Instructional Development Research Articles

Are They Ready to Teach? Generative AI as a Means to Uncover Pre-Service Science Teachers’ PCK and Enhance Their Preparation Program

AbstractIntegrating generative artificial intelligence (GenAI) in pre-service teachers’ education programs offers a transformative opportunity to enhance the pedagogical development of future science educators. This conceptual paper suggests applying the GenAI tool to evaluate pedagogical content knowledge (PCK) among pre-service science teachers. By holding interactive dialogues with GenAI, pre-service teachers engage in lesson planning in a way that reveals their understanding of content, pedagogy, and PCK while facilitating the practical application of theoretical knowledge. Interpretation of these interactions provides insights into teachers-to-be knowledge and skills, enabling personalized learning experiences and targeted program adjustments. The paper underscores the need to equip pre-service teachers with the necessary competencies to utilize GenAI effectively in their future teaching practices. It contributes to the ongoing discourse on technology’s role in teacher preparation programs, highlighting the potential of addressing existing challenges in evaluating and developing teacher knowledge via GenAI. The suggested future research directions aim to further investigate the GenAI usage implications in educational contexts.

Improving primary grade students’ content area vocabulary through research-based literacy instruction

ABSTRACT Primary grade teachers experience heavy pressures from governing bodies to focus on the Science of Reading in literacy instruction, while at the same time reducing content area instruction time by integrating them into the reading block. Instead, the primary grades traditionally focus instructional time on decoding, fluency, and comprehension of fiction texts rather than informational text and disciplinary language. The most current standards expect students in the primary grades to gain higher proficiency with nonfiction texts from various disciplines. Meanwhile, limited instructional time is devoted to disciplinary vocabulary instruction and concept knowledge development in the primary grades, two key factors to comprehension. In this study, primary grade teachers (K-1st) at a Title 1 school and professor of literacy education collaborated in a professional learning community (PLC) offering instructional support, and collaborative peer reflection related to discipline area literacies vocabulary and concept knowledge instruction. After conducting a thorough review of literature related to disciplinary vocabulary instruction we adapted instructional methods for the primary grades. Findings highlight the successes and pitfalls of implementing best-practice instructional research related to vocabulary and concept knowledge literacy instruction in the content areas in the primary grades.

Imagining just futures through interdisciplinary pedagogies: cultivating communities of practice across the sciences and humanities

Abstract This case study describes an experimental initiative at James Madison University funded by a National Science Foundation grant in Fall 2021 that aimed to support interdisciplinary collaborative pedagogical development related to Science, Technology, and Society (STS) with a particular focus on ethics and justice. The case study argues that creating infrastructure to cultivate and sustain small teaching communities of practice that include faculty from humanities, social sciences, and STEM fields, can support the challenging and necessary work of developing integrated STS-informed pedagogies across the curriculum. A flexible framework is examined through multiple lenses, including perspectives from each faculty participant, representing teaching departments of Biology, World Languages & Cultures, Integrated Science and Technology/Biotechnology, Justice Studies/Disability Studies, and Integrated Science and Technology/Public Interest Technology and Science. Authors provide key insights about what enables and sustains an interdisciplinary community of practice.

Narratives of Language Teachers in Teaching English in the Post-Pandemic Era: An Interpretative Phenomenological Analysis

The COVID-19 pandemic brought unprecedented challenges to education worldwide, forcing a rapid transition to online learning and fundamentally altering traditional teaching methods. As schools and institutions gradually return to in-person or hybrid models, understanding the narratives of English language teachers is crucial for developing effective pedagogical strategies and policies. This study explored the experiences and perspectives of language teachers in teaching English during the post-pandemic era through an interpretative phenomenological analysis (IPA). The results showed that instructional approaches and developments in technology interact in a complex way. Teachers noted a dramatic change in their pedagogy, stressing the need for adaptability, innovation, and the use of digital resources in language learning. Furthermore, this study discussed the significant changes brought by the crisis to English teachers’ feedback strategies. This research contributes to the understanding of post-pandemic educational landscapes and offers valuable insights for policymakers, educators, and institutions aiming to support language teachers in adapting a new teaching paradigm.

Holistic Competencies of Chinese Preschool Teachers: Psychological, Physical, and Educational Dimensions

Preschool teacher training and development addresses the multiplicity of domains and competence areas important in the general development of young children. The psychological, physical and pedagogical aspects of holistic capabilities of preschool teachers have been discussed in this study carried out in China. The research utilized the Partial Least Squares Structural Equation Modeling (PLS-SEM) as well as a quantitative approach in collecting information from 325 preschool teachers located in different regions. Consequently, it is clear that there are significant relationships among the competences: psychological competences like stress management and emotional intelligence have an acceptable influence on educational and physical competences as well. Teachers’ energy levels and physical health greatly affect their efficiency at teaching their pupils. These results emphasize the importance of an integrated approach to pedagogical development involving professional, emotional and psychical training for better instruction provision. This paper also underlines correlations between various capabilities, which is congruent with Gardner’s Theory of Multiple Intelligences and Bronfenbrenner’s Ecological Systems Theory. Some suggestions include creating inclusive teacher education programs; developing inspiring work settings; starting health initiative programs among others. Hence policy decision makers can understand that massive needs have to be met by facilitating holistic programmatic growths whilst rewarding continuous professional development in academics field. This study provides imperative insights into the diverse responsibilities of preschool teachers and lays the groundwork for future research probing longitudinal consequences and objective measures of teacher competence, despite its reliance on self-report data and a narrow geographic emphasis

Turning Science Lessons Inside Out: Professional Development for Elementary School Teachers' Outdoor Instruction

Despite the growing field of research focusing on the benefits of learning science in the outdoors where students have direct connections with the natural world, teachers report that challenges such as time and test preparation discourage outdoor science instruction. Additionally, many teachers feel ill-equipped and a lack of support from administrators to teach science and enact outdoor instruction. We present research collected during a series of professional development workshops at two elementary schools designed to help teachers recognize the potential for teaching science outdoors and provide strategies for adapting their existing lessons to include schoolyard experiences. Through observation and interview data with teachers and school leaders, we document teachers’ views of and experiences with outdoor teaching and learning. Interview data document four major themes that include teachers’ outdoor experiences, outdoor connections with science and other subjects, benefits and barriers of outdoor teaching and learning, and teachers’ impressions of students and outdoor science. While teachers report that the year-long professional development experience provided a strong introduction to outdoor instruction, they need continued support to enact authentic science instruction situated in the schoolyard.

National Health Education Standards: Model Guidance for Curriculum and Instruction (Third Edition).

Since the 1990s, national standards have been developed in K-12 subject areas. National standards in health education were first released in 1995 with a second set released in 2007. A third edition, the National Health Education Standards: Model Guidance for Curriculum and Instruction was developed in 2022 under the auspices of the National Consensus for School Health Education. The purpose of this article is to present an overview of the third edition including descriptions of the development process;the 8 standards and aligned performance expectations; considerations related to the translation, dissemination, and implementation of the standards; and projections for potential impact regarding teaching and student outcomes. To develop new standards, the National Consensus formed 3 groups: the Management, Development, and Expert Review Groups. These groups employed an iterative process that included the development of 3 drafts of the standards before finalization. This process included a review of each draft by the 3 groups. The second draft included additional qualitative feedback from over 500 school health education leaders, practitioners, and stakeholders. The third edition includes 8 standards with aligned performance expectations. A description and rationale are provided for each standard along with standard-specific teaching guidance. The third edition of the National Standards for School Health Education provides guidance to state departments of education and local schools in the development and implementation of health instruction that promotes meaningful learning to guide students in the promotion of their own health and the health of others.

Professional Development of Teachers in the Context of STEM Education as a Relevant Psychological and Pedagogical Issue

The article analyzes scientific research related to the issues of professional development of teachers in the context of STEM education, which is determined as a prerequisite for improving the quality of education. It is determined that the professional development of teachers in the context of STEM education involves mastering the knowledge and skills necessary for the implementation of STEM programs and methods, adaptability and cognitive flexibility, professional self-improvement, etc. This process should be systematic and continuous and requires training and professional development during courses, scientific and practical seminars, conferences, workshops, summer schools, and other educational events. The article presents the results of a study that highlights the psychological and pedagogical aspects of teachers' professional development in the context of STEM education, and identifies a number of problems with professional support for educators. The authors of the publication substantiate the relevance of teacher training to ensure the competitiveness and high quality of the educational process. The steps for effective professional pedagogical development in modern conditions are highlighted and a list of resources for the professional development of the teaching community in the context of STEM education is proposed.

BOOK REVIEW: TEACHER DEVELOPMENT FOR IMMERSION AND CONTENT-BASED INSTRUCTION

This review provides a concise overview of the book "Teacher Development for Immersion and Content-Based Instruction” by Laurent Cammarata and T. J. Ó Ceallaigh, published in 2020 by John Benjamins Publishing Company. The review highlights its significant contributions to the understanding of global language immersion programs. The book, which features significant input from respected scholars, focuses on filling the knowledge gaps regarding teacher development in the context of language immersion and content-based training. The book consists of seven chapters that address various subjects, including teacher language awareness, the development of professional identity, and the difficulties encountered by immersion educators. The review acknowledges the book's thorough approach but points out a possible omission in distinguishing between Content-Based Instruction and Content and Language Integrated Learning The review suggests that the book is a great resource for educators, academics, and policymakers. The extensive examination of both theory and practice renders it an invaluable resource for individuals engaged in language instruction and research.

Phenomenological exploration of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teacher education, Ethiopia

Purpose: The study explored phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teachers’ education. The study answered the central research question “What do the phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school teacher education looks like?” Methodology: The study explored the lived experiences of instructors and pre-service teacher candidates regarding mentoring relationships through phenomenological research design. I selected 47 participants using purposive sampling technique based on teaching experience, mentors-mentees’ performance, and academic position. Findings: The data were collected using semi-structured interview, focus group discussion, and researcher’s direct observation. The researcher observed educational relationship experiences between mentors and mentees, and caused vertical and lateral effects on professional development beyond engagements in classrooms. The researcher analyzed textual and contextual data qualitatively in themes. The finding indicated that cognizant to critical realistic approach to education, the study explored mechanisms of re-educating educators towards understanding of lived experiences through contentment, contention, conflict, and conciliation of emotional sates into positive mind-sets. I observed the existing phenomenon in educational mentoring based on inquiry, sharing, encouraging, and caring occurred between mentors and mentees. Educational relationship is stronger between students and grades than mentors and mentees. Implications: Educational mentoring should improve capacity of mentors and mentees’ professional and pedagogical development practices to improve quality of pre-service teacher education.

An Instructional Module for Functional Dissociative Seizures (FDS) in Hindi: Enhancing Communication and Management in India.

Functional dissociative seizures (FDS) are very common in neurology clinics, they straddle both neurology and psychiatry. In India, scarce resources and guidelines are available for effectively conveying their diagnosis and management, which leads to a substantial gap in care. We aimed to provide an instructional module for FDS, tailored to clinicians, patients, and caregivers in Hindi, to enhance communication of diagnosis and facilitate suitable management strategies. The instructional module development process was based on clinical settings and expert opinions. A standard translation process was performed to ensure the linguistic and cultural equivalence. Validation was carried out by a panel of 15 validators, comprising 13 neurologists and two psychiatrists, to identify key psychoeducation components and their significance. They were provided a questionnaire consisting of five questions that were related to completeness, understandability, legibility, clarification, and usefulness of educational material for clinicians, patients, and caregivers. Items were rated using a 5-point Likert scale. There was agreement on four items (Q1, Q3, Q4, and Q5), whereas approximately 85% of the validators agreed on the remaining one item (Q2). The instructional module demonstrated high content validity as indicated by both item level-content validity index (0.98) and scale-level content validity index (0.97), alongside content validity ratio and modified kappa statistics. The developed Hindi instructional module for FDS serves as a valuable tool to enhance the communication of FDS diagnosis and dispel misconceptions. This offers a comprehensive resource for clinicians, patients, and caregivers in India, potentially bridging gap in FDS care.

Early career academics’ professional learning in a PBL-focused pedagogical development program

ABSTRACT This study explores early career academics’ (ECAs) professional learning in a Danish university’s Professional Learning (PL) program, based on problem- and project-based learning (PBL) principles. Using a complexity theory lens, professional learning is viewed as a dynamic process involving intrapersonal, behavioral, relational, and contextual sources. Data from 38 written reflections via a questionnaire and six in-depth interviews were analyzed to assess ECAs’ learning outcomes and challenges during and after the PL program. The findings indicate that the program advanced participants’ PBL and pedagogical knowledge, changed their pedagogical beliefs and teaching practices, and improved their collaborative skills and interactions with students and colleagues. Several challenges ECAs confronted are reported at individual and organizational levels, namely, time management, the learning process, the actual teaching and supervision process, institutional culture, and resource allocation. The study suggests ways for ECAs, program designers and organizers, and university management in promoting more effective professional development processes.

Digitized Mathematics Module: Its Acceptability and Influence on Students’ Motivation and Performance

With the shift to online learning or distance education programs, higher education, in particular, has to focus on ways to cater with the demand of its clientele. Thus, Jose Rizal Memorial State University-Katipunan Campus developed a Digitized Mathematics Module to adapt with the changing landscape of education. However, it is imperative to determine if the module is effective. Thus, the study aimed to determine the acceptability of students towards the digitized Mathematics module and its influence on their motivation and performance of the Mathematics in the Modern World course. Utilizing a descriptive-correlational design, and stratified technique, the study employed one hundred seventy- two (172) students enrolled in Mathematics in the Modern World classes during the first semester of academic year 2020-2021 as respondents of the study. Two sets of questionnaires, adopted from Rio (2014) and Keller (2010), were used as instruments to yield the necessary data for the study. Frequency count, percentage, mean, chi-square, and Somer’s D were the main statistical tools used. Based on the results, the Digitized Mathematics Module is acceptable. The study also revealed that the acceptability of digitized Mathematics module, level of students’ motivation, and students’ Mathematics performance have no significant relationship. As the students accepted the digitized module, they also claimed that they were motivated. Though the module is accepted at a certain level, it is still recommended that the mathematics module needs to be improved so that its acceptability level turns into very acceptable. Instructional Materials and Development Committee (IMDC) may intensify quality assurance in preparing the module to improve its acceptability and motivation levels. The researcher is also proposing to conduct an online seminar workshop serving as an intervention to increase the acceptability of the digitized Mathematics module.

Критериальное поле и диагностические инструменты определения эмоционального благополучия детей дошкольного возраста в семье и образовательной организации

<p>The article is devoted to the important problem of identification of the emotional well-being of preschool children in the family and educational organization. Basing on the analysis of existing approaches to this problem in Russian psychological and pedagogical science, the authors have identified the criteria field of the concept of "emotional well-being", which is a complex level structure of interrelated criteria and indicators: emotional background (manifestation of emotions), the ability to control emotions (emotional stability) and emotional perception of situations (emotional attitude to situations and events). Such manifestations in the behavior and activities of a child, depending on the conditions of his life in a family or educational organization, are negative or positive. The complexity of the concept of "emotional well-being" and the criteria field of its identification in childhood requires an integrated approach to the development of diagnostic tools. The authors announced a developed set of diagnostic tools, which includes methods that allow to record external indicators of the emotional state of a child, to identify the child's internal emotional attitude to current or predicted events, as well as to obtain an external indirect assessment of the child's subjective state and the child's subjective attitude to situations in the family and educational organization. It is noted that the announced methods can be used in the practice of preschool education in order to support psychological and pedagogical development of preschool children including various target groups, as well as in the targeted psychological assistance of families with preschool children.</p>

Impact of school experiences on the beliefs and instructional practices of future mathematics teachers

This study examines the impact of cumulative experiences and beliefs during the school career on the pedagogical development of future mathematics teachers in Chile. A sample of 252 pedagogy students from 18 higher education institutions participated in the study, completing a questionnaire that focused on instructional paradigms, teaching experiences, and pedagogical practices. The research employed latent class analysis to identify distinct profiles based on the teaching paradigms experienced by the participants. A logistic regression model further corroborated these profiles. The findings indicate a prevalent inclination towards constructivist beliefs and practices among future teachers, which are significantly shaped by their secondary education experiences, often devoid of a constructivist approach. This study emphasizes the critical role of prior educational experiences in shaping professional competencies in teaching mathematics.

What can we learn from one-to-one trials in Instructional design? A case from module development

The one-to-one trial phase within the instructional design development model has frequently been neglected in prior research. This stage should provide much in-depth insight considering its nature, which is in-depth face-to-face data collection between designers and participants. In this study, we aim to analyze a particular instance of module development during the one-to-one trial phase. This study is part of the media development stage with the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate) at the implementation stage. We used quantitative data collection through scoring and qualitative data through interviews with six participants involved in the one-to-one trial. The findings revealed that students provided critical feedback on two aspects of the module, particularly its design appeal and suitability for independent learning, aligning with an average participant score of 3 on a 1-5 scale. These results provide an overview that one-to-one as a foundation and initiation for a broader trial plays an essential role in providing a starting point for an implementation where quantitative and qualitative data provide holistic insight.

Analysis on the Writing Errors of Grade 6 Students: Basis for Instructional Material Development

The ability of students to express themselves through writing is not just a reflection of their linguistic prowess but also a determinant of their academic and future career success. The purpose of this study is to conduct an analysis on the writing errors of Grade 6 students of Paciencia Elementary School, Loreto, Agusan Del Sur. The findings would be used as the basis for instructional material development and to recommend emphasizing teaching integration of the identified errors. The dominant errors were related to punctuation, capitalization, and incorrect verb forms, indicating a significant need for focused instruction in these areas to improve pupils' writing proficiency. In response to these findings, the study suggests developing targeted instructional materials that include structured lessons and practice exercises focusing on the most common errors. These resources should be integrated into the curriculum. Recommendations from the study emphasize the roles of various stakeholders in improving writing skills among pupils. Teachers should implement targeted instructional materials and attend professional development workshops. The school administration should support the integration of these materials and fund workshops while regularly assessing pupils' grammar skills. Pupils should engage actively in grammar lessons and seek feedback, and parents should encourage and support their children in practicing grammar skills at home. Policymakers and curriculum developers should incorporate the study's findings into national curriculum standards and allocate resources to support these initiatives. Future research should explore additional factors affecting grammar skills and the long-term impact of targeted instruction on overall academic performance.

Development of augmented reality human skeleton to improve students’ cognitive learning outcomes on movement systems practice

The purpose of this study was to develop and reveal the effect of using Augmented Reality Human Skeleton in learning of human movement system on students' cognitive learning outcomes. This study uses the Multimedia-Based Instructional Design development model from Lee & Owens. The developed media was tested for validity. Cognitive ability was measured using a description test and a paired t test was carried out. Researchers validated the product through material experts and obtained a perfect score, with a score of 100% for content quality and objectives and learning quality, which was stated as Very valid. Media validation also showed very good results, with a score of 100% for suitability, attractiveness, and usefulness, and 95% for Simplicity. In addition, the practicality test of the media by students obtained a score of 96% for appearance, 97% for convenience, and 95% for ease of understanding the material, all of which were stated as practical. The results of the study showed a significant influence of the implementation of this media on students' cognitive learning outcomes. The use of Augmented Reality Human Skeleton showed a significant increase in students' cognitive (pretest = 61.1 and posttest 87.9). Thus, the application of Augmented Reality Human Skeleton in learning the human movement system is proven valid, practical, and able to improve students' cognitive learning outcomes.

Lesson Study, Differentiated Instruction and Professional Development of Teachers: Exploring the Relationship in Secondary Schools in Greece

The main purpose of this paper is to present the results of research, that aimed to investigate the effect of lesson study as a professional development activity on the effective implementation of differentiated instruction and, above all, to identify which specific characteristics of lesson study as a professional development activity influence the plan, implementation, and understanding of the differentiation by the teachers, in the teaching of the Modern Greek Language course of the 2nd class of Lyceum. The research was qualitative and grounded theory data collection and analysis techniques were used, in the context of its implementation. The research was carried out in three schools in two municipalities of Eastern Attica, with the participation of four teachers and eighty students. Data were collected before, during, and after the lesson study cycle and included classroom observations, interviews of the participating teachers, protocols for planning, observing, revising, and reflecting on the research lesson as well as transcripts of teacher meetings and the teaching of the research lesson, diaries, which were kept during the implementation of the lesson study, students' assignments as well as their interviews after the teaching. The research showed that the lesson study cycle outcomes for each participating teacher were greatly influenced by the completion of all stages of a lesson study cycle, as there were no characteristics that alone accounted for these outcomes. Teachers' thoughts and opinions about the process support this finding. All participants referred to their positive experience of the lesson study process holistically, demonstrating that all stages of the lesson study cycle are important and interdependent.

Invested in excellence: evaluating the impact of internal funding on pedagogical development and collaboration in higher education

ABSTRACT This study explores the impact of internal funding on the development of scholarship in learning and teaching within a post-92 Scottish higher education institution. Employing a qualitative survey approach, this research engaged sixteen principal investigators from internally funded learning and teaching projects to understand how such funding influences academic practices. Through thematic analysis, four key themes emerged: enhancement of pedagogical skills, fostering of interdisciplinary collaboration, administrative challenges, and the integration of students as partners. The findings illustrate that internal funding significantly bolsters pedagogical capabilities, facilitating the adoption of innovative teaching strategies and nurturing broader academic collaborations. Based on these insights, the paper suggests three strategic recommendations for enhancing the efficacy of funding processes: refining support for project management, simplifying administrative procedures, and strengthening frameworks for student involvement in projects. These recommendations aim to optimise the benefits of internal funding, so that it better supports educational advancements in higher education.