Methodology Course Research Articles

From EFL teacher to CLIL teacher in Estonia

AbstractContent and language integrated learning (CLIL) has been adopted in many countries as an attractive methodology to enhance both subject and language teaching. Successful implementation of CLIL is preconditioned by the availability of qualified CLIL teachers, which can be ensured through both pre-service and in-service teacher training. The article introduces a case of designing and implementing an in-service training course of CLIL methodology for English as a foreign language (EFL) teachers in Estonia. The results of a one year-long longitudinal study of EFL teachers’ professional development in CLIL methodology (2018–2019) have been used to develop and implement a needs-analysis-based CLIL in-service training course for a wider community of teachers of English in Estonia (2019–2020). The approach to designing such a tailored in-service training course of CLIL methodology can be applied by teacher educators in other educational contexts and countries.

A scientific methodology course for advanced medical students: an eight-year perspective

Background: Exponential increases in the development of medical knowledge, the expansion of areas where medicine develops its activities, the emergence of new pathologies (e.g., COVID-19), novel diagnostic methods and therapeutic strategies, together with the appearance of multiple communication and information technologies, determined that the education of future physicians required targeted training in scientific methodology. Methods: The design and execution of a course in scientific methodology in the curriculum of Facultad de Medicina, Universidad de la República, Uruguay, is described. The course is carried out at an advanced stage of the medical studies for all the students, in which they develop a 10-month research project supervised by the medical school faculty. Students undergo all stages of a research endeavor: generation of hypothesis or general aim, elaboration of a research protocol, submission to the Research Ethics and Animal Welfare Committees, data recollection, analysis, interpretation and publication of the results. Results: The course is undertaken at the Facultad de Medicina, Universidad de la República, Uruguay, the main university of the country, with high numbers of students enrolled. The course involves the participation of 600 students and up to 300 professors per year, which implies a huge institutional effort. Conclusions: The scientific methodology course resulted in one of the most important incorporations of the current 2008 curriculum. Local students, faculty and international evaluators have qualified this activity as an educational breakthrough, being a gratifying and productive experience. The course represented the first exposure of medical students to the research methodology, scientific literature and publication rules, and emphasized the dynamic nature of medical knowledge within modern medical education. Moreover, for some students it constituted the onset of academic research careers. An additional positive outcome was the reactivation of some faculty research projects, in a way that largely exceeded the boundaries of the course.

Multilingual researcher education at the Vrije Universiteit Brussel: a case study

The article discusses the impact of multilingual researcher education on multilingual research practices at the Vrije Universiteit Brussel. Because of internationalising educational programmes in higher education, learner groups became more and more multilingual and heterogeneous, which calls for an appropriate pedagogical approach. The question is, how and to what extent multilingual researcher education programmes determine the success of dealing with multilingual research practices of (future) researchers. Multilingual research education within the programme of the Multilingual Master in Linguistics and Literary Studies at the Vrije Universiteit Brussel is discussed. It is felt that research methodology courses, master paper supervision and research internships in a multilingual context – where students can use more than one language in the research process – are considered an example of good practice in the light of the university’s successful internationalisation policy.

AGGRESSIVE SELF-MANAGEMENT: LITERATURE REVIEW AND APPLICATIONS IN THE POLICE PROFESSION ABSTRACT

This study sought to identify and organize the literature on self-management of aggression for police officers. The study started from the theoretical assumption that police officers, through institutional actions, can be endowed with self-regulatory capacities that allow them to understand and manage aggressiveness, preventing aversive behavior. The study focused specifically on the reality of the Military Police of the Federal District. The methodological course involved the search for books and scientific articles related to self-management of aggression in journals and virtual libraries. The study adopted the assumption that police training and the daily situations to which they are subjected must be counterbalanced by institutional initiatives that allow the maintenance of evaluative and decision-making capacities in adverse situations, through the promotion and development of competences, abilities and skills of self-regulation of the aggressiveness.
 
 Keywords: self-management; aggressiveness; misconduct; emotional control

Relationship Of Learning Outcomes Research Methodology With The Readiness Of Students To Compose A Skripsi In The Department Of IKK UNP

The purpose of the research is ti describe the learning outcomes of research methodology courses, students readiness to composes skripsi, and the relationship between study results in research methodology courses and students readiness to write skripsi. The research method uses descriptive quantitative research with a correlational approach. The research population was 110 people and a sample of 52 people from students of the IKK UNP Department using proportional random sampling technique. The date sources in the study were taken by students who had completed the research methodology course and were taking skripsi courses for the 2015 and 2016 bathces. The data collection techniques un the study were carried out, by distributing research questionnaires using a Likert scale and having tested its validity and reliability. The data analysis technique used in this study was Microsoft Office Excel and SPSS version 21.00. The results in the study show that all of the learning outcomes of the research methodology courses are in the good group, the readiness of students to compose the skripsi as a whole is in the very high group, and there is a positive and significant relationship between the two. Based on the results of the study, it can be concluded that the learning outcomes of the research methodology courses affect the level student readiness to compose a skripsi.

Prospective Science Teachers' Skills in Exploring Reference Sources of Scientific Articles through Science Education Research Methodology Course

Prospective science teachers' research proposals are still weak in reference sources because citations from national or international journals are still lacking. The main weakness comes from the reference sources and citation methods. This study aims to measure prospective science teachers' skills in exploring reference sources for scientific articles. Exploratory skills in this research are limited to organizing a theoretical review for a thesis proposal. This research uses mixed methods. Quantitative data is obtained from the score of research proposals prepared by 34 prospective science teachers as research targets, while qualitative data is from analyzing reference sources in research proposals. Each prepares one proposal so that there are 34 research proposals studied. From the results of the proposal assessment, prospective science teachers are still weak in using references that meet the criteria of >80% of journals and reference publication years that meet the criteria of >80% of publications in the last ten years. The study concludes that learning that equips prospective teachers in preparing research proposals requires a curriculum review. Students need more profound knowledge about references, starting from getting to know journals, selecting articles, looking for articles' findings, citing, and compiling a bibliography.

Travel politicization facing biopolitics: (Im)mobilities, technological mediations, and identity discourses in collaborative hosting networks for women

This paper investigates how the biopolitical representation of travelers is affected by political activism on a collaborative hosting network for Black Brazilian women. The context of the neoliberal capitalist economy influences behaviors and the production of subjectivities that are strongly reinforced by technological and media intermediaries, such as platforms and social networks. In the scenario with tourism emerging as a biopolitical phenomenon, traveling bodies are ranked in a market logic with asymmetrical mobility (Sheller, 2017). The methodological course consisted of a literature review, an ethnography of the women's group Couchsurfing das Pretas hosted on Facebook, and a platform analysis to mediate their interactions. The results indicated a tourism politicization from the intense use of digital platforms and the valuation of identities as a biopotency movement against biopolitics discourses.

To study the challenges in the implementation of “Foundation Course” of newly launch competency-based medical education curriculum among Indian medical colleges

Background: Medical knowledge is advancing at a rapid pace in a world, where technological evolution is at an all-time high. However, the health-care system falls well short of acceptable standards when it comes to meeting patient demands. Our medical environment, on the other hand, requires conscious revamping to increase healthcare quality. Traditional training approaches are significantly lacking in this era of value-based medicine, which prioritizes quality measurement and provider proficiency. Competency-based medical education (CBME), with its emphasis on individual, programmatic and institutional outcomes, has the ability to realign medical education with this social expectation. However, CBME implementation, on the other hand, is fraught with many challenges. Aim and Objectives: The aim and objective of this article is to study the challenges in implementation of “foundation course (FC)” ofnewly launch CBME in Indian settings. Materials and Methods: The study was conducted in a tertiary care center in the specialty of advanced course in Research Methodology. This was an observational study with records of 180 participants in 2019–2020 year. The average age of group was 13–50 years. Results: One hundred and forty students and 40 teachers from various Medical Colleges had participated in the study. Around 70% participants had rated positive for the implementation of FC, while around 17% rated below average for the implementation of FC. Classes on Communication and Language (52.2%) and Computer and IT (45%) could not be taken was pointed out by the students. 35% of the students and 22.5% of the teachers pointed out that existing infrastructure is not sufficient for implementation of CBME. About 12.5% students express the concern that less study material is available on new CBME and topics included in the FC. Around 40% of the students and 17.5% of the teachers had express their concerned about time management during FC. Conclusion: The education community has begun to address the difficulties associated with implementing of CBME. Models and guidance are available to inform implementation strategies across the educational continuum, with a focus on the more efficient use of resources and technology, as well as the use of milestones and entrustable professional activities-based frameworks.

The content of the optional course “Visual aids for teaching foreign languages and cultures”

In the educational program for masters within the specialty 014 Secondary educationbeside compulsory educational courses students are proposed to choose from various optional courses. Theireffectiveness can be reached under condition that students may have their conscious choice. The main peculiarity of optional disciplines in the course of methodology of teaching foreign languages and cultures is theirvariability – the student might have an opportunity to make a free option of his or her individual educationalway with some outlook of his or her methodological development as a future lecturer of two foreign languages. Aims. It is specified the content of the optional course “Visual aids for teaching foreign languages andcultures” in the article that is introduced to master students – prospective foreign languages lecturers.Methods. Such theoretical method of scientific research like constructing was used. The constructing of theoptional course content “Visual aids for teaching foreign languages and cultures” has been done at the analytical, constructive, evaluation phases and at the phase of expertise. Results. There is a detailed presentationof the content of lectures as well as practical classes within this optional course. It is provided the example ofthe module test with comments of objects of each of its tasks’ control. Some results of students’ questionnaireare given. Conclusions. The outcome about appropriateness of teaching this optional course “Visual aids forteaching foreign languages and cultures” has been made and it elaborates the technology of teaching foreignlanguages and cultures using aids.

A scientific methodology course for advanced medical students: an eight-year perspective

Background: Exponential increases in the development of medical knowledge, the expansion of areas where medicine develops its activities, the emergence of new pathologies ( e.g., COVID-19), novel diagnostic methods and therapeutic strategies, together with the appearance of multiple communication and information technologies, determined that the education of future physicians required targeted training in scientific methodology. Methods: The design and execution of a course in scientific methodology in the curriculum of Facultad de Medicina, Universidad de la República, Uruguay, is described. The course is carried out at an advanced stage of the medical studies for all the students, in which they develop a 10-month research project supervised by the medical school faculty. Students undergo all stages of a research endeavor: generation of hypothesis, elaboration of a research protocol, submission to the Research Ethics and Animal Welfare Committees, data recollection, analysis, interpretation and publication of the results. Results: The course is undertaken at the Facultad de Medicina, Universidad de la República, Uruguay, the main university of the country, with high numbers of students enrolled. The course involves the participation of 600 students and up to 300 professors per year, which implies a huge institutional effort Conclusions: The scientific methodology course resulted in one of the most important incorporations of the current 2008 curriculum. Local students, faculty and international evaluators have qualified this activity as an educational breakthrough, being a gratifying and productive experience. The course represented the first exposure of medical students to the research methodology, scientific literature and publication rules, and emphasized the dynamic nature of medical knowledge within modern medical education. Moreover, for some students it constituted the onset of academic research careers. An additional positive outcome was the reactivation of some faculty research projects, in a way that largely exceeded the boundaries of the course.

PENGEMBANGAN MODUL ELEKTRONIK RANCANGAN PENELITIAN PADA S1 PENDIDIKAN TEKNIK BANGUNAN FT UNJ

The purpose of this research is to develop teaching material regarding research design in the Electronic Module-based Research Methodology course which consists of problems, theoretical basis, hypothesis submission, research methods and to find out the value of the effectiveness of electronic module teaching materials through limited distribution. This study uses a research and development research method (R&D) with the Thiagarajan 4D model. The results of the validation by material experts were 0,94 in the very high category, while the results of the validation by the media experts were 0,89 in the very high category. The limited trial results showed an increase in the average value of the pre test by 62,45 and post test by 78,53. Therefore, it can be concluded that the electronic module teaching materials for this electronic module can increase understanding in terms of material and are declared fit for use in learning.

Autonomy, Empathy, and Transformation in Language Teacher Education: A Qualitative Study

The complexity of language teaching and learning requires teachers to be able to reflect on their own practices, adapt to different situations, and seek solutions that may meet the needs and interests of their students (Borges, 2019; Borges & Magno e Silva, 2019). Moreover, teachers ought to make their learners’ experiences more meaningful and personal in the classroom. In regard to this, teacher education should involve reflections on empathy, so that pre-service teachers can develop the ability to listen actively, welcome their students’ perspectives, and put themselves in their shoes (Mercer, 2016). Teacher education should also entail reflection on autonomy, in a way that pre-service teachers can exercise their agency in their own education, as well as create conditions for the development of autonomy in their classrooms. With that in mind, this study aims to investigate pre-service language teachers’ transformation during two teaching methodology courses at a university in Northern Brazil. Data were generated through teaching diaries and in-class reflections, which were then analyzed qualitatively (Saldaña, 2021). The findings indicate that pre-service teachers not only became aware of the importance of encouraging their learners’ autonomy, but they also became aware of learning autonomously themselves. The diaries also revealed how considering empathy in their practices was pivotal to fostering learner autonomy in the classroom. Implications for language teacher education are discussed.

Preference Based Analysis on Online Course Structure of Research Methodology Using Conjoint Method

Global pandemic Covid- 19 has played a major role in increasing demand of online courses. Blackboards and white screens are gradually shifted to mobile and laptop screens. The e-learning becomes indispensable part in the academic arena. Courses on research methodology are most popular on online platform as research scholars and faculties from different institutions may got involved to their desirable option without facing much trouble of transportation. This paper tries to find out the preference of research fraternity of social science streams while they choose any research methodology course through online. Responses have been gathered using Google form from 1447 researchers of social science streams. Conjoint analysis has been performed to investigate what combination among different levels of attributes a researcher prefers while choosing any research methodology course. Order of attributes has been assigned based on their importance. Logistic regression has been performed to find out the demographic and socio-economic factors that influence the attributes.

Preparing public management students for mixed methods research

Mixed methods approaches are increasing advocated for researching complex problems in the social sciences, but they are not widely used by postgraduate students of public management. This article describes a study where qualitative and quantitative methods lecturers worked collaboratively to design and teach both methodology courses in an integrated way to encourage public management master’s students to see the two methods as complementary, and thus possibly be more open to consider using the mixed methods approach in their research. A multi-method research design was used in this study. Students’ prior studies of qualitative and quantitative research methodology were not found to predict their summative course marks significantly on qualitative and quantitative components, respectively, but initial cognitive competence in the study of statistics correlates with summative performance in the quantitative component. Qualitative and quantitative summative scores correlate strongly, with those students with higher qualitative and higher quantitative summative scores tending to score higher on a task where they reflect on the value of both approaches to their own proposed research. However, students with lower scores, who comprise the majority of the sample, are not able to demonstrate appreciation of the possibilities or status of applying both methodologies to their own research. They tend to misunderstand foundational concepts when applied to their research design and/or show limited ability to apply their understanding to design their own work accurately or in a workable way. This study suggests that, where postgraduate students have prior limited exposure to research methods, improving the quality of student research and their engagement with mixed methods may require more mastery of both methods and methodologies than the scope and pacing of taught master’s programmes usually allow.

Pre-Primary English Teacher Education in Macau: Investigating a Teacher Educator’s Beliefs and Practices

This qualitative case study explores a language teacher educator’s beliefs and practices regarding pre-primary English teacher education in Macau. The focal participant was an experienced English language teacher (20 years) and teacher educator who is a native speaker of American English. The data were collected over five years, and include written reflections, classroom observations, course syllabi, and interviews. The findings reveal that the teacher educator held six main beliefs regarding various aspects of language teacher education for the pre-primary level, namely, beliefs about (1) the purpose of pre-primary English teacher education, (2) being a teacher educator, (3) the nature of the teaching methodology course, (4) the students, (5) pre-school learners and learning, and (6) the development of the teaching methodology course. The educator’s beliefs were largely reflected in practice, as revealed in the course design, material selection, teaching, and the design of student assignments and other forms of assessment. The educator adjusted his/her practice over time in response to students’ needs, self-awareness, and the university policies. The teacher educator’s beliefs and practices were shown to be mutually informing.

A qualitative study of teacher-created interactive videos versus YouTube videos in flipped learning

Pre-class work assumes a central role in flipped learning, which has recently enjoyed immense popularity across various disciplines. This qualitative case study investigates the factors associated with learners’ doing/failing to do the pre-class tasks in flipped learning. It also compares teacher-created interactive videos and YouTube videos in terms of how they fit into flipped learning as instructional materials that can be used to motivate learners to do pre-class tasks. The learners in an English language teaching methodology course were asked to take turns each week to watch either teacher-created videos enriched (via PlayPosit) with quizzes and discussion questions or YouTube videos. The qualitative data were collected using semi-structured interviews with six participants recruited using criterion sampling. The participants’ reflective journals and the lecturer’s diary triangulated the data. The results indicated that the learners found the YouTube videos more enjoyable and teacher-created interactive videos more instructive, due to the embedded interactions they had rather than the teacher’s presence. However, the task completion levels in the pre-class work were low in both teacher-created and YouTube videos. Pedagogically considered, effective and enjoyable delivery rather than teacher presence in videos seems more critical for learners. Therefore, using high-quality ready-made videos and enriching them with interactive elements could be a viable option in flipped learning.

Организация языкового материала при обучении лексике на занятиях по иностранному языку

The purpose of the study is to form a system of orienting knowledge about the organization of language material when teaching vocabulary in a foreign language class. The article focuses on possible ways of activating vocabulary in the process of teaching English. Scientific novelty lies in the introduction into scientific circulation of personal materials obtained during the passage of the language course "Teacher Methodology Course" at a foreign school in the UK (Lewis School of English, Southampton, UK). As a result of the study, an author's complex of lexical-oriented exercises aimed at activating vocabulary was proposed; the results of approbation of this system of exercises within the framework of the program "Foreign Language" at UlSTU are presented; the effectiveness of assimilation of lexical material from a variety of lexical exercises has been proved.

Enhancing student teachers’ motivation and well-being: A teacher educator’s journey into online course intervention

ABSTRACT Given the difficult and unforeseen circumstances due to the COVID-19 pandemic, we need to transition from face-to-face instruction to digital instruction. This paper provides a teacher educator’s autoethnographic account of implementing the pedagogical intervention of digital learning and student teachers’ reactions to its effects on their motivation and well-being. More precisely, it attempts to explore (1) student teachers’ perceptions of the effect of digital learning on their motivation and well-being in teacher education, (2) their understanding of active learning, (3) their preferred format of teacher training courses both in normal and emergent circumstances, and (4) the instructor’s perceived efficacy of digital learning on teacher education courses. The participants were one instructor (the author) and nine third-year university students taking an English Language Teaching Methodology course, which is a requirement for obtaining a license to teach English at secondary schools in Japan. I conducted a closed and open-ended questionnaire as well as a follow-up questionnaire survey and the instructor’s observation. The findings confirmed the benefits of online lessons on student teachers’ motivation and their sense of well-being (physical and psychological), suggesting the necessity of carefully selecting the instruction format that meets course objectives.

Object and subject of historical research in the coordinate system of traditional logic

The purpose of the article is to clarify the logical basis of the substantive distinction between the object and the subject of historical research.
 Research methods: analysis, synthesis, abstraction, definition of concepts, limitations and generalizations, hermeneutic, comparative.
 The main results: the problems of determining the content of the concepts of the object and subject of knowledge, historical science and specific historical research, as well as the substantive distinction between the object and subject of historical research are defined; the state of solving the problem by scientists at this stage is criticized; the concept of history and the object of historical knowledge are meaningfully connected; the logical content of the object and subject of historical research is determined; logical relationship between the object and the subject of historical research is established; three types of relations between the object and the subject of historical research are revealed; the necessity to apply the methods and rules of traditional logic in determining the object and subject of historical research is proved; some specific features of historical science as a kind of historical knowledge are highlighted.
 Practical significance: the results of the research can be used in understanding the theoretical and methodological foundations of specific historical research, especially in dissertations, as well as in the development of appropriate educational and methodological courses at historical faculties and during preparation of students’ research papers.
 Originality: the work is completely original, it contains a critique of a number of works on the definition of the object and subject of research; it has elements of scientific reasoning and logical analysis.
 Scientific novelty: the author’s interpretation of the meaningful distinction between the object and the subject of historical research is offered.
 Type of article: theoretical and methodological, analytical.

Trauma experienced by researchers: challenges and recommendations to support students and junior scholars

PurposeSpecifically, the authors discuss three challenges that researchers—especially graduate students—often face: (1) access to adequate material and guidance for researchers; (2) the internal and external strains researchers may face, and (3) the limited conceptualization of research on sensitive topics or vulnerable populations. Although these three challenges may be present for many graduate students and junior scholars, it is important to acknowledge that scholars face many challenges beyond the ones discussed in this note.Design/methodology/approachThis note will specifically address challenges that arise for graduate students and junior scholars, and we suggest possible strategies to navigate this type of research.FindingsThe authors encourage comprehensive approaches taken by institutions, enacted via advocacy from the field. Professional organizations can create a valuable, ongoing forum for such discussions by including the topic of researcher trauma within workshops, discussion sessions, conference tracks, journals, and newsletters. Second, the topic of researcher trauma must be introduced early and often in graduate training, including planned meaningful coverage in methodology courses, textbooks, and professional training. Third, researchers at all levels should carefully reflect on how their own line of inquiry and their routine research practices could impart trauma.Originality/valueWhile ethical principles center on protecting human research participants, risks of trauma experienced by researchers are not consistently addressed in the context of methodological training or human-subjects internal review board and ethics committees' consideration. Although many researchers engage in work that can cause the researcher trauma, few studies address the experiences of researchers in depth, especially the experiences of graduate students or junior scholars.