Instructional Development Research Articles

Practice in function of change, a factor for the development and training of students

Abstract Being organic and institutional, the connection between theory and teaching practice is at the same time a daily, concrete, useful connection, therefore, there is a wide theoretical, practical, and critical reflection. The professional practice is not only a simple exercise of the student, but it is also a deep test for the theoretical problems and their application in practice, it is an attempt to recognize the profession in the educational activity. There is a horizontal and vertical connection between theoretical knowledge and their application in teaching practice. In this context, the objective of the internship is for the student to get to know the secret of the profession closely and face the teaching strategy before starting work. The experience so far has shown that pedagogical practice is a valuable experience not only as the best way to learn and verify knowledge, but also as an important element of promoting the pedagogical development and professional career of the student. On the other hand, the quality realization of the practice is closely related to the increase in teaching effectiveness during his preparation for the teaching profession. So, the practice does not only aim at exercises, but also at introducing the student to work tactics and teaching strategies. Main objective of the paper is how does practice influence the development and training of students. The first argument is the functional connection of specific theoretical knowledge with concrete practical situations. The second one has to do with matching theoretical values with practical ones and the third argument with the verification of creative and professional skills. In this way, the relations between theory and practical activity should be understood as interconnected; while theory enables to express the intellectual processes, practice enables the concretization of the theory, so its generalizing force is its superiority. Theoretical knowledge without its proof in practice is empty, just as practical work without theoretical support is worthless.

Ресурсность профессионального мышления молодых педагогов в условиях непрерывного профессионального образования

The article deals with potential of professional thinking of young teachers in the context of professional skill competitions as a form of continuing unofficial professional development. It gives a broader view of the role of degree professional thinking of teachers. Arguments for the fact that there are two approaches to professional activities – object-formal and subject-personal – have been presented. The latter is in positive correlation with reflexive, activity, and social components of selfperception and is a variative one, viewed from a social role perspective implemented in teaching activities. The findings can become the basis for elaborating technological tools of individual educational routs of continuing pedagogical development.

Investigating the relationship between digital instructional material development self-efficacy, digital literacy and critical thinking disposition

The purpose of this study is to examine the relationship between pre-service teachers' digital instructional material development self-efficacy, digital literacy skills and critical thinking dispositions. The data were collected using the Digital Instructional Material Development Self-Efficacy Scale, Digital Literacy Scale and Critical Thinking Disposition Scale. Descriptive statistics, correlation analysis and regression analysis were used to analyze the data obtained from the study. According to the results of the study, digital literacy and critical thinking disposition are significant predictors of pre-service teachers' self-efficacy in developing digital teaching materials. In addition, the technical sub-dimension of digital literacy and the cognitive maturity sub-dimension of critical thinking disposition were found to be significant predictors of pre-service teachers' self-efficacy in developing digital teaching materials.

A Study of the Application of Local Skills in Classroom Instructions in Nepal

This study aims at identifying the prevalent status of the application of local skills in classroom instructions in study area in the context of government schools in Nepal and analyzes the reasons behind the available status of the application of local skills in classroom practices in study area. It also attempts to recommend some strategies for the development of local skills oriented classroom instructions for the development of practical education through functional or task-based classroom instructions. Based on qualitative method, the data have been generated through PRA, classroom observation, and semi- structured interview. The collected data have been analyzed by using thematic analysis under interpretative paradigm. The study has revealed a poor status of the application of local skills based classroom instructions in study area along with the issues of teacher development, administrative supervision, local need, examination system and also emphasizes on addressing the development of skill-oriented local curriculum for the development of task-based classroom instructions in study area and in general.

Teacher professional development and inquiry-based instruction: literature review

Innovative strategies can revolutionise student learning if implemented properly. Nonetheless, teachers need sufficient training to do this. Therefore, teacher professional development programmes should be reviewed to see if they provide sufficient training for teachers to effectively implement inquiry-based instruction, since it is considered one of these innovative methods. This paper synthesises the existing literature on teacher professional development for inquiry-based instruction from the fields of education and social science between 2001 and 2022. The EBSCO host library, Scopus, Science Direct, ProQuest Dissertations & Theses, Linked Papers, and Taylor & Francis data bases were used for this review. The titles, abstracts, keywords, and publication dates of the selected records were converted into Microsoft Excel, where they were then reviewed to identify the publications that were in line with the scope of the study. A total of 135 studies, including articles and dissertations, were reviewed for this study. The findings of this study provide insight into the gaps in the existing literature on inquiry-based instruction and teacher professional development, as well as suggestions for potential areas for further research.
 Keywords: education field; innovative methods; inquiry-based instruction; social studies; teacher development

Exploring the Philosophy of Happiness and the Good Life in Hinduism: Insights from Indian Scriptures

Abstract: Inclusive defines democracy in the education system, where everyone, regardless of disability, have equal opportunity in school and society. This is the new approach towards providing education to normal and disable children together under one roof or same school .As NEP 2020 and the Rights of person with disabilities (RPwD ),Act 2016 emphasis on inclusive education along with adaptation of digital technology , restructuring of curriculum and pedagogical perspective to create awareness towards inclusive and equitable society. The COVID-19 pandemic has proliferated the drive from basic to online and digital education around the world. This has provided new opportunities to all the learners from various backgrounds, However, this technology driven revolution has also alleviated the disparities in educational opportunities and outcomes This abstract explores the dynamic interaction of online and digital learning in an inclusive environment, highlighting how crucial it is to guarantee fair access to technology for the learners of all ages. Digital platforms must be built using universal design principles to make them universally accessible and to remove any obstacles that can prevent participation and help in providing individuals independence. In inclusive education setup, facilitators and educators can take advantage of the adaptability of digital tools to provide various forms of individualised instructions and evaluations. These tools aids students in their individual educational paths and accommodates a variety of learning characteristics. However, rigorous planning must go into how to modify and create online resources that are both inclusive and successful in addressing a variety of learning requirements. Indian Cultural and social diversity is a foundation of inclusive education, fostering understanding and respect among learners from various backgrounds. Integrating digital tools into this context offers a platform to showcase diverse cultural perspectives and foster cross-cultural collaboration. The most important challenge is the lack of social presence, which severely affects student motivation and participation. This is particularly urgent for underserved students, to ensure equitable use of technology, educators ensure culturally relevant content, which enriches the educational experience and also corroborate students' identities and their contribution. A essential component of successfully blend of technology and inclusiveness is educators’ professional development. In order for teachers to become qualified and capable, a proper professional development plan for educators must be prepared. While online and digital learning provides new potential, they also come with barriers for an inclusive education system. The digital divide continues to be a major obstacle, especially for disadvantaged populations. To bridge this gap, anticipatory steps must be taken to ensure that all students have equitable access to technology, internet and the resources they need to participate fully in online learning settings. This abstract depicts how the synergy between online and digital education and inclusive principles holds tremendous promise for transforming education into a space where every learner can thrive. Ensuring equitable use of technology within an inclusive education setup requires strategic efforts in areas such as accessibility, personalized instruction, cultural responsiveness, and professional development. This paper also proposes guidelines that help teachers make their online, hybrid or blended courses more inclusive.

Trends of Instructional Design Development: A Bibliometric Analysis

<p class="abstrak">Instructional design, as part of educational technology, is very useful in planning the desired direction of teaching and learning activities. Designers need to have a direction that can relate to the rapid development of the times. Researchers conducted a bibliometric study to review the current direction of instructional design development. This study is characterized by being analytical across time, as it is based on analyzing files in the time period (2013-2023) collected in Google Scholar database of 1000 articles. Then the article data obtained was analyzed to see what retention had developed. The results of the review show that there are various instructional design directions relevant to various constructs, such as (1) online learning, (2) blended learning/instruction, (3) project-based learning, (4) gamification, (5) instructional modules, (6) computer-assisted learning, and (7) simulation-based learning. These four results have signaled that the current paradigm is within the scope of e-learning. These results can be used as an illustration for educators and other designers to see the latest emerging instructional design trends.</p><p class="abstrak"><em>Desain pembelajaran, sebagai bagian dari teknologi pendidikan, sangat berguna dalam merencanakan arah kegiatan belajar mengajar yang diinginkan. Desainer perlu memiliki arah yang dapat berhubungan dengan perkembangan zaman yang begitu cepat. Peneliti melakukan studi bibliometrik untuk meninjau arah pengembangan desain pembelajaran saat ini. Studi ini memiliki karakteristik analitis lintas waktu, karena didasarkan pada analisis file dalam periode waktu (2013-2023) yang dikumpulkan dalam basis data Google Scholar sebanyak 1000 artikel. Kemudian data artikel yang diperoleh dianalisis untuk melihat retensi yang telah berkembang.</em><em> Hasil tinjauan menunjukkan bahwa terdapat berbagai arah desain pembelajaran yang direlevansikan dengan berbagai konstruk, seperti (1) online learning, (2) blended learning/instruction, (3) project-based learning, (4) gamifikasi, (5) modul pembelajaran, (6) pembelajaran berbantuan komputer dan (7) pembelajaran berbasis simulasi. Keempat hasil tersebut telah menandakan bahwa paradigma saat ini telah berada pada lingkup pembelajaran berbasis elektronik (e-learning). Hasil ini bisa dijadikan sebagai gambaran bagi pendidik maupun desainer lainnya dalam melihat tren desain pembelajaran terkini yang telah berkembang.</em><em></em></p>

Validitas dan Efektivitas Petunjuk Praktikum Elektronik Keanekaragaman Hayati untuk Meningkatkan Keterampilan Berpikir Kritis Siswa SMA

Increasingly tight competition in the 21st century requires students to be able to think well. Students are required to have critical thinking to be able to compete superiorly in increasingly fierce competition in the 21st century. One innovation in biodiversity learning that can be adopted is the development of electronic biodiversity practicum instructions in inquiry learning. The development procedure used consists of five stages, including: 1) assessment/analysis which consists of two phases, namely needs assessment and front-end analysis; 2) design (design); 3) development (development); 4) implementation (implementation); and 5) evaluation. Biodiversity electronic practicum instructions after being validated have very valid validity and are effective in improving critical thinking skills.

IMPACT OF THE PEDAGOGICAL UNIVERSITY DEVELOPMENT PROJECT ON KAZAKHSTANI ENGLISH TEACHERS

The objective of enhancing professional abilities is to elevate the competency and expertise of educators in their respective subject domains or specialized fields. The goal of professional development initiatives is to address to the constantly evolving demands of education by equipping teachers with the most current knowledge and skills necessary to address the shifting requirements of students and society. This study presents the discoveries resulting from the examination of the effects of teacher training programs within the framework of the pedagogical development program developed by the Akmola Region English Language Teachers Association (ARELTA) and the Regional English Language Office of the U.S. Embassy in Astanа. The purpose of the post-training survey was to collect feedback from participants of the teacher training courses regarding the degree to which these courses have genuinely impacted their professional growth and personal advancement. In this research, 325 teachers with varying backgrounds, teaching qualifications, work experiences, and institutional affiliations participated in the post-training survey from different regions of Kazakhstan. Key words: teacher training courses, professional growth, professional skills, innovative teaching approaches, learning activities, impact, methodology, technology, course design, lesson planning.

Adriana Araneda (1936-2023) and the teaching of landscape: itinerary of a Chilean teacher in France

Adriana Araneda (1935-2023), a Chilean architect and teacher with a strong commitment to the teaching of architecture, was forced into exile when the military regime was installed in September 1973. What vision of architecture and pedagogy did she bring to the school of architecture in Paris La Villette (UP6)? How did her knowledge and theories travel and adapt in this new context? This article portrays her trajectory and her pedagogical work between France and Chile: from her higher studies and her first approaches to the teaching of architecture, in the faculty of architecture and urbanism of the University of Chile, to her pedagogical developments in Paris, in the French schools of architecture that were then in gestation. Therefore, it attempts to represent his contribution to the pedagogical renewal of architectural education in France, particularly in the field of landscape and the visual arts, with an effervescent and subversive environment as a backdrop.

Transnational higher education cultures and generative AI: a nominal group study for policy development in English medium instruction

PurposeThis purpose of this paper is to report on the development of an evidence-informed framework created to facilitate the formulation of generative artificial intelligence (GenAI) academic integrity policy responses for English medium instruction (EMI) higher education, responding to both the bespoke challenges for the sector and longstanding calls to define and disseminate quality implementation good practice.Design/methodology/approachA virtual nominal group technique engaged experts (n = 14) in idea generation, refinement and consensus building across asynchronous and synchronous stages. The resulting qualitative and quantitative data were analysed using thematic analysis and descriptive statistics, respectively.FindingsThe GenAI Academic Integrity Policy Development Blueprint for EMI Tertiary Education is not a definitive mandate but represents a roadmap of inquiry for reflective deliberation as institutions chart their own courses in this complex terrain.Research limitations/implicationsIf repeated with varying expert panellists, findings may vary to a certain extent; thus, further research with a wider range of stakeholders may be necessary for additional validation.Practical implicationsWhile grounded within the theoretical underpinnings of the field, the tool holds practical utility for stakeholders to develop bespoke policies and critically re-examine existing frameworks.Social implicationsAs texts produced by students using English as an additional language are at risk of being wrongly accused of GenAI-assisted plagiarism, owing to the limited efficacy of text classifiers such as Turnitin, the policy recommendations encapsulated in the blueprint aim to reduce potential bias and unfair treatment of students.Originality/valueThe novel blueprint represents a step towards bridging concerning gaps in policy responses worldwide and aims to spark discussion and further much-needed scholarly exploration to this end.

Identifying Faculty Members’ Instructional Development Needs and a Model Proposal for these Needs

This study aimed to determine the instructional development needs of faculty members and to put forward a model proposal for the instructional development of faculty members. The research was conducted by the qualitative research pattern. The participants of the study consisted of faculty members working at the School of Foreign Languages at Anadolu University in the 2017-2018 academic year. The participants were determined according to the criterion sampling method. Descriptive analysis was used in the data analysis. The Nvivo Pro11 program was used in the analysis of the qualitative data. As a result of the research, the instructional development needs of the faculty members were determined then the data were divided into appropriate analysis units and were interpreted following the aim of the study. Lastly, a model proposal was put forward based on the data.

Educational potential of subject training of the future teacher in the conditions of modern educational policy

The relevance of the problem of the educational potential of the subject training of the future teacher is due to the growing interest in the problem of educating the younger generation. Geopolitical transformations have updated the search for value-semantic regulations of educational work in educational organizations. The aim of the study is to substantiate the educational potential of the subject training of the future teacher in the conditions of modern educational policy. The research methodology is represented by an axiological and activity approach. The main methods used were: comparative analysis of pedagogical and methodological literature, normative legal acts and methodological documents regulating the educational process in educational organizations; generalization and synthesis of the results obtained; questioning and observation. Based on monitoring research data, a portrait of the modern younger generation is presented, as well as characteristics of the “Alpha” generation, that is, children born after 2010 (in accordance with the concept of Mark McCrind). The scientific novelty of the study includes the identified components of the educational potential of the subject training of the future teacher. The value of the study lies in substantiating the educational potential of the subject training of the future teacher in the conditions of modern educational policy. The practical significance of the study is expressed in the presentation of pedagogical developments in the implementation of the educational potential of the subject training of the future teacher using the example of the academic discipline “History of Russia”.

An instructional account for «on the contrary» based on studies on counterargumentative connectors

The aim of this paper is to contribute to the pragmalinguistic explanation of the English discourse marker on the contrary applying the instructional framework developed by Portolés (2001) for Spanish discourse markers. In order to account for the procedural meaning of this marker, particular attention is paid to his descriptions of the counterargumentative connectors por el contrario, en cambio and al contrario, and to the development of polyphonic instructions (Ducrot 1980, Portolés 2011, Murillo 2016). In the current proposal, on the contrary encodes counterargumentive, informative, and polyphonic instructions, and the main polyphonic configurations are presented and exemplified. A comparison between on the contrary, por el contrario and al contrario is subsequently offered, and some issues for translation are addressed.

Beyond the Canon: Seeking Black Women Artists in K-12 Art Education Teaching Resources

Despite the plethora of textbooks and teaching resources to guide the instructor in transmitting knowledge and skills for classroom instruction and curriculum development, many K-12 art education resources feature White, Eurocentric artists. Black women K-12 art educators are challenged to locate resources that enhance students’ understanding and interest in racial and gender identities. This research critically explores the representation and availability of Black women artists in K-12 art education textbooks and teaching resources. The images and artists in art education textbooks are crucial and can affect students’ understanding of art and teachers' development of an inclusive curriculum. I, therefore, investigated, through a Black feminist perspective, the underrepresentation of Black women artists in art education teaching resources. Drawing on narrative inquiry, I interviewed Black women elementary and secondary art educators throughout the United States to reveal the availability of Black women artists for classroom instruction and curriculum development. As a result, the data collected highlights emergent themes and subthemes that describe patterns of Whiteness in art education. This research demonstrates the need to diversify K-12 art education textbooks and teaching resources beyond a few token Black women artists.

The Development History and Future Trend of Computer-Assisted Teaching

As the world population continues to grow, computer-assisted instruction can help alleviate the educational problems of a large population. Since the first example of computer-assisted instruction, Programmed Logic for Automated Teaching Operations, appeared in the 1960s, computer-assisted instruction's development has constantly been changing. Because of the attention and research of relevant workers, computer-assisted instruction covers more and more fields. Moreover, with the development of artificial intelligence technology, the functions of computer-assisted instruction are increasing, and the depth of teaching is increasing, which has a significant and far-reaching impact on the education sector and has a good development prospect in the future. This paper summarizes the systems, software, and algorithms of computer-assisted instruction since the 1960s compares them and combs the formation and development of computer-assisted instruction. After entering the 21st century, the development of Artificial Intelligence has provided a new direction for computer-assisted instruction. In the future, computer-assisted instruction will become more personalized and interactive, providing good learning guidance for self-learners.

Strategies Used in Cultivating Teaching Ability of Master of Education

This research investigates diverse strategies for enhancing teaching capacity in Master of Education (M.Ed.) programs. Expanding across instruction, research, extension, and professional development dimensions, the study unveils multifaceted approaches to equip educators. Instructional strategies encompass extended learning time, skill training, microteaching, literature review, and teaching competitions. In research, independent projects, engagement in mentor research, and participation in academic events foster research and teaching skills. Extension strategies include family tutoring, workshops, social media engagement, and observing expert teaching. Professional development is promoted through continuing education, qualification certification, expert guidance, reflective practices, and instructional design training. The study highlights how these strategies contribute to a comprehensive, adaptable, and skilled teaching workforce. Ultimately, this research aims to serve as a guide for institutions, educators, and policymakers to elevate teaching quality and address the evolving needs of education.

Book Review: Lorena Pérez-Hernández, Speech Acts in English: From Research to Instruction and Textbook Development

Book Review: Lorena Pérez-Hernández, <i>Speech Acts in English: From Research to Instruction and Textbook Development</i>

Tracing Discursive Turbulence as Intra-active Pedagogical Change and Becoming

This article reports on a mentoring case from a transdisciplinary, longitudinal writing-across-the-curriculum (WAC) initiative in which the situated complexities of integrating new writing pedagogies were observed and supported. Considering this case through an agential realist lens, we introduce the concept of “discursive turbulence”: an emergent quality of situated semiotic activity produced from the continual mixing of discourses. Discursive turbulence can emerge in myriad and complex ways, including fits-and-starts of pedagogical development, mismatched discursive alignments, affective signs of struggle and intensity, and nonlinear patterns of change. Through a series of four vignettes, we illustrate discursive turbulence as it emerged while pedagogical changes around writing were being implemented by an environmental sciences professor. We suggest that discursive turbulence is to be expected in heterodisciplinary spaces, and we argue that attention to discursive turbulence will lead to more robust accounts of learning, becoming, and literate activity, as well as new ways of supporting pedagogical becoming.

A review study with a systematic approach: pedagogical development for educators in higher engineering education

ABSTRACT The pedagogical development (PD) for educators in higher engineering education is indispensable to the promotion of educational changes and high-quality teaching and learning necessary to train twenty-first century engineering talents. With the expansion of various PD activities in engineering education in recent decades, there is a growing need to understand the characteristics and impact of current PD activities and to develop strategies for their further development. This study reviews 116 articles to provide an overview of current PD activity designs and the challenges reported in research on engineering education. The selected papers’ frameworks, duration and organizational formats, evaluation methods, teachers’ learning outcomes, research methods, and reported challenges are summarized. The findings of this study call for additional research on theory-driven designs for future PD activities as well as additional empirical PD studies using multiple data sources, a variety of research methods, and various analytical tools.