. The source of this research data was obtained from several sources in the form of supporting and accompanying references in accordance with the research theme. This research is library research using a qualitative approach, which is trying to describe a variable, symptom or situation. The results of this paper show that teachers must always have and develop the quality of personality competencies with the aim of creating an active learning process and providing inspirational meaning. From the conception of being an inspirational teacher, it will give birth to a teacher's skills in learning and competence that prioritizes psychologically moral and attachment, not only oriented to the knowledge and skills of students such as inspiring active learning, teacher writing activities, teachers and happiness, as well as teachers and students change.

A Scientific Revolution: Ten Men and Women Who Reinvented American Medicine

A Scientific Revolution: Ten Men and Women Who Reinvented American Medicine

Trevor J. Dadson (1947–2020)

Trevor J. Dadson (1947–2020)

Inspirational Leadership Among Teachers: An Explanatory Sequential Mixed-Methods Study in the School Setting of Nepal

Inspirational Leadership (IL) is pivotal in the spaces of educational leadership to inspire and motivate teachers to achieve organisational goals. Concerning it, this study intends to explore the existence of inspirational leadership among teachers of Bagmati Province. For this purpose, this study employed explanatory sequential mixed method design, a cross-sectional survey in Quan strands and narrative inquiry in Qual strands. The data in the Quan and Qual strands were gathered via survey questionnaires from 502 respondents and in-depth interviews from four participants, respectively. The collected Quan data were carried out to assess the levels of inspirational leadership and their dimensions (Intellectual stimulation, envisioning, managing impression, moulding follower’s expectations) as high levels due to the presence of supportive relationships, appreciative and innovative culture, critical thinking, and emotional attachment among school teachers. However, meaning-making as one of the dimensions of inspirational leadership is recognised as a very high level of supportive relationships, appreciative and innovative culture, critical thinking, and emotional attachment among school teachers. Furthermore, the social exchange relations also inspired teachers to perform their job. So the high level of inspirational leadership assists teachers in achieving high job productivity in their school.

From the President and IFST News

From the President and <scp>IFST</scp> News

Leonard Norman Primiano (1957–2021)

Leonard Norman Primiano (1957–2021)