Education Level Experience Research Articles

EFL Teachers’ Perspectives Towards the Use of Textbooks in Classroom

This paper addresses the research of exploring EFL teachers’ perspectives towards using textbooks, their strategies, and challenges in using the textbook in the classroom. The participants of the study were a diverse group of teachers at the language department at the University of Guanajuato, in Guanajuato, Mexico, encompassing various levels of teaching experience and proficiency levels. This was a case study utilizing the qualitative method as the approach, semi-structured, was conducted. The results showed that the perceptions were neutral towards using this material; the participants recognized the benefits and the disadvantages of using instructional material. There were two main difficulties expressed by the teachers: meaningful learning and cultural awareness. Overall, this research contributes to a deeper understanding of the complexities involved in textbook use in EFL classrooms. Finally, these research findings are expected to help other EFL teachers make well-informed choices about textbook selection, adaptation, and enrichment to improve teaching and learning outcomes.

Investigating the Autonomy Orientations and Perceptions of Saudi EFL Teachers

This research aims to explore the autonomy orientation of English language teachers in the western province of Saudi Arabia, home to numerous secondary schools. The study, grounded in Self-Determination Theory (SDT), examines the impact of two primary variables: the teachers' genders and their levels of teaching experience. A cohort of 102 Saudi secondary school language teachers participated in the study, with 10 engaging in a qualitative follow-up. Data were collected via a questionnaire and analyzed using statistical techniques such as t-tests and analysis of variance (ANOVA). The findings indicated that the autonomy orientation among Saudi language teachers was moderate, with female teachers showing more supportive tendencies towards their students. Moreover, the study uncovered a discrepancy between the teachers’ autonomy orientations and their perceptions of the concept, attributing their perceived constraints and roles to the national education system. In light of these findings, the study advocates for pre-service and in-service training programs designed to enable English language teachers to foster an autonomy-supportive environment for their students. Additionally, the study calls for further research to deepen the understanding of English language teachers' autonomy orientations in Saudi Arabia and the interplay between autonomy orientation and teachers’ perceptions of autonomy.

Association among University Students’ Motivation, Resilience, Perceived Competence, and Classroom Climate from the Perspective of Self-Determination Theory

Self-determination theory (SDT) suggests that motivation can interact with resilience and perceived competence. The climate-related characteristics of the classroom can influence student motivation. This study aimed to evaluate the associations between the differentiated motivation of theoretical and practical teaching, resilience, and perceived competence, considering the number of students per class and the profiles of the lecturers. A total of 789 students participated (mean age = 19.31; SD = 3.37) from Psychology, Nursing, and Education degrees from different Spanish universities. The BRS (resilience), PCNS (perceived competence), and PLOC-U (university student motivation) questionnaires were used with a new scale designed ad hoc to measure motivation in practical teaching. Student-to-class ratios and different levels of teaching experience were also recorded. A test–retest design was used to verify the stability of the measures before and after the examination of the subjects. Intrinsic motivation in practical teaching was significantly associated with resilience (r = 0.09, p < 0.03) and perceived competence (r = 0.23, p < 0.01), and in theoretical teaching, it was associated only with perceived competence (r = 20, p < 0.01). The factorial analysis of the new subscale of the PLOC-U for the measurement of motivation in practical teaching presented a good fit and reliability (α = 0.60 to 0.84) in the five factors. Test–retest analyses revealed good temporal stability. Students in small groups with more experienced lecturers scored higher on intrinsic motivation, particularly in practical classes. The stable and reliable measurement of the different types of student motivation allows their analysis and association with other variables of interest in university education, which could lead to significant improvements in teaching planning.

How the Role Behaviour in Value Co-creation influence on the Educational Experience of Undergraduates?

The higher education sector needs to move from the traditional marketing concept of ‘student as a customer’ to ‘co-creator’ of value with the intention of maintaining the quality of education while facing high competition specially in the private education sector. The main purpose of this study is to examine the impact of role behaviour in value co-creation on the educational experience of undergraduates, referring to a well-established large-scale private higher educational institution in Sri Lanka. Key areas of the study are identifying the role of a student, level of co-creation behaviour and educational experiences. The study design is quantitative and used a self-administrative questionnaire with a sample of 370 students in the Business Management faculty and Faculty of Information Technology. Findings show that the majority (84.4%) of the students in the institution are playing a mixed role (irregular) rather than the role of “customer” or a “co-creator” which is 15.6%. Irrespective of the sex of the students, 83% of females and 86.5% of males are playing the mixed role. Compared to their irregular counterparts, co-creators are at a better level of educational experience. Hence, there is a significant positive relationship between role behaviour on co-creation and the educational experience. Feedback, helping, and responsible behaviour are having a significant positive impact on the educational experience. Role identification of the student significantly moderated the relationship of role behaviour to educational experience but sex, year of study. and study discipline were not significant moderators. The residual analysis ensured the accuracy of the final model and the adequacy of the model is 57% (R-squared=0.57).

Mathematical Epistemic Beliefs: Through the Gender Lens

This large survey study set out to ascertain whether gender differences in teachers’ mathematical epistemic beliefs exist, and the extent to which teachers’ gender as well as their teaching experience level, education level, and socio-economic setting of the schools can predict these beliefs. Specifically, the study examined teachers’ beliefs concerning the structure, stability, and source of mathematical knowledge. This is crucial given that previous research have demonstrated the potential role of teachers’ mathematical epistemic beliefs in shaping their mathematics teaching, and hence their students’ mathematics learning outcomes and perceptions of the subject. The current study drew on survey data collected from 745 primary teachers using items from the Thai Teachers’ Mathematics Education-related Beliefs (TTMEB) questionnaire. The data were analysed using Independent-samples t-test and multiple regression. The findings reveal a very limited to no effect of gender on teachers’ mathematical epistemic beliefs, and also alert us to the fact that when it comes to exploring factors that shape one’s beliefs, their exogenous characteristics, such as the socio-economic setting of where they live and work, should too be taken into account. Overall, the study helps to dispel any myths about gender differences in the way male and female teachers perceive mathematics, specifically the nature of mathematical knowledge.

Topics Amenable to a Systems Thinking Approach: Secondary and Tertiary Perspectives

Interest within the chemistry education community in incorporating sustainability into chemistry education has converged on a systems thinking approach, and efforts to implement this are ongoing. One challenge to implementation is the different amenability to systems thinking approaches of topics that are important in chemistry at the secondary–tertiary interface. To identify low-hanging fruit, we developed a repertory grid consisting of five poles mapped to elements of systems thinking. Secondary and tertiary educators completed the grid during workshops, to measure the amenability of 12 chemistry topics that are important in both secondary and tertiary chemistry education to teaching through systems thinking approaches. Three of the 12 topics analyzed were considered highly amenable to systems thinking approaches by both secondary and tertiary participants. The level of teaching experience was found to be most significant in determining a participant’s perception of amenability of topics. The relationship of these topics to the curriculum structure at the secondary and tertiary level is discussed.

Differential Analysis of the Years of Experience of Higher Education Teachers, their Digital Competence and use of Digital Resources: Comparative Research Methods

This study compares the level of digital competence of Spanish higher education teachers in the use of three types of ICT resources in the classroom: digital tools to consume information, digital tools to produce information, and emerging technologies. To measure the level of competence, the validated DigCompEdu Check-In instrument with an ex post facto design is used. The sample consists of 2180 university teachers from Andalusia (Spain) working in different areas of knowledge: Arts and Humanities, Sciences, Health Sciences, Engineering and Architecture, Social and Legal Sciences; and classified into three levels of teaching experience: between 0–5 years, 6–14 years, and 15 years or more. The results show that teachers with 15 or more years of experience represent the group with the most significant differences in regard to their level of digital competence when comparing the use of the three types of ICT resources; furthermore, the results were similar for all areas of knowledge. In addition, the visualization or creation of videos, as well as the visualization or creation of posters and concept maps, are the resources that were found to be most significant for the three levels of experience. For each specific area, it is recommended that each of their results is analysed in detail. Finally, further research is recommended to validate these preliminary findings in each of the knowledge areas.

EVALUATING THE LEVEL OF TEACHER PERFOMANCE: PEDAGOGIC, SOCIAL AND PERSONAL COMPETENCY

This study aims to evaluate the level of competency of history teachers in Jember. Competency indicators are pedagogical competence, social competence and personality competence based on the perspective of students. This research used quantitative analyzed using inference statistics to analyze differences in teacher competence according to gender and teaching experience. The research sample involved 100 students across five schools. Data analysis used SPSS with multivariate statistical tests. This study indicates a significant difference between teacher pedagogical competence based on gender and teacher social competence based on the level of teaching experience. This study reflects that competency development is still needed to improve teacher competence to improve learning quality.

Inside the Undergraduate Immunology Classroom: Current Practices that Provide a Framework for Curriculum Consensus.

Although immunological research has become increasingly important in recent decades for understanding infectious and immune-mediated diseases, immunological pedagogy at the undergraduate level has lagged behind in reports of evidence-based scholarship. To address the need for a renewed emphasis on immunology education and to describe the current status of undergraduate education in immunology, an online survey of instructors with experience in teaching immunology was conducted. The survey investigated the effects of instructors’ level of teaching experience, target student population, and course components on the emphasis given to certain immunology subtopics in their courses. Instructor teaching experience and current role in teaching influenced the proportion of time allotted to lab techniques, clinical topics, and evolutionary aspects, but type of institution (undergraduate and graduate degree-granting institutions) did not affect course content or emphasis on subtopics. Topics that received the greatest emphasis were the adaptive immune system, the innate immune system, host–pathogen interactions, and molecular mechanisms. Vaccines, hypersensitivity, autoimmunity, and essential immunology techniques were ranked slightly lower, while topics such as evolution, metabolism and antibody purification received the least emphasis. Inclusion of a lab component increased time given to lab-related and clinical topics but did not affect the perceived importance of various scientific competencies. These data describe current curricular practices of instructors who have experience teaching immunology and inform curricular priorities and course design frameworks for undergraduate immunology education.

Научный потенциал педагогических работников: механизмы выявления и повышения

Monitoring the levels of scientific potential of teachers is due to the need to improve the methodology for determining compliance with the position and the requirements of the first and highest qualification categories in accordance with the new procedure for certification of teachers.
 On this basis, there are opportunities to develop mechanisms for increasing scientific potential in order to introduce it functionally into the structure of professional pedagogical activity of teachers in accordance with the job description and the requirements of Federal state educational standards to improve the effectiveness of educational activities.
 When assessing the levels of scientific potential of teachers, along with other parameters, it is advisable to take into account the influence of age, educational level and retraining of specialists. It is necessary to take into account the level of teaching experience and work experience in the subject taught.

Excellence is not an island: team-based professional development in Higher Education

ABSTRACT This paper describes and analyses teacher professional development actions and learning within the context of Higher Education in a Spanish public university. Seven teachers from different areas of knowledge and with different levels of teaching experience in the university participated in the study. Individual class journals were interpreted along with recordings of team sessions to investigate the teaching actions designed with regard to the teaching-learning process over the course of four academic years. Team-based teacher professional development was viewed as a collaborative rather than an individual process. Its impact was analysed following the model of domains developed by Clarke and Hollingsworth : personal (conceptions of teaching), practical (actions carried out), external (resources and context), and consequences (learning outcomes for the students). The results signalled changes in the four domains derived from deliberate and regulated processes of action and reflection. On account of the decisive impact of professional development, there is evidence of: (1) mutual influence between faculty staff, students, and social organisations, which either fosters or inhibits professional improvement; (2) students’ learning outcomes, emotions, and motivations. External conditions, particularly time constraints and institutional rigidity, on the contrary, acted as barriers to professional development.

Turkish Physical Education Teachers’ Use of Teaching Styles: Self-Reported Versus Observed

Objective:The objectives of this study were to (a) identify Turkish middle-school physical education teachers’ self-reported use and perceptions of spectrum teaching styles, (b) determine the spectrum teaching styles the teachers use when teaching, and (c) examine whether gender and teaching experience were differentiating factors.Method:A convenience sample of 58 female and 62 male teachers working in 86 different middle schools located in Adana (Turkey) were recruited into the study. The data were collected using two validated instruments: the Physical Education Teachers’ Use of Teaching Styles and Perceptions of Styles Questionnaire, and the Instrument for Identifying Teaching Styles.Results:The findings based on the teachers’ reported perceptions (questionnaire data) revealed that the teachers employed the full spectrum of teaching styles in their classes, ranging from teacher centered to student centered, regardless of their gender or level of teaching experience. However, the data based on actual observations of teaching styles yielded less evidence that the self-reported styles were used in actual teaching settings. The teachers’ perceptions and their actual use of teaching styles did not vary according to the gender and/or teaching experience of the teacher.Conclusion:There is a discrepancy between teachers’ self-reported teaching styles and the actual use of the styles in their teaching.

مدى فاعلیة توظیف السبورة الذکیة فی العملیة التعلیمیة لدى طلاب المرحلة الابتدائیة بمدارس غرب الریاض من وجهة نظر المعلمین

مستخلص الدراسة هدفت هذه الدراسة الى الکشف عن مدى فاعلية توظيف معلمي المرحلة الابتدائية للسبورة الذکية في مدارس التعليم الابتدائي بغرب الرياض من وجهة نظرهم في متغير الخبرة في التدريس ، ولتحقيق هدف هذه الدراسة صممت استبانة ذو ثلاثة محاور وتم التحقق من صدقها وثباتها ، وتکونت عينة الدراسة من (71) معلم حيث أظهرت نتائج الدراسة ان ابرز معوقات توظيف السبورة الذکية هو بطء شبکة الانترنت وسرعة تحميل البرامج ، وعدم توافر البرمجيات المناسبة لخصائص طلاب المرحلة الابتدائية والمتوافقة من السبورة الذکية ، کما أظهرت نتائج الدراسة ان رفع سرعة الاتصال بالأنترنت ، وإقامة دورات تدريبة داخل المدرسة ، وتوفير عدد کبير من البرامج والتطبيقات المناسبة لخصائص طلاب المرحلة الابتدائية ، من اهم عوامل نجاح توظيف السبورة الذکية في العلمية التعليمية. The Summary of the Study The objective of this study is to investigate the domain of usage of smartboard by primary school teachers in west of Riyadh from their perspective in various level of teaching experience. In order to achieve the objective of this study we create a survey with three paths and we have checked from its correctness and stability. The sample study is consisting of 71 teachers where the study result shows the main challenges of using smartboard which is the internet speed is very slow which may affect on programs download another challenge is the appropriate software is not offered for primary school students. The result shows the most important factors that leads success usage of smartboard are, increase the internet speed, making essential training on how to use the smartboard inside the school and offer the appropriate software for primary school students

An Investigation of the Relationship between Professional Development and Teacher Efficacy

Teaching is regarded as a stressful and challenging job. This paper, based on Guskey’s professional development models and Bandura’s social cognitive theory, adopts close-ended survey questions to collect numeric data, investigates the association between teachers’ perceived effectiveness of professional activities and teacher self-efficacy, and finds that teaching experience level (notice vs. career) moderates the association between teachers’ perceptions of the effectiveness of PD and their level of self-efficacy, aiming at furthering understanding of the current state of primary school teachers regarding their PD effectiveness and efficacy.

Knowledge of Diaper Dermatitis and Diaper Hygiene Practices among Mothers of Diaper-wearing Children

The purpose of this study was to investigate the prevalence of diaper dermatitis (DD), knowledge of DD prevention and treatment, and diaper hygiene practices among mothers with diaper-wearing children. The participants were 176 mothers who presented to an outpatient clinic at a children's hospital with diaper-wearing children. Data were collected using a structured self-administered questionnaire. The percent of correct answer for knowledge about DD was 59.7%. Almost half of the participants' children had experienced at least 1 episode of DD during the last 6 months. Inappropriate diaper hygiene practices, such as using talcum powder on DD and rubbing with a dry towel after cleansing, were reported. Moreover, only 37% of mothers used the recommended skin barrier to prevent DD. Although many children suffer from DD, levels of educational experience and perceived need for education on this topic were low. Almost 70% of mothers obtained DD-related information through internet sites. Educating parents about the etiology of DD and evidence-based diaper hygiene practices is an important aspect of effective DD prevention and treatment. Internet sites or smartphone apps may be effective methods for education on DD prevention and treatment considering parents' preferences for ways to obtain health information.

Special Education Teachers’ Experience, Confidence, Beliefs, and Knowledge About Integrating Technology

This study investigated the perspectives of elementary special education teachers regarding integrating technology into lessons. Eight special education teachers at a private university laboratory school, who varied in their levels of teaching experience and confidence with using technology, participated in the study. We interviewed each teacher three times, with two of the interviews following our observations of technology-integrated lessons. Qualitative analysis of interview transcripts provided insight into the interrelationships among teachers’ technological pedagogical content knowledge, teaching experience, confidence with using technology, beliefs about the role of technology in education, and perceptions of the benefits and challenges associated with using it. Teachers’ perceptions of the value of technology in special education classrooms included providing differentiation, offering varied representations of content, enhancing motivation and engagement, facilitating formative assessment, and fostering life skills. Challenges of integrating technology included technology malfunctions and lack of teacher and student technological knowledge.

E-learning in Pharmacy Education: what do we know about it?

The increase and flexibilization of e-learning in Brazil has generated concern about the low capacity to ensure the quality of institutions and courses. The objective is to identify the literature on experiences of pharmaceutical e-learning. A scope review was carried out, mapping key concepts and evidence. The selected articles, without period restriction, from the Scielo, Pubmed and Scopus databases provided data on the educational level of experience, modality, workload, content delivery method, instruments used, types of topics, evaluation information and purpose of the study. There were 87 articles on preparation for subsequent classes; feedback or continuation of previous classes; to specific training; the comparison between face-to-face and distance education modalities; and distance learning. Among the subjects treated, 51.8% involved pharmaceutical clinic and 42.5% basic science. Positive student assessment was found in more than 92% of cases. Isolation, and deficits in social and analytical skills were negative points. Technology infrastructure can impact learning. In Brazil, the health area has manifested opposition to the use of distance education in undergraduate studies. There is no evidence on the organization of undergraduate distance courses, but there are elements indicating risks to the results of training and development of professional skills in this modality.

Feasibility of a massive online open course to teach skills in primary palliative care for a global audience.

111 Background: Palliative Care Always (PCA) is a massive open online course (MOOC), through Stanford Online, that teaches primary palliative care. Our goal was to provide an accessible avenue for palliative care education on a global level. This is to address persistent and considerable gaps in primary palliative care due to lack of specialist trained experts and training opportunities. Methods: A team of providers including palliative care physician, advanced care nurse practitioner, priest and social worker developed 12 modules covering the scope of palliative care across their specialties. Topics ranged from communication of bad news to hospice initiation, while following the case of an oncology patient. Components include (1) Reflection on assigned readings (2) Patient scenes (3) Multiple choice assessments and (4) Group discussions. Participants were surveyed prior to and on completion of the 12-week course. Results: PCA enrolled 721 applicants from 56 countries. Participants from the US represented 51% of the total cohort. Next highest enrollment was from Brazil, India and Canada. Median age was 40 years. 51% of surveyed participants held advanced degrees and 38% held bachelor’s degrees. At the time of enrollment, 70% of participants were employed, 76% of whom worked in healthcare or social assistance industries. 44% of participants identified themselves as having some level of teaching experience. 75% of teachers reported never covering material on palliative care. The most popular reasons for taking the course included general interest, personal growth and relevance to employment. Post assessment surveys showed 95% of enrollees had a positive experience and were satisfied with what they learned; the most useful module was communication of bad news. Conclusions: Based on participant reports, effective palliative care training and exposure on a global level is feasible and acceptable with a MOOC such as PCA. Participants were from diverse backgrounds and found the course relevant and helpful. Future directions include specialty-specific courses, with a Hepatology course currently underway, evaluation of the impact on practice outcomes, and customized cases for individualized training.

Psychological Well-being among Granted and Non-Granted School Teachers

The present study aimed to know the psychological well-being among granted and non-granted school teachers. It also aimed to check psychological well-being with reference to types of school and level of experience. The Psychological well-being Scale (PWBS) prepared by Dr. Devendera Singh Sisodia and Ms. Pooja Chaudhary (2012) was used. The sample constituted total 160 employees out of which 80 were from types of school (40 grantable and 40 non-grantable) and 80 from level of teaching experience (1 to 5 years and More than 6 years). The data was collected from various schools of Gujarat State. The data was scored, analyzed as per the manual. ‘F’ test was being calculated. The result showed that (1) There is no significant difference between the mean score of the psychological well-being among grantable and non-grantable school teachers, (2) There is no significant difference between the mean score of the psychological well-being among level of teaching experience having 1 to 5 years and more than 6 years, and (3) The level of experience of more than 6 years in grantable school teachers is having good psychological well-being than level of experience of more than 6 years in non-grantable school teachers.

Exploring Elementary Teachers’ Perceptions and Characterizations of Model-Oriented Issue-Based Teaching

ABSTRACTEngaging learners in modeling practices can promote substantial science learning, and anchoring science teaching in societal issues can promote student motivation to learn and make learning experiences more meaningful. However, elementary teachers have had few prior experiences with either modeling or socioscientific issues (SSI) and so are unfamiliar with how either construct supports student learning. We created the model-oriented issue-based (MOIB) teaching approach to support teachers in building knowledge of both modeling and SSI and considering how they work together to support student learning. Here we explore how 4 third-grade teachers perceived and characterized MOIB teaching in their classrooms. The teachers were a professional learning community with varying levels of teaching experience. All 4 participated in a professional development workshop to learn MOIB and then taught a MOIB ecosystem curriculum in their classrooms. Each teacher was interviewed individually before and after the curriculum enactment and participated in focus group interviews with her professional learning community at the beginning and conclusion of the curriculum enactment. The teachers’ perceptions of SSI were that issue-based instruction was familiar, cross-curricular, and a productive way to contextualize science for their students. They perceived modeling as a way to support equitable learning across their classrooms. Overall, the teachers characterized MOIB teaching as a path to deeper student learning. However, their teaching experience and their own personal passions served to mediate their understanding of and enthusiasm for MOIB. These findings provide important evidence for how elementary teachers perceive and navigate new pedagogical approaches to science teaching.