Teacher Knowledge Research Articles

Integrating Intercultural competence in University Disciplines, Albanian context

This article contributes to the understanding of intercultural competence at the university level and assesses students’ skills of communication and collaboration to effectively cross cultural boundaries. This research makes a valuable contribution to intercultural education at Higher Institutions by including a perspective on how to contribute to social harmony and exploring the application of Intercultural Teaching competence by the Foreign Languages Department professors across their disciplines at Fan S. Noli University. Studying and appreciating different cultures encourages critical thinking as it fosters open-mindedness and intellectual growth. This article gives a general theoretical view of Intercultural Education in the teaching-learning process. Employing a qualitative and descriptive methodology, the study consists of two main data-gathering methods: semi-structured interviews and group discussions. Interviews were conducted with 15 first-year English Branch students at Fan S Noli University, Korça City in Albania. Students provided information on how Intercultural Competence is promoted, perceived, and acquired through materials in the different university disciplines they learn and how knowledge taught in these subjects can be improved during intercultural learning from their personal experiences. To summarize, the research emphasizes that promoting cultural sensitivity in lectures is essential to creating a respectful and tolerant atmosphere.

Parenting Practices and Religious Character Development in Early Childhood

Religious character development is a coaching effort provided by parents to their children, typically initiated at an early age to instill religion and its values as a means of training and developing children to possess good morals, obedience in worship, and noble attitudes and traits both in the present and future. This research aims to investigate the parenting or parenting practices employed in children's lives to foster religious character. The focus of this study is to describe the nurturing and coaching provided by parents to their children as educators in a family setting to form a religious character. This research utilizes a qualitative method with a descriptive approach and is conducted in Tanjung Morawa-A Village. The subjects of the research are parents of early childhood aged 4-6 years. The data collection techniques employed include interviews, observation, and documentation. The data analysis employs Miles and Huberman's method, which involves data reduction, data presentation, and conclusion drawing. The results of this study indicate that parents in Tanjung Morawa-A Village utilize democratic parenting practices in fostering their children's religious character from an early age. Parents employ various strategies to foster their children's religious character, including providing religious education, incorporating religious values in everyday life, setting good examples, and offering advice. The success of the parenting strategies implemented by parents in Tanjung Morawa Village is evidenced by their children's development of noble character traits, such as politeness, honesty, good behavior, and good words, as well as their knowledge of Allah SWT, His Messenger, and His teachings.

The Level of Knowledge of Special Education Teachers about Bullying Behavior Amongstudents with Learning Disabilities (SDG'S): A Study IN Irbid, Jordan

Purpose: This study aims to investigate the knowledge of special education teachers concerning bullying behaviors towards students with learning disabilities in resource rooms in Irbid city, Jordan, and to explore their perceived roles in addressing this issue. Theoretical Reference: The study is grounded in theories of special education, bullying prevention, and teacher roles in supporting students with disabilities. It considers the intersection of these areas to understand teachers' awareness and responses to bullying incidents. Method: A self-designed questionnaire was administered to special education teachers in Irbid city, Jordan, focusing on their awareness and intervention strategies related to bullying behaviors. The questionnaire underwent validity and reliability assessments to ensure its appropriateness for the study. Statistical analyses, including means, standard deviations, and t-tests, were employed to analyze the data. Results and Conclusion: Special education teachers demonstrated a high level of knowledge regarding bullying behaviors among students with learning disabilities. However, their perceived role in mitigating bullying was found to be moderate. Significant differences in knowledge were observed based on educational qualifications and years of teaching experience, while no significant differences were found based on gender. Implications of Research: The findings suggest a need for targeted professional development and support for special education teachers to enhance their effectiveness in addressing bullying incidents involving students with learning disabilities. Policymakers and educational leaders could use these insights to develop comprehensive strategies and resources that empower teachers and promote a safer learning environment for all students. Originality/Value: This study contributes original insights into the specific context of bullying behaviors within resource rooms for students with learning disabilities in Jordan. It adds value by highlighting factors influencing teachers' awareness and responses, which can inform both educational practice and policy development aimed at improving inclusivity and support for vulnerable student populations.

Post-Epidemic Period Construction of Professional Identities of Elementary School Pre-Service Teacher Mentors in China

Abstract Teacher practicum, a crucial step in transitioning from pre-service to in-service teaching, provides an essential professional development opportunity. This study investigates how elementary school mentors construct their professional identities (PIs) as they guide pre-service teachers (PSTs) through their practicum. Data was collected through interviews with four mentors and four PSTs in elementary schools in China, and a thematic analysis was conducted. The results reveal that in guiding pre-service teachers, the mentors construct four PIs: committed practitioners, role models, lifelong learners, and coaches. The factors affecting the construction of mentors' PIs include job burnout, teacher commitment, teacher learning methods, self-efficacy, teacher knowledge, Chinese traditional culture, and career development experiences.

“He’s Probably the Only Teacher I’ve Actually Learned From”: Marginalized Students’ Experiences With and Self-Perceptions of High School Mathematics

Understanding how marginalized students experience and perceive mathematics is critical to achieving the goal of inclusive and equitable math pedagogy. We report on 67 focus groups with 251 predominantly Black high schoolers experiencing economic marginalization in the Southern United States and attended to their achievement level and race-gender identities. Students often shared concerns about their teacher’s math knowledge for teaching and effectiveness in supporting academic success. Their self-perceptions of math identities varied, and students often did not value advanced math even when they expressed career interests that require advanced math. We discuss practical implications for supporting the math development of marginalized high schoolers, including centering the needs and strengths of Black girls, and propose an expanded inclusive and equitable pedagogical framework.

Research on Strategies to Enhance Teachers’ Cultural Literacy in Traditional Chinese Medicine

Traditional Chinese medicine culture is a treasure of Chinese culture, and its inheritance is crucial for the comprehensive training of teachers in the new era. This article delves into strategies to enhance the cultural literacy of traditional Chinese medicine among teachers from the perspectives of educational science and cultural dissemination. This study analyzes the current situation and teaching impact of traditional Chinese medicine cultural literacy among teachers and proposes strategies such as strengthening basic education, integrating it into training systems, conducting practical activities, and building resource-sharing platforms. These measures aim to enrich teacher knowledge, improve teaching levels, and effectively inherit and promote traditional Chinese medicine culture. At the same time, this article provides specific suggestions for the effective implementation of strategies and references for improving the cultural literacy of teachers in traditional Chinese medicine.

Exploring librarians' practices when teaching advanced searching for knowledge synthesis: results from an online survey.

There is little research available regarding the instructional practices of librarians who support students completing knowledge synthesis projects. This study addresses this research gap by identifying the topics taught, approaches, and resources that academic health sciences librarians employ when teaching students how to conduct comprehensive searches for knowledge synthesis projects in group settings. This study applies an exploratory-descriptive design using online survey data collection. The final survey instrument included 31 open, closed, and frequency-style questions. The survey received responses from 114 participants, 74 of whom met the target population. Some key results include shared motivations to teach in groups, including student learning and curriculum requirements, as well as popular types of instruction such as single session seminars, and teaching techniques, such as lectures and live demos. This research demonstrates the scope and coverage of librarian-led training in the knowledge synthesis research landscape. Although searching related topics such as Boolean logic were the most frequent, librarians report teaching throughout the review process like methods and reporting. Live demos and lectures were the most reported approaches to teaching, whereas gamification or student-driven learning were used rarely. Our results suggest that librarian's application of formal pedagogical approaches while teaching knowledge synthesis may be under-utilized, as most respondents did not report using any formal instructional framework.

Enhancing Biology Teachers' Professional Development

The purpose of the study is to identify the necessary knowledge to be developed by biology teachers using the TPACK model for each of the five topics that are difficult to teach in Mongolian high schools. Five groups—“respiration,” “regulation of the living body,” “biotechnology, genetic engineering,” “enzymes,” and “immunity”—were selected as difficult groups for teaching according to the TPACK model. The study questioned 113 school biology teachers for content knowledge (CK), pedagogical content knowledge (PCK), technology content knowledge (TCK), and technological pedagogical content knowledge (TPCK). For each topic, TCK is the heaviest and CK the lightest compared to other types of knowledge for biology teachers. In terms of the correlation coefficient, for the groups, TCK and TPCK had the highest correlations. This research proposes the development of TCK and TPCK content modules for specific groups of secondary school biology teachers is crucial.

Mathematical Knowledge for Teaching in the Senior Phase: Entry-Level Teacher Candidates’ Subject Content Knowledge

Mathematical Knowledge for Teaching in the Senior Phase: Entry-Level Teacher Candidates’ Subject Content Knowledge

Portrait of Pedagogical Content Knowledge (PCK) of Science Teachers in Global Islamic Boarding School Material Classification of Living Things

Pedagogical Content Knowledge (PCK) is a wedge between Content Knowledge and Pedagogical Knowledge, namely knowledge about the material being taught and how to teach it. The teacher's ability to understand the material and manage learning greatly determines the improvement of the quality of learning in the classroom in realizing meaningful learning for students. This study aims to describe the Pedagogical Content Knowledge (PCK) for science teachers at the Global Islamic Boarding School Middle School (GIBS) regarding the classification of living things. This type of research is descriptive qualitative. Data collection techniques using observation sheets, interviews and documentation. The results of the study show that teachers can balance between two competencies, namely knowledge of material classification of living things and how to teach it using 7 aspects of Pedagogical Content Knowledge (PCK), namely Content Knowledge, Knowledge of Specific Context, Knowledge of Learners and Learning, Pedagogical Knowledge, Curriculum Knowledge, Knowledge of General Education Context, Assessment Procedures, Evaluation of Outcomes – Educational Ends, Goals, Purposes, and Values.

Does students' understanding of corporate governance in Ghanaian higher education relate to teacher knowledge and teaching methods?

AbstractThere is empirical evidence on the factors influencing students' understanding of various subjects in higher educational institutions. However, there is a deficit in studies about the link between teacher knowledge and teaching methods on students' understanding of corporate governance course. Thus, this study investigates whether students' understanding of corporate governance in Ghanaian universities is related to teacher knowledge and teaching methods. This study adopts quantitative approach and cross‐sectional design to collect from 1,050 sampled students from three public universities in Ghana. We use descriptive statistics and Pearson correlation techniques to analyse the data. The results show that there is a significant positive correlation between teacher knowledge and students' understanding of corporate governance. Furthermore, teaching methods have significant positive correlation with students' understanding of corporate governance. This study has provided a conceptual framework that indicates how teacher knowledge and teaching methods may relate to students' understanding of corporate governance in higher education from the perspective of a developing country. Additionally, this study shows that to promote students' comprehension of corporate governance, there must an understanding of how teacher knowledge and teaching methods can overlap to address the challenges confronting governance education in developing countries.

Pemberdayaan Guru Sekolah Mengenai Keselamatan Berlalu Lintas

The behavior of drivers in the Tegal City school community often violates traffic rules because they do not understand and are not aware of traffic safety. Increased knowledge, understanding, awareness and skills of teachers regarding traffic safety need to be increased and empowered more massively. Empowering school teachers regarding traffic safety includes 4 stages (preparation, initial test, community empowerment, and final test) with traffic safety community results. 240 PAUD/TK/RA, SD/MI, SMP/MTs, and SMA/SMK/MA teachers as participants for 2 days with 7 topics. The majority of participants consisted of bachelor's degrees (89.6%), women (55.8%), ages 36-46 (35%), and PAUD teachers (25.8%). The initial test for 7 topics is still between 20%. Activities on the first day are stages 1-4 and on the second day stages 5-7. The final test of 7 topics is above 75%. 7 topics had an increase of more than 55%. Increasing school teachers' knowledge has an impact on imparting knowledge to students about traffic safety which can be a step to reduce the occurrence of accidents on the road.

Skill Competencies of PE Teachers Based On Qualitative Contribution Evaluation of NBC 461 towards An Upskilling Program

This study on the continuing professional development of physical education teachers in selected local and state universities and colleges in Laguna provide valuable insights into their teaching practices and the perception of Career Professional Development (CPD) programs. The findings reveal that the teachers exhibit a high level of competency in planning, instruction, and assessment, with mean scores of 4.89, 4.81, and 4.75, respectively. These scores indicate competencies beyond the highly proficient level, placing them in the category of "Distinguished Teachers (DT)." The study also highlights the positive impact of CPD programs on teaching skills, collaboration among teachers, professional growth, and student performance. The analysis of supervisors' perspectives offers additional insights into strategies for enhancing teachers' participation and engagement in CPD programs. The recommended upskilling CPD strategies aim to strengthen professional development initiatives, customize programs to address specific needs and improve program effectiveness through regular evaluation and feedback mechanisms. By implementing these recommendations, this study contributes to the enhancement of the knowledge, skills, and teaching practices of physical education teachers, ultimately benefiting both teachers and students in the field of physical education in Laguna.

Content Specific Pedagogical Knowledge and Teacher Knowledge Transfer

Pedagogical knowledge and in particular Content Specific Pedagogical Knowledge (CSPK) has been widely researched and discussed. Teacher training institutions globally have embraced knowledge bases proposed by researchers in their curriculum to prepare teachers for teaching. The transferability of CSPK has, however, received little attention. This article explores the transferability of CSPK by teachers. Using a literature review analysis method, the article raises the questions of why, and how, the need for CSPK transfer and addresses issues surrounding knowledge transfer. Focusing on a spiral curriculum, the transfer is seen more in relation to conceptual connection within a subject and across subjects, and integration of disciplines. The authors argue that teacher training should embrace aspects of knowledge transfer so that teachers are not rendered redundant when curricular changes and when some subjects which teachers have been trained are dropped from the curricular. Further research is recommended.

Professional development sessions increased teacher knowledge and confidence to include agriculture in core curricular courses

AbstractAgricultural systems are complex and can be used as examples to teach science, technology, engineering, and math (STEM) concepts. However, inclusion of agriculture in core STEM courses is often limited. Three professional development sessions for K‐12 teachers were offered in 2021–2022 (hybrid or remote sessions) and repeated in 2022–2023 (in‐person sessions) to highlight ways that agricultural plant production systems could be incorporated into core courses like biology, environmental science, chemistry, and math. Teacher participants asked how knowledge level and confidence were influencing their inclusion of agriculture into STEM courses before and after the sessions, and gains in knowledge on content‐based questions were also evaluated. Response rates in Year 1 ranged from 8.0% to 38.5%, and usable response rates in Year 2 ranged from 47% to 68%. The availability of lessons or activities and teacher content knowledge both increased teacher likelihood to incorporate in three sessions. However, the additional time needed to incorporate new lessons was identified as affecting the likelihood to incorporate materials after the Year 1 ecology session. Teacher confidence to incorporate agricultural lessons or activities into their courses increased in four of the sessions, though teachers became more aware that limited resources are available to help increase adoption. Awareness of how agriculture can be used to meet learning standards also improved teacher confidence in four sessions. Average score on knowledge‐based questions increased in all six sessions, but was only significant for two sessions. These sessions were successful at increasing teacher knowledge and confidence to incorporate agriculture into STEM courses.

Role of Teaching-Learning Resource Availability as Moderator on Digital Technology Knowledge and Instructional Supervision Skills of Teachers

The current study was set to evaluate whether teaching etiquette significantly moderates the relationship between intercultural sensitivity and work fulfillment of teachers. In this study, the researcher selected the 212 public elementary school teachers in Maa District, Davao City as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Moment Product Correlation, and Heirarchical Regression Analysis. Descriptive analysis showed that digital technology knowledge, instructional supervision skills of teachers, and teaching-learning resource availability in Maa District, Davao City. were described as extensive. Further, correlation analysis demonstrated that there is a significant relationship between digital technology knowledge and instructional supervision skills of teachers in Maa District, Davao City when moderated by teaching- learning resource availability. Evidently, heirarchical regression analysis proved that teaching-learning resource availability significantly moderates the interaction between digital technology knowledge and instructional supervision skills of teachers in Maa District, Davao City.

What do teachers in Romania think about children's sexual development and education?

The topic of sexuality passes for a taboo in our country even today, there being no open treatment of the subject, not even in the closest family circle. There is no sexual education in schools, while sexual enlightenment is restricted to 1-2 hours, provided at the age of 13-14. Our goal is to determine the knowledge and views of Romanian teachers on the sexual development and sexual education of children. The survey was conducted in 2022-2023 as self-filling on-line questionnaire (N=455). Our research was aimed at exacting the knowledge of Romanian kindergarten teachers, elementary school teachers and teachers on the bodily and psychic safety of children, on the factors endangering these, on various topics of sexual education, on the openness of parents related to the sexuality of their children and the flexibility of kindergartens and schools in what pertains to the introduction of sexual education. Most of our responders consider sexuality to be a natural part of a healthy life and that it should be tackled from the earliest possible ages both within the family and in educational institutions. According to the surveyed teachers, parents are reluctant to talk about sexuality to their own children and rely on sexual education in kindergartens and schools. If training on sexual education were to be introduced in Romania, most of the surveyed would gladly participate. They also recommended 27 related topics in 7 categories, all of which should all be covered by the said training. Our results called attention to the deficiency of education on reproduction. This can be improved but the task is complex. In order to solve the problem, the educational systemic view needs to change, while directives based on scientific proof need to be accepted and observed. All teachers dealing with the age-groups concerned need to take part in the educational process. Parents, teachers and educators need to be aware of the self-image developed by the child and of the effect this image has upon the evolution of the child’s future role in society. Sexual education should imperatively be incorporated into the educational process beginning with toddlers and up to young adults.

Mathematical knowledge for teaching among Rwandan Teacher Training Colleges: data collected for a doctoral program

Mathematical knowledge for teaching among Rwandan Teacher Training Colleges: data collected for a doctoral program

Non-Suicidal Self-Injury among Adolescents: Effect of Knowledge, Attitudes, Role Perceptions, and Barriers in Mental Health Care on Teachers' Responses.

Non-suicidal self-injury (NSSI) involves the deliberate harm of one's body without the intent to commit suicide and is particularly concerning among adolescents. Teachers play a critical role as gatekeepers in identifying and addressing self-harm, underscoring the importance of their knowledge and response strategies in this area. This study explored how teachers' knowledge, attitudes towards NSSI, perceived roles, and workplace barriers affect their responses to students exhibiting NSSI behaviors. A cross-sectional survey was conducted among 203 middle and high school teachers in Israel. Data were collected during July and August 2023 using six validated questionnaires. Higher levels of teacher knowledge, positive attitudes, and strong role perceptions correlated with more effective responses to NSSI, whereas increased workplace barriers tended to diminish response efficacy. Positive correlations emerged between role perception and both knowledge and attitudes, whereas negative correlations emerged between workplace barriers, attitudes, and role perceptions. Teaching experience moderated the impact of role perception and workplace barriers on responses. Significant differences were observed between regular and special education settings, although no differences were noted in referral rates or years of seniority. These findings suggest that enhancing teacher knowledge and attitudes towards NSSI, while addressing workplace barriers, can improve response efficacy in educational settings.

Memahami dan Mengembangkan Potensi Anak Berbakat: Pendekatan Pendidikan dan Pendampingan Sosial-Emosional

Every child is born with unique characteristics that are viewed favorably by the Creator. No child is born without a life plan from God. The presence of a child brings happiness to parents who have longed for their arrival. Each child has different abilities and characteristics, even twins. This uniqueness requires parents to provide treatment that is appropriate for the child's condition. Children with above-average abilities are known as gifted children. In the field of education, especially in elementary schools, it is important for teachers to identify gifted children. A teacher's knowledge of the criteria for gifted children is crucial for determining the appropriate handling, as gifted children require special treatment to optimally develop their talents. Gifted children often exhibit unique learning styles, talents, and characteristics that necessitate individualized learning approaches. Despite their high intelligence, gifted children may also experience difficulties with social and emotional tasks. Therefore, they need a conducive learning environment and counseling services to support their social-emotional development. The development of creativity and moral education also plays a significant role in shaping the personality of gifted children.