Lesson Preparation Research Articles

Enhancing Elementary Preservice Teachers’ Ability to Teach Chinese Content-exploring: An Example of a Lesson Study from a Professional Growth Community

<p>本研究組成包含師資培育大學國語文教師、國小教師及國小師資生之專業成長社群，依據課室研究（lesson study）的理念，進行國小國語文內容深究教學之共備觀議課。旨在探究此社群以課室研究理念進行共備觀議課對國小師資生國語文內容深究教學之增能，及其實施的歷程與對社群成員的影響。獲得以下結論：一、透過互動、交流及一對一的指導，國小師資生釐清內容深究教學的意涵，了解其教學的問題，增進實施國語文內容深究有效教學的知能；二、專業成長社群以互信的溝通、交流，深化國小師資生對於國語文內容深究教學的理解與運用，啟動內容深究教學知能的精進；三、專業成長社群依據課室研究的理念進行共備觀議課的歷程，結合理論與實務的互補、共學，促進社群成員國語文內容深究教學的啟發與成長；四、以課室研究理念進行共備觀議課，透過彼此交流凝聚共識，再而共同設計、觀察討論教學，師資培育大學國語文教師、國小教師及國小師資生由獲得深化國語文內容深究教學的訊息和知識，而省思教學強化專業知能。研究者依據探究結果提出相關建議，作為師資職前教育及研究之參考。</p> <p> </p><p>The Professional Growth Community（PGC）of this research included Chinese teachers at Teacher Education University and elementary school as well as elementary preservice teachers. Based on the concept and the process of lesson study, they collaboratively prepared lessons, observed and debriefed on Chinese content-exploring-teaching. The purpose of the study was to explore how the PGC constructed and practiced the process of collaborative lesson preparation, observation and debriefing, which is based on the concept of lesson study. It also discussed the impact on Chinese content-exploring-teaching competence of elementary preservice teachers and community members. The research findings can be summarized as follows: First, the lesson study process of PGC can effectively bridge theory and practice. Second, the lesson study process of PGC met the learning needs of elementary preservice teachers, activated the learning intelligence, and echoed the assumption of lesson study: Helping teachers to understand how students think and learn new things. Third, collaborative lesson preparation, observation and debriefing of lesson study concept was conducted through professional dialogue, co-design, observation and discussion of teaching. It enabled Chinese teachers at Teacher Education University and elementary school to acquire information and knowledge to deepen Chinese content-exploring-teaching. Subsequently, they reflected on teaching to strengthen their professional competence. Fourth, based on the concept of lesson study, the PGC deepened preservice teachers’ understanding and construction of Chinese content-exploring-teaching knowledge, and enhanced their professional competence of Chinese content-exploring-teaching design and performance. Based on the findings of the research, the researcher puts forward relevant suggestions as a reference for elementary preservice teacher education and research.</p> <p> </p>

인구감소지역 어린이집 원장의 보육정책에 관한 인식과 요구

Objectives The purposes of this study was to examine day-care center directors’ child-care policies in the depopulation areas.
 Methods To this end, it administered questionnaires to directors of 25 day-care centers located at the depopulation areas and conducted a descriptive statistical analysis on the responses.
 Results The findings are as follows: First, the reorganization of the child-care support system was positively recognized in terms of the management of day-care centers and extended class, the enhancement of child-care quality and users’ satisfaction. On the other hand, it did not contribute to the reduction of day-care teachers’ paperwork, preparation for daily lessons and increase of research time. The management of open child-care centers was positively recognized, while it was reported to increase day-care center teachers’ workload and make it difficult to encourage parents’ participation. The service satisfaction of the day-care center support system was generally higher. Second, it was found to be most difficult to ‘attract kindergartners’ in managing day-care centers in the depopulation areas. Vulnerable child-care services (young children with special needs and multicultural child-care) were in the strongest demand.
 Conclusions This study intends to provide basic data for developing and managing child-care policies proper and specific to the depopulation areas and suggestions for more substantial customized child-care policies.

Using Efficient Planning for Achieving Course Learning Outcomes in EFL Classes at Taif University

This study investigates the efficiency and effectiveness of English as a Foreign Language (EFL) teachers in planning their lectures. The primary objective is to determine the extent to which teachers at the English Language Center (ELC) at Taif University, Kingdom of Saudi Arabia, successfully plan their lessons. A questionnaire was administered to a sample of 26 teaching staff, consisting of 13 males and 13 females. The results of a t-test conducted at a significance level of 0.05 reveal that class or lesson planning plays a crucial role in facilitating effective language teaching and learning. Adequate planning enables teachers to make informed decisions about lesson principles and helps in achieving desired learning outcomes. In order to make informed decisions on the selection of topics, scenarios, methods, techniques, and procedures for their courses, educators are required to adopt a systematic approach. Educators have the potential to enhance the quality of their instructional sessions and optimize educational achievements among learners through the conscientious observance of these facets of lesson preparation. This study contributes to the existing literature on EFL teaching practices by providing insights for educators to improve their instructional planning strategies.
 Overall, the findings emphasize the significance of thorough planning in EFL instruction and highlight its impact on successful teaching and learning experiences.

A Study on Primary School Chinese Teachers' Recitation and Lesson Preparation of Poetry and Prose based on the Six Step Theory of Manuscript Preparation in Broadcasting Studies

A Study on Primary School Chinese Teachers' Recitation and Lesson Preparation of Poetry and Prose based on the Six Step Theory of Manuscript Preparation in Broadcasting Studies

Tensions between technology integration practices of teachers and ICT in education policy expectations: implications for change in teacher knowledge, beliefs and teaching practices

AbstractIn line with ICT in education policies and curricula in Ghana and many other countries, teachers are expected to integrate digital technologies into instruction to facilitate meaningful and engaging student learning experiences. More research is however needed to investigate teachers’ actual classroom practices with technology to determine whether these align with national ICT in education policies and curricula expectations. This qualitative study conducted phone interviews with twenty teachers from twelve schools and used a synthesised ICT pedagogy classification framework as a lens to investigate teachers’ technology integration practices in relation to Ghana's ICT policies and curricula requirements. Following a thematic analysis procedure, the article finds that teachers mainly use technology conveniently for lesson preparation and direct instruction delivery, treating technology primarily as a productivity tool to support traditional teacher-centred teaching tasks. The use of technology for constructivist practices and fostering student-centred learning appears to be limited, which contradicts the priorities outlined in ICT in education policies and curricula in Ghana. The findings highlight a discrepancy between the requirements of ICT policies and the actual classroom practices of teachers. The implications of the findings are discussed, emphasising the need to action change in teachers’ knowledge, beliefs, and teaching practices in order to bridge the gap and effectively translate ICT curricula and policy plans into actual teaching practices.

Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument

AbstractLesson planning is a core part of teachers' professional competence. Written lesson plans play a significant role in science teacher education as a preparation for demonstration lessons during the final teacher certification exam. However, the few existing scoring rubrics on lesson plans are not particularly theoretically sound and are barely tested for the validity of score interpretations. In response to the demand for transparent and applicable criteria, we developed the rubric to assess science lesson plans (RALP) to assess science teachers' lesson plan quality. We employed a mixed‐methods approach: First, we present multiple sources of validity evidence (based on test content, internal structure, relations to other variables, and consequences of testing) as mainly quantitative indicators for the quality of the RALP. Based upon that, we applied the RALP to lesson plans written by preservice and trainee science teachers (N = 100) and provided a qualitative analysis of six cases to illustrate common patterns in these lesson plans. Results indicate that teacher educators consider the RALP criteria (N = 24) relevant and objectively applicable. Correlation analyses of the scores and two teacher educators' holistic quality assessment of all lesson plans provide convincing evidence that the RALP can discriminate lesson plan quality levels. Moreover, comparisons between preservice science teachers and trainee science teachers reveal that trainee teachers score significantly higher than preservice teachers, indicating that the RALP is sensitive to differences in teaching and planning experience. The application and in‐depth analysis of three criteria of the RALP illustrate these differences in levels of planning quality. We discuss possible applications of the RALP in science teacher education and research in science teaching.

Exploration of Guiding Strategies and Practical Approaches for Collective Lesson Preparation

The informatization construction of college English Flipped classroom, as a means of teaching, especially an effective application of language teaching, is worth our repeated use. After the exam oriented English learning in the early and high school stages, the majority of students passively accept English learning and lack initiative. After entering the university, their requirements for English learning will also be improved accordingly, hoping that learning is a relaxed and pleasant form, and Flipped classroom teaching plays such a role in this process. According to the author's visit to some college students, Flipped classroom is a popular teaching mode in college English teaching, and students are more willing to carry out autonomous learning and improve learning efficiency through this flipped mode. Through this article, we know the importance and practicality of the informatization construction of Flipped classroom in college English teaching, which helps us to find the best way to improve and ultimately achieve better teaching goals.

Developing mathematical whole-class discussions: An exploratory study of teachers’ learning paths

In this study, we aimed to map out teachers' learning in a developmental teacher-researcher collaboration that focused on developing lessons with whole-class discussions in design cycles of preparation, enactment, and reflection. Analysis of data produced during these cycles resulted in detailed learning paths to account for how two teachers' teaching developed toward exemplary lessons in which students presented multiple solution methods and also engaged with each other's thinking. Our findings suggest teachers' learning evolves across multiple settings – including individual lesson preparation and reflection, is personal, and involves three interrelated subpractices: teacher moves, teacher noticing, and teacher mathematical thinking.

English Teachers’ Perceptions of the Role of Lesson Planning in Classroom Management

In the present article, the researcher aims to identify the relationship between lesson plans and classroom management and attempt to determine the effect of English teachers’ lesson preparation on the implementation of those lessons. Further, we seek to explore English teachers’ perceptions toward the role of lesson planning in classroom management in Saudi English as a first language (EFL) classroom. We collect data from 87 English teachers in secondary schools in Al-Baha City via electronic questionnaire, and our findings demonstrate the importance of lesson planning in classroom management, revealing that Saudi English teachers prepare their lessons effectively to sufficiently manage classrooms. In addition, our results indicate that lesson planning is an essential skill that English teachers must cultivate to create a successful classroom environment. Moreover, the outcomes of the present study highlight most Saudi English teachers’ attitudes toward the role of lesson planning in classroom management are positive. Finally, we find a significant and positive relationship between effective lesson preparation and teachers’ abilities to create a successful EFL classroom environment.

TK BQSR Strategies in Overcoming Challenges of Quranic Online Learning

Online learning has become a solution for education during the COVID-19 pandemic. Some existing studies consider online learning to provide quality education amidst the pandemic. However, its implementation has caused several problems and challenges for educational institutions, teachers, students, and parents, particularly in early childhood education. This study aims to describe TK BQSR's experience in using the jarimatika quran method for Quran memorization through online learning, identify the challenges, and demonstrate the school's strategies in addressing these challenges. This research adopts a qualitative approach. Data are collected through interviews and documentation and analyzed descriptively. The results indicated that Quran memorization using the jarimatika Quran method at TK BQSR is conducted through WhatsApp, video calls, and YouTube. The challenges encountered in implementing online learning are related to achieving learning targets, teacher proficiency, student interest and motivation, parental support, internet connectivity and data limitations, as well as school facilities and infrastructure. To overcome these challenges, TK BQSR has employed several strategies, including implementing regular evaluation systems, holding focus group discussions among teachers for lesson preparation, conducting weekly tahsin (Quran recitation) sessions for parents, organizing monthly parenting training, providing teacher capacity-building training, availing the services of a learning consultant for the school, and continuous support from the central foundation.

Errors and Misconceptions in Euclidean Geometry Problem Solving Questions: The Case of Grade 12 Learners

Euclidean geometry provides an opportunity for learners to learn argumentation and develop inductive and deductive reasoning. Despite the significance of Euclidean geometry for developing these skills, learner performance in mathematics, particularly geometry, remains a concern in many countries. Thus, the current study examined the nature of learners’ errors in Euclidean geometry problem-solving, particularly regarding the theorem for angle at the centre and its applications. Van Heile’s theory of geometric thinking and teacher knowledge of error analysis were used as conceptual frameworks to make sense of the nature of learners’ errors and misconceptions. Using a participatory action research approach, the study was operationalised by five mathematics teachers from four secondary schools in Motheo district in the Free State Province of South Africa and three academics from two local universities. The study analysed 50 sampled midyear examination scripts of Grade 12 learners from four schools. The findings of this study revealed that most learner errors resulted from concepts on Van Heile’s operating Levels 0 and 1, while the questions mainly required Level 3 thinking. The study recommends that teachers determine their learners’ level of geometric thinking and integrate this knowledge in their lesson preparations and material development.

The Structure of the Children's Musical Narrative on the Example of V. Rebikov's Miniature "Lesson Preparation" Op. 37 No. 2

The subject of the study is the structure of children's musical narrative on the example of a miniature by a Russian composer, pianist, representative of musical modernism, musical reformer and writer Vladimir Ivanovich Rebikov (1866-1920) "Preparing a lesson" from the cycle "Pictures for Children" Op. 37. Narrative means the presence of a musical narrative structure, assuming the narrator's voice, plot, main character hero, chronotope. The analysis of these components will enable a comprehensive understanding of the concept of the composition. The aim of the work is to analyze the structure of the children's musical narrative through the prism of the perception and interpretation of musical text characteristic of the child's skills and abilities. The methods used in the work are : source studies, musical and stylistic analysis. The scientific novelty of the work consists in determining the features of the children's narrative in the musical art, lexical preferences defined by the children's picture of the world, which can include the character, title, remarks, design and musical "children's mistakes" expressed using syncopation, dynamics, fermated pauses, fermata, pedals, harmony, register and pitch; construction models of their description by referring to topos (figures); characteristics of the originality of the children's narrative in relation to piano performance. The results of the study reveal the specifics of the syntactic features of the children's narratives of Vladimir Rebikov's miniature and the representation of the viability of this phenomenon in the musical art.

ANALYZING TEACHING HABITS AND PRACTICES: SCHEMA THEORY IN ESL TEACHERS’ READING INSTRUCTION

<p>When reading, many researchers have theorized that readers construct information from a text by combining written information with their abstract knowledge structure called schema. Therefore, the reader’s knowledge is considered an important component in fully understanding a text’s meaning. Considering this, the paper sought to inquire about the everyday use of schema theory by teachers of English as a second language (ESL) in reading instruction. Specifically, this research study aimed to determine how reading teachers view schema theory, analyze their teaching practices based on ESL teachers’ responses to schema theory, and gather opinions and perceptions about the effects of applying schema theory in lesson preparation and delivery. The objectives were achieved through an appreciative inquiry-based questionnaire that was provided to participants chosen through convenience sampling. Afterward, the data were then analyzed through descriptive statistics and thematic analysis. The results showed that activities that promote independent realization schema are preferred among ESL teachers since they believed students learn in their own ways. The researcher also discovered that the participants had overall positive perceptions regarding activating schema in students, noting increased recollection and relation of ideas. Finally, the participants mentioned that they required more improvement to create and apply better techniques for better reading instruction. The researcher thus recommended enhancing teacher education, strengthening their conceptual knowledge about schemata, and giving them opportunities to immerse in diverse classrooms for a better understanding and application of schema theory to fully use schemata that play a major role in the development of their students.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0101/a.php" alt="Hit counter" /></p>

Teachers’ beliefs about technology integration in Ghana: a qualitative study of teachers’, headteachers’ and education officials’ perceptions

With increasing policy interest in improving educational outcomes, technology integration has become a requirement in Ghana’s education system, albeit with minimal impact on student learning. Several studies focus on identifying barriers to effective integration but pay scant consideration to the deeper reasons why teachers use technology. This qualitative study aimed to explore the underlying beliefs that shape teachers’ decision-making and thinking regarding technology integration. The study used open-ended questions and interviews with five education officials, twenty teachers, and five headteachers, and an ‘ICT Pedagogical Beliefs Classification Framework’ as a lens for interpreting and categorising teacher beliefs. Thematic analysis of findings revealed four main beliefs: productivity tools for teaching and lesson preparation; developing students’ ICT skills; meeting curriculum expectations, and engaging students in authentic teaching. Evidently, teachers are enthusiastic about using technology, but their beliefs indicate that they view technology primarily as a tool for productivity to supplement existing teaching practices, which they value. Findings indicate that most teachers espouse teacher-centred ICT beliefs, implying the need for transformative professional development that enables change in teachers’ beliefs to embrace the view of technology as a pedagogical tool that can facilitate constructive pedagogy and deep student learning.

Penerapan Metode Beyond Centers and Circle Tim dalam Proses Pembelajaran PAUD

Purpose: Through the BCCT method it is directed to build a variety of children's knowledge by building and creating their own through a variety of experiences in learning activity centers so as to bring out children's creativity. Methodology: This study uses a type of qualitative research with a case study design. Researchers first determine the informants who will be asked for information or information. The data analysis technique used in this study is the Miles and Huberman model analysis technique. The technical steps of the Miles and Huberman model analysis consist of data collection, data reduction, data display (data display), and the process of drawing conclusions (conclusion drawing). Results: Based on the results of the study it can be concluded that the application of the beyond centers and circle team method in the PAUD learning process is carried out by carrying out lesson preparations in the form of daily learning implementation plans (RPPH) which refer to semester programs and weekly programs, arrangement of materials and play tools to be used in centers. Contributions: Learning the BCCT (Beyond Centers and Circle Time) Model in PAUD Banjarmasin City is center learning that is carried out in a moving class and has followed the implementation procedure according to the BCCT model which includes lesson planning teachers have not prepared RPPH as a reference for implementing learning that has a positive or negative impact. negatively, in the implementation the teacher has paid attention to the order of the children's playing steps and in the evaluation, the teacher uses various techniques and forms of learning evaluation.

‘To generate or stop generating response’: Exploring EFL teachers’ perspectives on ChatGPT in English language teaching in Thailand

ABSTRACT The present research explores the perspectives of English as a foreign language (EFL) teachers at a Thai university regarding ChatGPT as a language teaching tool. Seventeen EFL teachers completed an online interview survey, while three of these teachers engaged in a subsequent individual interview in person. Utilising a qualitative descriptive research paradigm, the results indicate that the participants exhibited positive attitudes towards ChatGPT and acknowledged its diverse applications, including lesson preparation and language activity creation. The participants also highlighted the limitations of ChatGPT, particularly in its dependability, trustworthiness, and capacity to promote excessive student dependence. This study makes a valuable contribution to the extant literature by illuminating the potential benefits and drawbacks of utilising ChatGPT in language education.

Comprehensive Evaluation of Experimental Teaching Quality Using AHP-TOPSIS Technique

The key of university experimental teaching is to help students gradually perfect from knowledge learning to improvement of actual operational ability through experiments in the teaching and learning process. University experimental teaching is conducive for promoting innovative thinking and ability of practice of university students, and it plays an important role in the entire talent training system. Establishing scientific and reasonable evaluation methods and reflecting shortages in practical experimental teaching are not only keys of evaluation but also important guarantee to improve university experimental teaching quality. In this study, an evaluation index system of experimental teaching quality was constructed by combining analytic hierarchy process (AHP) and technique for order preference by similarity to ideal solution (TOPSIS). Weights of indexes were determined. Moreover, a case study based on a comprehensive evaluation of experimental teaching quality of Construction Engineering CAD for civil engineering majors of undergraduates was performed. Results demonstrated that Level 2 indexes about teachers’ good preparation of lessons and complete and standard teaching documents (X-1-3), as well as students’ active thinking and positive participation in classroom learning (X-3-2), had the highest weight. Students’ evaluation ranking results provided quantitative references to more scientific evaluation of experimental teaching. The comprehensive evaluation of experimental teaching quality using AHP-TOPSIS technique solves the mutual dependence and feedback relationship among evaluation indexes effectively, and avoids influences of subjectivity and one-sidedness of artificial weighting. Research conclusions can provide important references to optimize experimental teaching process, train the innovation ability of students, increase the comprehensive quality of students, and deepen reform in experimental teaching.

Pre-service Teachers’ Preparedness to Teach during Teaching Practice in Tanzania

Teachers are vital to the success of any education system. However, concern continues to be raised about the quality of teachers’ preparation in the teachers’ colleges and about the quality of teachers in schools in Tanzania (Global Partnership for Educational Support in Tanzania Mainland, 2013; Mgaiwa, 2018; Makoro, 2020). In line with such concerns, this study explored Tanzania’s pre-service teachers’ demonstration of knowledge and skills of teaching during teaching practice. The study was conducted in three secondary schools located in Moshi rural District in Kilimanjaro region in Tanzania. It involved five pre-service teachers from one of the Diploma Teachers Colleges, five supervisors from the same Teachers’ College and mentor teachers from the three home schools where pre-service teachers were placed for teaching practice. The study is descriptive, employing qualitative methods of data collection. Interviews, focus group discussions and observations were used to collect data. Drawing on Shulman’s (1986) categories of knowledge, data were analyzed thematically. The findings revealed that the pre-service teachers had limited skill in lesson preparation and classroom management, which negatively impacted their learning during teaching practice. Based on these findings, the study recommends that teacher education colleges should take steps to better prepare pre-service teachers to effectively handle lesson planning, teaching, and classroom management.

The Deep Integration of High School Biology and STSE under the View Valve of Core Literacy

With the increasing emphasis on core literacy, the concept of STSE education has been widely used in high school biology courses. This paper analyzes the three levels of lesson preparation, teaching and evaluation, and finds that there is still much room for improvement in the implementation of STSE education, i.e., misunderstanding of the connotation of STSE education and homogenization of the selection of materials, lack of wholeness and participation in the teaching process, and "mechanization" or "randomization" of the educational evaluation. We have discussed how to select and optimize STSE teaching materials, strengthen the holistic and participatory nature of STSE teaching, and enrich the main body and content of evaluation.

Institutionalizing the Relationship between Religious Teaching and Religious Freedom: The Case of the Republic of San Marino

This paper examines the principles of denominational religious teaching in public schools at the background of a broader debate, concerning its compatibility with the standards of freedom of/from religion, by assessing the case of the Republic of San Marino. In doing so, revisions were made to some of the solutions proposed within the framework of international documents, such as the Toledo Guiding Principles on Teaching about Religions and Beliefs in Public Schools (OSCE/ODIHR). Among the various solutions, the Toledo document proposes the preparation of an alternative lesson of equal dignity, for those pupils who do not avail themselves of denominational education. The preparation of an alternative lesson is to be followed by a detailed analysis of the regulatory procedure that led to the achievement of this solution in the Republic of San Marino; the procedure entailed setting up a course on “Ethics, culture and society” in public schools for those who do not wish to avail themselves of Catholic religious education. These types of lessons were introduced, experimentally, in the academic year of 2019–2020 and the monitoring of the experiment is currently in progress. Shown, in conclusion, will be how this educational experiment could be a good practice for institutionalizing religious freedom in a small country, in which denominational religious teaching is mandatory.