Pedagogical Methods Research Articles

Scoring Rubrics Method in Performance Assessment and its effect of Mathematical Achievement

This study aimed to investigate the impact of using scoring rubrics on assessing the performance of students in achievement. The study followed an experimental approach, and the sample consisted of 187 male and female students enrolled in the Calculus course. They were divided into three groups: the first experimental group, whose performance was evaluated using analytical scoring rubrics, the second experimental group, whose performance was evaluated using holistic scoring rubrics, and the control group, whose performance was evaluated using the traditional method. Additionally, a mathematics achievement test was developed, and two of scoring rubrics, one analytical and the other holistic, were prepared to evaluate students' performance. The results of the study favored the use of analytical scoring rubrics over holistic correction rules, as they considered all details, procedures, and levels of understanding and perception. The students expressed satisfaction with the use of analytical and holistic performance scoring rubrics in evaluating their performance. The study recommended the need for students to pay attention to interpreting their procedures when performing mathematical tasks. It also encouraged teachers to use scoring rubrics to evaluate students' performance and called upon curriculum authors to make the necessary modifications and additions to increase students' opportunities for justifying their procedures. Moreover, conducting in-depth studies that allow students to justify their procedures was suggested. Keywords: performance-based assessment, scoring rubrics, achievement, composition and inverse functions, assessment strategies, educational psychology, pedagogical methods.

Professional training of prison service workers in the Czech Republic: historical development, aspects of importance and current challenges.

The purpose of this paper is to analyse the historical development and current challenges of professional training for prison service staff in the Czech Republic. This study focuses on the transition from a repressive system under communism to a democratic approach emphasising human rights, ethics and professionalisation. It aims to assess the effectiveness of the current training programmes and their alignment with international standards, highlighting their impact on safety, recidivism reduction and prisoner re-socialisation. The findings aim to inform policymakers and practitioners about the importance of continuous investment in education and professional development for sustainable improvements in the prison system. The authors focused on the basic professional training of prison service workers. Specifically, 247 people. Through the questionnaire, the authors investigated the reflection of the education itself and its benefit for the participants. This research reveals that the professional training of prison service staff significantly enhances their preparedness, ethical standards and ability to manage crisis situations. Participants acknowledged the high quality of teaching materials and the dedication of instructors. Humanities subjects, such as law and ethics, were found challenging but essential. Well-trained staff contribute to improved prison safety and reduced recidivism. This study emphasises the necessity of ongoing education, collaboration with academic experts and modern training tools. Moreover, the findings highlight the importance of tailoring training programmes to meet the evolving needs of diverse prisoner groups and the societal demand for rehabilitation. This study primarily relied on questionnaire-based data from participants in basic professional training courses, which may introduce subjective bias and limited scope. This research focused on the Czech Republic's prison system, and findings may not be directly generalisable to other contexts. Further studies could benefit from longitudinal data collection, in-depth qualitative interviews and comparative analyses across different countries. The implications emphasise the need for more comprehensive evaluation frameworks to ensure that training programmes are continuously updated in line with emerging challenges, such as increasing prisoner diversity and evolving security risks, thereby enhancing the global relevance of these findings. Implementing this study's recommendations can improve the overall quality and effectiveness of prison service training. Regular updates to curricula, inclusion of modern technologies and collaboration with external experts can address the evolving needs of the prison environment. Enhanced training in crisis management, ethics and human rights will better equip staff for real-life challenges. In addition, targeted specialisation programmes can help address the specific needs of prisoner subgroups, including those with mental disorders or cultural differences. These practical changes will contribute to safer prisons, better re-socialisation outcomes and increased public trust in the prison system. By improving the quality of prison staff training, this study supports broader societal goals of reducing recidivism and promoting the successful reintegration of former prisoners. Enhanced training fosters a more humane and ethical approach to incarceration, reducing stigma and fostering public understanding of rehabilitation's value. Addressing social exclusion through effective prisoner re-socialisation directly benefits communities by reducing crime rates and improving social cohesion. The findings also underline the importance of public-private partnerships and community involvement in supporting re-entry programmes, thus contributing to a more inclusive and equitable society. This paper offers a comprehensive analysis of the transformation of prison service training in the Czech Republic, highlighting the shift from a repressive to a rehabilitative approach. Its originality lies in combining historical, sociological and practical perspectives to assess training effectiveness. By focusing on ethical education, modern pedagogical methods and international standards, this study provides valuable insights for policymakers and practitioners aiming to enhance prison systems. The findings contribute to the global discourse on prison reform by showcasing how investment in education and professional development can lead to safer prisons and more effective reintegration of prisoners into society.

The Application of XAPT-based Blended Learning in Piano Courses for Non-Piano Majors in Qinghai Region

Background and Aim: Higher education is undergoing profound changes due to advancements in technology and evolving educational strategies. Although traditional face-to-face teaching remains valuable, blended learning has emerged as a significant trend in global education. This approach enhances the interactivity and personalization of learning by integrating various pedagogical tools and methods. In music education, especially piano teaching, technological advancements, including computer technology and AI, are driving innovation. The incorporation of music software and AI technology offers students a richer and more tailored learning experience, addressing the limitations of traditional teaching methods. Digital-age online music education tools, such as XAPT, provide real-time feedback and personalized advice to piano learners, effectively supporting and complementing traditional teaching approaches and enabling truly personalized education. This study investigated the impact of XAPT-based blended learning compared to traditional piano instruction on student achievement in sight-reading, rhythmic accuracy, and touch-key skills within a piano course designed for non-piano majors. The primary goal was to assess whether the XAPT-based blended learning approach was more effective than traditional one-on-one piano instruction in enhancing student performance across these three skill areas. Materials and Methods: At the College of Arts, Qinghai Minzu University, 69 non-piano sophomore students were recruited for this study. They were divided into two groups: the control group, which received traditional one-on-one piano instruction, and the experimental group, which underwent a hybrid teaching method based on XAPT. After 6 weeks of instruction, both groups evaluated their performance in sight-reading, rhythmic accuracy, and touch-key skills to determine the effects of their respective teaching methods. Results:The results indicate that XAPT-based blended learning significantly enhances students' performance in sight-reading, rhythmic accuracy, and touch-key skills. Compared to traditional one-on-one piano lessons, this blended learning approach offers greater flexibility in practice, leading to improved scores in piano lessons. Conclusion: These findings align with existing research and suggest that the XAPT blended learning approach can enhance non-piano students' performance in sight-reading, rhythmic accuracy, and touch-key skills in piano lessons to some extent.

Meaningful Social Studies Learning Practices in Islamic Elementary School Education: Case Study from Indonesia

Objective: The primary issue in social studies education at Islamic Elementary Schools in Indonesia is the over-reliance on rote memorization, limiting student engagement and critical thinking. This study aims to explore how meaningful learning practices are implemented to enhance student participation and understanding in social studies classes. Method: A qualitative case study approach was employed, involving semi-structured interviews with teachers and principals from Islamic Elementary Schools. Thematic analysis was used to analyze the data and identify key themes reflecting current practices and approaches. Results and Discussion: The study identified three core themes: (1) systematic lesson planning that embeds Islamic values to create a holistic learning experience, (2) collaborative projects and outdoor learning activities that encourage practical exploration of maps and landscapes, and (3) differentiated learning approaches that cater to students' varying abilities and learning preferences. These strategies foster deeper engagement and bridge academic content with students' cultural and spiritual contexts. Research Implications: The findings provide essential insights for educators and policymakers, emphasizing the importance of designing curricula that prioritize inclusivity, relevance, and student-centered approaches. Aligning pedagogical methods with developmental needs and local cultural frameworks enhances the quality of social studies education and ensures long-term retention and application of knowledge. Originality/Value: This research highlights the integration of Islamic values as a cornerstone for meaningful social studies education, contributing to students' holistic development and promoting active learning environments that reflect the unique cultural context of Islamic Elementary Schools in Indonesia.

Self‐directed learning—a framework for inclusion ‘In’ and ‘Through’ Education – A systematic review

AbstractThere is a dearth of knowledge regarding how self‐directed learning and inclusion relate as concepts. In this paper, we explore how self‐directed learning and inclusion are discussed together in the educational literature. With the aim of advancing our conceptual and theoretical understanding in this regard, we present the findings of a systematic review that critically explores the relevant literature on self‐directed learning and inclusion. We included peer‐reviewed texts with an explicit focus on both inclusion and self‐directed learning in any educational phase. There were no restrictions on date of publication or methodology adopted. We searched five databases in July 2023: British Education Index, Education Research Complete, ERIC, International Bibliography of the Social Sciences, Australian Education Index, and Web of Science. We located 19 studies published in the past 15 years—8 studies concerned childhood education settings and 11 studies were written in the context of adult education, with the majority from higher education. We analysed the texts using thematic analysis and key findings were that: (1) self‐directed learning can be used as a framework to promote both inclusion ‘in’ education (as in pedagogical methods and strategies) and ‘through’ education (as in educational products and outcomes); and (2) engaging with self‐directed learning has the potential to further inclusion and social justice aims in education. However, these findings can only be interpreted by taking into consideration the tensions associated with inclusion that were rarely acknowledged in the included studies. Context and implicationsRationale for this study: To date there is limited literature on how self‐directed learning and inclusion relate to each other.Why the new findings matter: Our findings suggest that the connections between self‐directed learning and inclusion are not unproblematic, which reflects the complexities of inclusion.Implications for teachers and researchers: Key insights gained through this process include that (1) self‐directed learning can be used as a framework to promote both inclusion ‘in’ education (as in pedagogical methods and strategies) and ‘through’ education (as in educational products and outcomes); and (2) engaging with self‐directed learning has the potential to further inclusion and social justice aims in education. However, it is essential to consider that the majority of studies reviewed in this present work were small‐scale and cross‐sectional in nature. Therefore, this field remains an important open door for further research.

A Review on the Impact of a Blended Process-oriented Approach on the English Writing Skills

This study examines the application and efficacy of the blended process-oriented learning method in improving English writing skills among ESL/EFL learners. Data were gathered via an extensive literature analysis employing the key search phrases "blended," "process approach," and "English writing" across three academic databases: Web of Science, Scopus, and Google Scholar. After evaluating 34 preliminary records and implementing rigorous inclusion and exclusion criteria, 10 articles were chosen for an in-depth bibliometric analysis. The results indicate that this pedagogical method has been adopted in diverse educational environments throughout Asia and Africa, markedly enhancing students' writing abilities. The paper delineates several technologies employed in these implementations, such as Schoology, MOOCs, Google Classroom, and WeChat. The integrated process-oriented approach enhances writing performance, boosts student enthusiasm, fosters interaction, and solves writing anxiety. Despite the positive outcomes, the study acknowledges limitations, such as the restricted number of articles reviewed and the focus on students' perspectives. Future research should broaden the scope to include more articles and explore teachers' perspectives. The study concludes with recommendations for seamlessly integrating technology into traditional classrooms and emphasizing the indispensable role of instructors in blended learning environments. These insights aim to guide ESL/EFL educators in effectively incorporating blended process-oriented learning into their teaching practices.

Development of spiritual and intellectual qualities in future specialists in the field of management

The article is devoted to the analysis of the importance of the development of spiritual and intellectual qualities in future specialists in the field of management and their influence on managerial activity. In the conditions of today's dynamic business environment, managers have not only a high level of intellectual competence, but also the ability to self-regulate, emotional stability, make ethical decisions and create a healthy organizational culture. Special attention is paid to the analysis of theoretical approaches to the development of spiritual-intellectual qualities, such as emotional intelligence, transcendental leadership, the model of moral management, the concept of a whole person, and managerial ethics. Because these qualities integrate intellectual abilities, moral, ethical and emotional characteristics, they contribute to the formation of sustainable and ethical leaders who are able to interact effectively with the team, provide successful leadership and maintain moral standards in organizations. The article examines the main aspects that determine the role of spiritual and intellectual qualities in the professional development of future managers: the ability to reflect, emotional stability, moral responsibility and harmonious interaction with others. Research confirms that these qualities largely determine management decisions, leadership style, and team effectiveness. Also, the author emphasizes the importance of forming such qualities in the process of training future specialists, as it contributes not only to their professional competence, but also to moral maturity, which is necessary for building a healthy organizational culture and successful management in conditions of instability. The article also emphasizes the integration of spiritual and intellectual aspects into the educational process of higher educational institutions, which will increase the competitiveness of future managers in the labor market. Pedagogical strategies and methods that can be implemented to develop these qualities in students of higher education are considered separately. The formation of spiritual and intellectual qualities is an important component of professional training, which contributes to the creation of leaders who are able to adapt to changes and effectively manage human resources in organizations.

Investigating the Impact of Determinants Influencing Students' Readiness for Digital Transformation in Academic Institutions in Pakistan

ABSTRACTIt is crucial to assess the digital transformation readiness of students in order to develop knowledgeable, capable and qualified alumnus who can enhance the qualified personnel within a country. This study will help HEIs in examining whether their students have the skills they need to survive in the 4IR era. Data have been collected from Higher Educational institutions (HEIs) which were listed in QS‐Ranking list. Purposive sampling technique was employed for sample selection and the respondents were students. For analysis, Smart‐PLS4 and SPSS‐24 were used. According to the findings of structural equation modelling, students' traits, technological understanding of the 4IR and organisational aspects have a big impact on how well‐prepared they are for the 4IR. Additionally, organisational aspects also have influence on students' readiness. Additionally, the organisational dimensions also have impact on students' understanding of 4IR technology. Additionally, students' understanding of 4IR technology and organisational dimension has a big impact on their qualities connected to 4IR. Higher education institutions can help students do well in a digital learning setting by creating support services that are tailored to their needs and concerns. These services could include workshops on digital literacy or one‐on‐one coaching. Further, the study adds to our understanding of what affects student readiness by pointing out the specific problems students face and the things that help them deal with them. The results can be used to help create lessons that better incorporate digital tools and skills, making sure that students have the skills they need for an educational world that has become more digital. The study's conclusion has policy implications for HEIs, highlighting the necessity of institutional policies that support digital transformation. By giving faculty members the chance to grow professionally and by giving them opportunity to learn about and practise new pedagogical approaches and emerging technologies, HEIs could encourage faculty members to conduct research and innovation in their learning as well as pedagogical methods. This provides us with fresh perspectives on the strategic importance of students' readiness in encouraging HEIs to promote digital transformation. HEIs can encourage creativity and business, and working together across disciplines and organisational aspects like academic programmes, training, technical infrastructure and others is essential for putting students on the path to a better future through this study.

The importance of using mobile applications in teaching mathematics

This article explores the transformative role of mobile applications in mathematics education, demonstrating how interactive digital tools enrich and personalize the learning experience. The discussion highlights the ways in which mobile applications foster deeper comprehension through multimodal engagement, personalized pacing, and immediate feedback. By offering learners adaptive features and real-time analytics, these technologies empower teachers to differentiate instruction, support collaborative activities, and provide accessible learning pathways for diverse student needs. The article also addresses critical considerations such as potential distractions, unequal access, and the importance of selecting high-quality educational applications. Ultimately, a balanced approach that integrates mobile applications with traditional pedagogical methods can drive motivation, critical thinking, and sustained achievement in mathematics classrooms. By illuminating best practices and ethical considerations, this work underscores the enduring value of technology as a catalyst for inclusive and engaging mathematics instruction.

Harnessing LPS Metrics for Smarter Resource Allocation and Project Control through Gamification

Question: What is the significance of Last Planner System® (LPS®) metrics in capacity planning and project outcomes? Purpose: This study highlights the vital role of LPS metrics in optimizing resource allocation for improved capacity planning, lookahead scheduling, and waste reduction. Additionally, it showcases the efficacy of simulation-based serious games as an engaging and instructive pedagogical method. Research Method: Simulation-based serious game developed using a discrete-event simulation engine and a user-friendly interface. Findings: This study delineates the differences between individuals exposed to LPS metrics during capacity planning and those without such exposure, and the differences between individuals with and without prior LPS knowledge. Limitations: It’s essential to acknowledge that simulating real project conditions in a game necessitates certain assumptions. Implications: This game can evolve into a valuable educational tool for assessing users’ capacity planning and metric analysis competencies. Multiple versions could also be developed to assess diverse skills vital to project planning and control. Value for practitioners: This paper not only highlights the importance of LPS metrics in capacity and lookahead planning, but also sheds light on the availability of educational and evaluative games. Such games can be embraced by organizations to enhance their current educational and training practices. Keywords: LPS® metrics, capacity planning, resource allocation, serious games Paper type: Full Paper

ПСИХОЛОГІЧНА КОМПЕТЕНТНІСТЬ УЧИТЕЛІВ У КОНТЕКСТІ НОВОГО ПРОФЕСІЙНОГО СТАНДАРТУ: ВИКЛИКИ ТА МОЖЛИВОСТІ РОЗВИТКУ

The article examines the significance of a teacher’s psychological competence based on the requirements of the new professional standard «Teacher of General Secondary Education Institution». A number of scientific studies addressing the issue of psychological competence from various perspectives are analyzed, particularly in the context of interpersonal interactions and the adaptation of pedagogical approaches. Psychological competence is defined as the ability of a teacher to effectively interact with participants in the educational process, navigate social situations, recognize emotional states and individual characteristics of each person, and apply appropriate methods to support students’ psychological well-being. The importance of the teacher’s ability to create a positive psychological climate in the classroom and assess students’ emotional states to ensure a supportive educational environment is emphasized. It is highlighted that, in the context of the challenges posed by the consequences of war and social-psychological changes in society, psychological competence is crucial for supporting students’ motivation and emotional development. A detailed analysis of the challenges that teachers may encounter in the process of developing psychological competence in the current context is provided. Key aspects such as the need to consider students’ individual psychological characteristics, adapt pedagogical methods to emotional needs, foster motivation, and promote positive self-esteem are identified. The article also discusses ways to overcome these challenges through systematic teacher professional development, participation in training programs, and the development of psychological skills that help create a comfortable and effective educational environment. Overall, the article emphasizes the importance of developing psychological competence as an integral part of teaching, enhancing the educational process, and ensuring quality learning for students amid social-psychological changes.

Student teachers’ reflections of advantages, disadvantages, and learning related to lecturers' different pedagogical methods

Background and Study Aim. Improving the quality of teaching in higher education is essential. Equally important is obtaining a detailed understanding of students' reflections on their educational experiences. The purpose of this study was to evaluate students’ reflections related to their learning and the advantages and disadvantages of different pedagogical methods. Material and Methods. A mixed-methods design was employed, including questionnaires and follow-up interviews with students. A 15-credit course in a master’s degree program in physical education was conducted using different teaching methods over three consecutive years. After completing the course, 59 students filled out a questionnaire that measured their reported learning outcomes from eight different pedagogical methods. Once the quantitative data was analyzed, seven students were randomly selected for individual in-depth interviews. Results. The quantitative data revealed that students generally reported good learning outcomes across all pedagogical methods. No gender differences were found in any of the eight methods. The main results from the in-depth interview analyses showed that students identified both advantages and disadvantages in all methods. According to students' reflections, all methods contributed to learning, and a combination of lectures and practical activities produced especially good outcomes. Conclusions. The results of this study highlight the importance of using a variety of methods when planning and executing university teaching. It is also essential to be aware of the disadvantages of each method and to work on minimizing them. Additionally, lecturers are encouraged to conduct research on their own teaching practices to improve the quality of education.

Metaverses in higher education system for México

The Meta-verse in Higher Education in Mexico seeks to define, analyze, and identify how higher education institutions are facing Meta-verses. This study also suggests a thorough evaluation of the scientific literature, including recent studies from numerous specialized databases on the Metaverse in higher education. An exploratory systematic literature review study of an educational phenomena was conducted using the methodological design. where the findings of different research are content analyzed. The research findings suggest that Mexican higher education institutions are progressively incorporating a variety of pedagogical methods, such as content digitization, online learning platforms, augmented reality, lifelogging, mirror world, and virtual reality. Nevertheless, opportunities and challenges are noted. The first includes opposition to change, increased spending on digital skills, technology infrastructure, and global vision; the second includes learning personalization, interinstitutional cooperation, virtual reality, and mirror worlds. Finally, the study offers a useful framework for further investigation to direct choices on educational technology.

Prospects for the development of higher medical education in the conditions of war and pandemics

Annotation. The state of higher medical education in today's conditions has undergone significant changes. The use of distance education with the involvement of modern information capabilities as an alternative to the traditional learning process has shown itself positively in the context of pandemics and full-scale Russian military aggression. But the use of such learning elements specifically among medical students has caused controversy due to the idea that in order to acquire knowledge and practical skills, physicians need to be personally present in classrooms for learning and practice. Therefore, the purpose of the article was to analyze the system of theoretical, methodological and anxiological attitudes of the development of higher medical education in the conditions of modern challenges. General scientific and theoretical pedagogical methods of research were used in order to implement the set tasks. A comprehensive analysis of the problem of organizing the training of future doctors was performed using innovative methods of organizing the educational process. In addition, the role of the teacher in today's conditions is highlighted. An analysis of the use of modern teaching methods was carried out STEM education: quest-task, training, case study. Conclusions were made regarding the comprehensive use of modern teaching methods, as this will have an impact on the formation of the level of theoretical and practical knowledge. Attention is drawn to aspects of further transformation of higher medical education in Ukraine.

Analysis of education managment approaches in innovative markets on the international stage. Strategies for combining pedagogy and management on the modern school.

ObjectivesThe article focuses on the importance of integrating educational management with pedagogical methods. To achieve the research objectives, the method of review of Polish and foreign literature and tabular comparisons of different educational systems was used.Material and methodsThe article emphasizes that effective education management requires not only administrative skills, but also a deep understanding of pedagogical processes. By combining these two areas, the educational system can be more effectively adapted to the needs of students and the challenges of today. Tabular comparisons presented different educational systems in the context of their management strategies and pedagogical approaches, allowing for a deeper understanding of global trends in education management.ResultsThe article also points to the need for continuous development and adaptation of educational systems, taking into account the changing social, technological and economic realities. To meet the challenges of the 21st century, these systems must be flexible and innovative.ConclusionsIn conclusion, the integration of educational management with pedagogy is essential for creating modern, effective and accountable educational systems. This approach can benefit teachers, students and the communities in which educational institutions operate.

VISUAL DICTIONARY FOR LEARNING VOCABULARY FOR YOUNG ENGLISH LEARNERS

One of the main problems in English learning for beginner learners is vocabulary acquisition. The ability to communicate and understand a language is often hampered by a limited vocabulary. Visual dictionaries, which display the meaning of learnt words through pictures, are a method that can accelerate vocabulary comprehension. This method is considered more efficient because the human brain more easily remembers information that is accompanied by images or visuals rather than just text. The purpose of this study is to find out how effective the use of visual dictionaries is in learning vocabulary for beginner learners. By analysing the results and pedagogical methods used, the researcher examined how visual dictionary representation can increase students' interest and success in vocabulary acquisition as well as improve word recognition, comprehension and retention. This study utilised the classroom action research method. The research findings showed pre-test data that 77% of students were able to understand the vocabulary and 67% of students were able to pronounce the vocabulary correctly. Overall, the students' vocabulary mastery ability during the pre-test was 72%. Post-test data showed that 80% of students were able to understand the vocabulary and 83% of students were able to pronounce the vocabulary correctly. Overall, the students' vocabulary mastery ability during the post-test was 81.5%. Based on the above facts, the researcher concluded that visual dictionaries can improve the vocabulary acquisition of beginner learners.

ПЕДАГОГІЧНІ УМОВИ ТА МЕТОДИ ФОРМУВАННЯ СЕМІОТИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА

The artistic direction is one of the priorities in modern Ukrainian education. The modernization of the artistic, particularly musical, educational space, which has been ongoing for several decades, requires, first of all, the strengthening of the professional training of higher education graduates. Modern educational requirements encourage future music teachers not only to thoroughly study the fundamental theoretical foundations traditional for music-pedagogical practice, but also to involve the newest, competitive foundations in the process of their professional training. The improvement of professional competence currently requires a number of important components, without which the further practical realization of the potential of young people in music-pedagogical activities is impossible: performance skills, deep musical-theoretical training, a significant level of scientific-pedagogical practice, originality of creative self-realization. In this professional system, a prominent place is now given to the musicological and analytical dimension, which is difficult to imagine without a deep understanding of the specifics of the language of musical art. Therefore, it seems appropriate to involve the basics of musical semiotics with its extremely wide possibilities of deciphering and interpreting any musical text in the analytical activity of future teachers of musical art. In order to create the basic theoretical provisions necessary in the future for the study of the semiotic competence of future teachers of musical art, it is important to highlight the current pedagogical approaches and methods of its formation. The purpose of the research is to study two pedagogical conditions and the methods corresponding to them, connected in the process of forming semiotic competence of music teachers with practical processing of the acquired knowledge base and stimulation of creative self-realization of the individual. The most favorable for the implementation of the mentioned pedagogical conditions can be considered the activity of students during music-theoretical training. It is proved that the semiotic analysis of children's musical works is of special importance for future music teachers in this context.

PRÁTICAS ESCOLARES DE FÍSICA MODERNA E CONTEMPORÂNEA NO ENSINO MÉDIO: UM ESTUDO DE DISSERTAÇÕES E TESES BRASILEIRAS (1972-2020)

Modern and Contemporary Physics (MCP) is present in our daily lives through technological apparatuses, newspaper reports, medical examinations, satellite, the internet and many other means and technological resources, being, therefore, a direct contact in our daily life and essential in basic school education, particularly in physics teaching. Thus, this research aims to identify and analyze the dissertations and theses defended in the period between 1972 and 2020 which dealt with pedagogical practices about the teaching of MCP in High School (HS). The work seeks to highlight the innovations and pedagogical practices developed in the selected academic researches and the advances and obstacles faced when approaching MCP in HS, having the following research problem: what are the characteristics and theoretical-pedagogical tendencies of Modern and Contemporary Physics practices proposed in dissertations and theses aimed at Physics Teaching in high school? It is characterized as a state-of-the-art research on Brazilian academic production related to the proposed theme. 405 researches which approached the MCP theme were located from the Bank of Theses and Dissertations from the Documentation Center in Science Education in the School of Education of The University of Campinas (Unicamp). Of these, 162 papers which dealt specifically with the implementation of pedagogical practices in HS were selected. From the reading of the full texts of the 162 researches on pedagogical practices, we classified and analyzed the documents according to the following descriptors of Pedagogical practices, (School years, MCP Themes, MCP Content, Pedagogical Methods and Strategies, Teaching Materials, Theoretical Framework, Pedagogical Model). Among the 162 researches, we have identified that most of them have implemented practices in the 3rd year of HS, with the most covered topics being Quantum Physics and Nuclear Physics and, to a lesser extent, Solid State Physics. In relation to teaching methods and strategies, we identified: lectures, group work and prior knowledge elicitation more frequently. The most used Teaching Resources and Materials were the use of Internet/Computer/Digital Resources, Electronic Presentations,and Questionnaires/Exercises. As for the pedagogical models that supported the practices, the (Socio)Constructivist (44%) and Science-Technology-Society (38%) models prevailed, although we found practices consistent with the Traditional, Rediscover and Technicist models; furthermore, many studies involved two or more pedagogical models in the practices implemented. The results confirm the possibility of inserting MCP theme into HS, also evidencing the variety of theoretical and methodological options for the implementation of practices on the subject.

The Importance of Collaboration Between Schools And Parents in Improving Student Achievement

This research aims to examine the application of understanding student characteristics to mitigate unwanted behaviour at Al Yusra Abadi Tahfiz School. The employed research method is qualitative, utilising data collection approaches such as literature review, observation, and interviews. The research findings indicate that the implementation of educational techniques derived from the Quran and Hadith, including memorisation, talaqqi, and discourse, positively influences the character development of students. Furthermore, the pesantren setting and the profound interaction between students and teachers significantly contribute to the development of discipline, responsibility, and virtuous character. Factors facilitating research implementation encompass the provision of ample learning opportunities and the endorsement of proficient educators. Simultaneously, there are other constraining factors, including insufficient student motivation and difficulties in regularly applying pedagogical methods. The effective execution of the Al Yusra Abadi Tahfiz program can mitigate negative behaviour and elevate the moral standards of students, rendering them virtuous and advantageous to society.

Moving on to a 'new normal': Teacher educators' concerns about blended learning in the post-COVID-19 Era

This research delves into the apprehensions of teacher educators (referred to as TEs) concerning Blended Learning (hereafter BL) in higher education during pedagogical evolution, particularly in the post-COVID-19 era. Qualitative analysis of open-ended questionnaires and focus group interviews revealed insights into TEs' concerns. The primary findings illuminate four contexts of concern: discipline, pedagogical methods, socio-emotional aspects, and curricular considerations. The TEs voiced concerns regarding disciplinary positioning, apprehensions about potential compromises to professional autonomy if flexibility and diversity principles are not upheld, comfort in engaging with the emotional facets of their students within the digital environment, and a desire to explore unfamiliar terrains, highlighting the significance of the curricular component to their professional identity.