Teaching Activities Research Articles

China Study Tutor Professional Qualification Certificate System: Historical Tracing, Concepts, Professional Classification. Evidence from China

ABSTRACT The purpose of this study is to fully explore how well study tutors’ professional qualification certificates are accepted by their students. It covers a variety of topics through in-depth in-person interviews and focus groups with 24 student representatives in China. This study fills the gap in the study tutor professional qualification certificate system from the perspective of applied constructivism theory. Combining the two, this study provides fresh insights and recommendations for raising the standard of tourism education. The system of certificates is known to 58.3% of respondents, according to the results, and it is a good way to enhance study tour learning. It is recommended that study tour providers follow the “Specification for Service on Study Travel” policy (LB/T 054–2016) in order to better serve the needs of students. The field’s advancement can be aided by using constructivist theory to direct study tutors’ instructional activities.

The difficult dynamic of teacher educators as policy actors: considerations for counter-conduct

ABSTRACT The literature on initial teacher education highlights a crisis facing teacher educators, one which threatens our own epistemic legitimacy and relevance in educational discourses, as market-economy mandates and political surveillance intensify and dominate what it means to be and do teacher education. Given this macro-level concern, we, as teacher educators, explore and problematise the recent mandate that all initial teacher education programmes in Ireland must include a Global Citizenship Education (GCE) perspective. Drawing on a theoretical framework focusing on power relations and the possibility of counter-conduct, we focus on our everyday practices as teacher educators and how our responses offer an affective insight into our political role as policy actors in initial teacher education. In doing so, we identify three categories of responses and discuss these from individual and institutional perspectives, while offering relevant contemporary examples of how previous mandates were enacted. In each response, we consider the resultant form that GCE experiences may take as a result of our translations. In conclusion, we work towards and highlight the importance of creating dialogic affective spaces which must seek to continue and contribute to educational conversations rather than dominate discourse.

Teachers’ perceptions of artificial intelligence in Colombia: AI technological access, AI teacher professional development and AI ethical awareness

ABSTRACT The introduction of artificial intelligence (AI) in education is seen as a promising tool to enhance learning outcomes and provide students with engaging learning environments in developing countries such as Colombia. This case study aimed to investigate teachers’ perceptions of AI in K-12 education in public schools located in the Amazonian department of Caquetá, Colombia. The study focuses on teachers’ views on the integration of AI into teaching and learning activities. A total of 190 teachers were surveyed, of whom 30 were selected for semi-structured interviews. The main findings are as follows: (a) AI benefits teachers by facilitating and providing virtual assistance, (b) the challenges are the limited knowledge about AI and a lack of resources, (c) the concerns reported are that AI may hinder students’ development of critical thinking and problem-solving skills, and (d) ongoing professional development for integrating AI in education is suggested.

Who is taking climate action in university? Drivers of personal and professional climate action in higher education

Who is taking climate action in university? Drivers of personal and professional climate action in higher education

Still a small World?: critical analysis of cultura in secondary Spanish world language textbooks

ABSTRACT This critical teacher action research study revisits previous findings that high school Spanish textbooks tend to reflect small and invented worlds, rely on cultural stereotypes, and fail to engage students in critical thinking about sociocultural issues. Using multimodal SFL-based critical discourse analysis, we explore more recent textbooks used in the United States, with a focus on how they construe meanings regarding Spanish speakers, cultures, and linguistic/cultural dominance; and how they position and engage students relative to Spanish language varieties and cultures. Findings from an analysis of 24 textbook passages demonstrate that the focal textbook series linguistically and visually backgrounds Spanish speakers, particularly Black and Indigenous members of Spanish-speaking communities, as contributors to culture and construct membership in a nation-state as the most salient aspect of their cultural identities. Moreover, the textbooks position and engage students as elite bilingual tourists and cultural consumers. We discuss how these semiotic choices reproduce deficit raciolinguistic ideologies around Spanish speakers and cultures in the U.S. context, which has implications for world language teachers wishing to challenge these ideologies and simultaneously support students’ development of language and critical literacies.

Evaluation of in-service inclusive education teacher mindsets: relationship between beliefs and practices

ABSTRACT Innovative learning environments are educational settings that promote flexibility, and collaboration, thereby necessitating a shift in teachers’ mindsets to effectively foster inclusivity in these dynamic spaces. Mindsets are our beliefs about human attributes, including abilities. The article investigates the degree to which in-service teachers, enrolled in a postgraduate inclusive education course, enact a growth mindset in response to an assessment task. Notably, the study reveals that although 80% of the participants self-reported having a growth mindset, only 44% demonstrated such a mindset in their assignment. The article underscores the need for a deeper understanding of mindsets among teachers to meet the challenges of aligning teachers’ mindsets with their actual teaching practices. Implications for teachers in meeting the demands as responsive practitioners is discussed.

Development of the concept-process model and metacognition via FAR analogy-based learning approach in the topic of metabolism among second-year undergraduates

Abstract Metacognition is a critical cognitive skill in learning science. Numerous studies indicate that learners with high metacognitive abilities tend to excel in scientific skills, such as their capacity to construct scientific models. This study aims to compare students’ ability to construct concept-process models before and after participating in analogy-based learning using the Focus-Action-Reflection (FAR) method on the topic of metabolism. Additionally, the study investigates the relationship between students’ ability to construct conceptual process models and their metacognitive skills. The sample consisted of 137 second-year students enrolled in a basic biochemistry course, selected through cluster sampling. The research instruments included a process model construction assessment and the Metacognitive Awareness Inventory (MAI). The data were analyzed using paired sample t-tests and correlation analysis. The results showed significant improvement in students’ ability to construct conceptual process models, with an average learning gain of 16.5 %. Statistical analysis indicated a significant increase in test scores after the instructional activities. Furthermore, Spearman’s correlation analysis revealed a positive relationship between learning progress and metacognitive skills, particularly in the use of information management strategies (IMS) and debugging strategies (DS). These findings emphasize the importance of integrating metacognitive skill development into science education, particularly in fostering students’ ability to construct conceptual process models – an essential tool for enhancing science learning outcomes.

PERANCANGAN SISTEM INFORMASI PRESENSI GURU BERBASIS WEB PADA SD MASEHI PAYETI 2

This study examines the importance of Information Technology implementation in schools to support teaching, learning, and administrative activities, focusing on the development of a Teacher Attendance Information System at Masehi Payeti 2 Elementary School. Currently, attendance is conducted manually, with teachers recording names and signing an attendance book, a method prone to being unstructured and susceptible to errors, data damage, and delays. To address these issues, this study aims to develop a web-based application that allows attendance to be conducted more effectively, efficiently, and managed in real time. The application is built using the Waterfall method with PHP, HTML, and MySQL programming languages. Based on usability testing using the System Usability Scale (SUS) with five respondents, the application received an average score of 70.5, which falls into the "Marginal High" category with a grade scale of C and an adjective rating of "OK." This score indicates a fairly positive user perception of the system's usability, suggesting that it is comfortable and efficient for teachers to use. This study's findings are expected to improve discipline and the accuracy of attendance data at Masehi Payeti 2 Elementary School, while also contributing to the adoption of more modern information systems within school environments.

A Scoping Review of Calls to Action in Pharmacy Education.

Calls to action within pharmacy education are frequently seen in the literature, with little information about their authors, audience, and focus, especially whether these calls led to any changes. This scoping review aims to (1) quantitatively and qualitatively characterize the calls to action in pharmacy education and (2) examine the traits of the published articles typically associated with effective advocacy. A systematic literature search for scoping review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. From 3,287 articles, 232 articles were included and extracted for their specific call to action such as topics, audience, and quality of the call. Two-thirds (66.7%) of the calls were initiated by groups of faculty, 49% were commentary/opinion/editorial, and 39% focused on the PharmD curriculum. Over 90% of the articles were published between 2013-2023, with 26% published in 2023 alone. Most calls were directed at colleges/schools of pharmacy (81%). Only 21% of articles had a strong call for action with next steps or recommendations for enacting change. The most frequently published calls to action were related to PharmD curriculum, authored by a group of faculty, directed to PharmD programs, and published in post-pandemic years but often not sufficiently strong to elicit change. To evoke change, calls to action should include several key characteristics based on this scoping review, such as written in an active voice, to a specific audience, with clearly stated problems, and with actionable solutions that could be implemented.

Requirements for the Development of Educational Activities in Primary School, Pedagogical Conditions and Principles of Activities to Improve the Interests of Readers

The article discusses the requirements and pedagogical conditions for the formation of reading competence, motivation for the art of the work, awakening, development of reading interest of primary school students. In particular, it takes into account the fact that children will have different interests, different requirements; motivate children's interest in reading; help a child read books as a reader; distribute books among young readers; take into account the criteria and principles for selecting texts for reading; take into account the text, type of work and genre diversity; diversity of speech in texts for to use the ability to illustrate with the correct understanding of the text; the graphic and artistic quality of the recommended book for reading; the correspondence of the plot and compositional construction of the work to the age and perception of the child; adaptation of texts presented in the textbook to students of this class; the text notes that such requirements as compliance with the norm of word ratio should be taken into account. Guided by general didactic principles, it was noted that along with them there are a number of principles that should be taken into account in the activities of preparing and motivating the reader to read in the lessons of literary reading and highlighted the main points. In addition, it should be noted that there are principles of focusing attention when performing written works based on the work read, parallel reproduction of the work read with the mental activity of students with a special emphasis on the educational value of the work presented for reading. Each principle is illustrated by some examples that help the teacher's activities, regulates his activities in the field of educating the reader.

El rol docente en la enseñanza-aprendizaje con IA

Since the enactment of the Higher Education Law in Argentina, the analysis of the way teaching has been focuced in Higher Education and its effectiveness has been intensified.In the way of learning, the educational act is fundamental. It is not an implicit assumptionor belief that is taken for granted, nor are the skills/capabilities of the student. And in the training of law professionals today we are not just talking about the use of technologies like merely manipulating of them. The rapid evolution places us facing the integration of Artificial Intelligence (AI), and more recently the Generative Artificial Intelligence. Reevaluating our role as teachers in front of a student body that learns from, about, and with AI is a new point in the teaching of law. The professor is an essential mediator of knowledge and a promoter of the development of skills and competencies that enable learning and the construction of new knowledge.Therefore, learning with AI must be approached from an ethical perspective because technology is never ideologically neutral. The algorithms that form it expose and privilege certain worldviews, and particular ways of thinking, learning, and knowing that, without ethics, become dangerous. Additionally, actions are needed to preserve and safeguard human intellectual skills, the diversity of our knowledge system, and to place technology in its service.

Pedagogical Content Knowledge in Written Educational Plans in the School-Age Educare Setting

This study focuses on written educational plans in the school-age educare (SAEC) setting. The purpose of the study is to add to knowledge about planning in the SAEC setting. The study also focuses on how SAEC teachers’ pedagogical content knowledge could be understood through written educational plans. The material in the study includes written plans from four different SAEC centres. The plans are analysed using concepts from the theoretical framework in the study; pedagogical content knowledge. The results show how curricular knowledge, subject matter knowledge, pedagogical knowledge, and contextual knowledge are identified in the written educational plans in two themes: from content to activity plans and children’s influence plans. The results show descriptions in the written educational plans of how content is transformed into teaching situations and activities. It also shows how children’s influence is identified as both content of the plan and as a teaching strategy within the plan. Teaching in the SAEC setting is a complex issue involving goal-oriented activities, activities with children’s influence as a starting point, and teaching in the informal open space.

Personalized Mathematics Teaching with The Support of AI Chatbots to Improve Mathematical Problem-Solving Competence for High School Students in Vietnam

The digital age has sparked interest among educators in utilizing information technology, especially artificial intelligence (AI) chatbots. Due to the constant technological involvement, students must also acquire solid digital skills, especially AI proficiency, for learning and everyday life. However, there are few studies on models applying AI in teaching to develop mathematical abilities for high school students. Therefore, this paper proposes a theoretical framework for incorporating AI chatbots into education, boosting students’ mathematical problem-solving competence. Based on student data analysis, this framework will cover teaching, assessment, feedback, and dynamic learning activity adjustment. The paper then explains the operations of AI chatbots to provide personalized feedback. This process emphasizes the importance of error handling and information security, ensuring safety and efficiency in the learning process. This theoretical model supports the integration of AI chatbots in personalized teaching, specifically for improving mathematical skills.

A Review of Research on English Reading Teaching from the Perspective of Activity-based Teaching Method

This study reviews research on activity-based teaching method in English reading teaching both domestically and internationally. The findings indicate that activity-based teaching method not only helps students better understand classroom material, enhances classroom efficiency, and improves their English learning and application skills in reading, but also fosters the integration of language knowledge and skills. Additionally, it strengthens cultural awareness, optimizes critical thinking, and promotes independent learning, thereby facilitating the effective development of core competencies. Furthermore, English reading teaching that employs activity-based teaching method is beneficial for analyzing and designing teaching activities, enabling students to acquire, interpret, and evaluate the meaning of texts, express their own opinions and intentions, and cultivate diverse and critical thinking skills, ultimately enhancing their core literacy abilities.

Intelligenza artificiale e istruzione: tra sperimentazione e prospettive evolutive

ARTIFICIAL INTELLIGENCE AND EDUCATION: BETWEEN EXPERIMENTATION AND EVOLUTIONARY PERSPECTIVES Abstract This article examines the role of artificial intelligence (AI) in education, emphasizing its potential to personalize learning pathways and enhance the quality of education. Particular focus is given to an ongoing research project aimed at improving Italian students’ mathematical skills through the use of AI tools like ChatGPT, integrated into the design of teaching activities employing innovative and inclusive methodologies. The goal is to define a replicable and scalable educational model aligned with the objectives of the European Education Agenda 2030, while addressing the cultural, ethical, and regulatory challenges associated with AI adoption, such as data protection and equitable access. Finally, the article highlights how AI can become a strategic ally in reducing educational inequalities, fostering excellence, and enhancing essential skills.

Research on the Project-Based Teaching Model for Engineering Majors in Colleges and Universities

Based on the study of the Mechanical Design and Automation major and its relevance to teaching reform in higher education engineering programs, a project-based teaching model was introduced. This approach integrates teaching design, scheme argumentation, and the implementation of teaching activities with the project serving as the central framework. Course knowledge points are derived from the project topics, forming the foundation for a structured knowledge framework. The course content is modularized in alignment with the project design, enabling students to engage with professional courses on a module-by-module basis, guided by the project. Each course utilizes the project topic as a practical case, facilitating project-led teaching. A teaching system tailored to the research project is proposed, establishing a professional course structure closely linked to the project objectives.

Видный российский педагог И. Н. Жуков: «Любите Родину, боритесь за неё и будьте первыми в труде!»

The purpose of the study is to characterize the pedagogical activity of a prominent Russian teacher of the first half of the 20th century Innokenty Nikolaevich Zhukov (1875-1948) on the organization of the scout and pioneer movement in Russia. The study presents the circumstances of the emergence of scouting in Russia, and then the pioneer movement. Little-known facts of Zhukov's biography are established. The content of his organizational, literary and creative (in the field of sculpture) work is revealed. Innokenty Nikolaevich's contribution to each of these fields of activity is assessed. The scientific novelty of the research lies in the introduction into scientific circulation of little-known factual material relating to the initial period of development of scouting in Russia, and subsequently the pioneer organization. The results of the research are disclosure of little-known facts of Zhukov's biography, assessment of his pedagogical projects in the field of education of children and adolescents, analysis of his multifaceted organizational and practical educational activities. Zhukov is also shown as a writer and cultural figure who, through his work, contributed to solving the tasks of educating the younger generation that were relevant for his time. The text includes statements about him by famous contemporaries (O. Rodin, A. V. Lunacharsky, A.M. Gorky) and teachers (A. V. Vakhtin, E. Ya. Grobin, I. I. Zhukova-Plotnikova). The study is dedicated to the 150th anniversary of the birth of I. N. Zhukov.

Language Learning Materials Counteracting Rural Racializations: A Practical Attempt in ELT

Colombia is one of the most socioeconomically unequal countries worldwide, with rural regions facing severe poverty, under-resourced schools, precarious economic opportunities, and an unresolved armed conflict. These inequalities are often overlooked in ELT policies and social practices, as rural institutions and educational actors are expected to adhere to English teaching goals that are more aligned with an urban ideal. This misrecognition of the rural socioeconomic and cultural conditions, along with historical racial intersections from colonization, contribute to emerging forms of racialization. Drawing on our research to explore the linkages between L2 education and race, this article examines the racialization of rurality from an ELT angle and introduces a didactic proposal to foster critical consciousness and enact deracialization.

Optimization of IPS Learning with the Concept of Cooperation in the Neighborhood for Students of Class 2 MI Al-Whataniyah 1 Jakarta

This research aims to analyze the effectiveness of the concept teaching model in improving social studies learning outcomes on the material of cooperation in the neighborhood environment. The researchers used the Classroom Action Research method with two cycles. The study was conducted at MI Al Wathaniyah 1 North Jakarta with 34 class 2 students as subjects. Data collection was carried out through systematic observation, in-depth interviews, documentation, and learning outcome tests. Data analysis used qualitative and quantitative descriptive techniques. The research results showed a significant increase in student learning outcomes after the implementation of the concept teaching model with classical completeness reaching 85% in cycle II. The average student learning outcomes reached 90%. In addition, the teacher's teaching activities also showed an achievement of 100%. It means that the activity shows the teacher's ability to master the class and apply the concept teaching model well. Student presentations in observing and answering worksheets or written tests also reached 85%. Therefore, this study contributes to the development of a more effective social studies learning methodology at the elementary education level.

EFICÁCIA DO PROJETO DE ERRADICAÇÃO DO SUB-REGISTRO CIVIL DE NASCIMENTO NO MUNICÍPIO DE SÃO JOÃO DE MERITI, RIO DE JANEIRO, ENTRE 2015 E 2024

The under-registration rate has been a concern for the authorities of São João de Meriti, a municipality in Rio de Janeiro. Due to the lack of research involving the local population, this study aimed to understand the implications of the Project for the Eradication of Under-Registration, highlighting also the actions taken by the technical team as well as changes in the civil birth registration scenario. A documental research was conducted based on minutes of the working group meeting, census data, live birth and birth registration data from 2015 to 2024. The results were organized into four thematic axes such as the project’s contributions, the actions and difficulties of the technical team and the improvement strategies adopted. The results revealed an increased access to birth registrations despite geographical barriers and lack of public knowledge about their free acquisition. The average registration rate during the period was slightly over 50% compared to the number of live births. The continuity and expansion of education and integration actions with public agencies and institutions through the project are essential to ensure full citizenship and a dignified life for the residents of São João de Meriti.