Pedagogical Methods Research Articles

Teacher-Directed to Student-Engaged Pedagogy: Exploring Teacher Change

An under-explored issue in teacher education is the active documentation of pedagogical usage after initial training and practice implementation have been completed. In this phenomenological study, the researcher contacted previous graduate students who earned a teaching-endorsement credential for working with Gifted/Talented learners to explore the application of a pedagogical method developed specifically to shift from teacher-directed to student-engaged pedagogy. Common impediments to pedagogical change are described and discussed. Participants did overcome impediments, changing their pedagogical approach from teacher-directed to student-engaged approaches over time. Each shared their particular circumstances for needing to change their teaching approach. But in all instances, student performance and outcomes drove and supported the continued expansion of the change process. Future empirical work in teacher development and in-service pedagogical change based on results is suggested to further this line of inquiry.

A comparative study of early childhood education and care national documents between China and Finland

Early childhood education and care (ECEC) serves as a crucial foundation for children’s holistic growth and lifelong learning. Despite its significance, comparative analyses of leading ECEC documents across cultures remain limited. To address this gap, our study conducts a comparative analysis to identify key aspects and examine similarities and differences in national ECEC documents from China and Finland. Methodologically, we used a triangle of researchers from China and Finland. We employed qualitative content analysis to systematically identify, examine, and compare the key aspects in these two countries from the leading ECEC documents, i.e., the Chinese national ECEC guidelines and the Finnish ECEC national core curriculum. The findings reveal numerous similarities alongside notable differences. Both countries place a high value on ECEC, emphasizing principles that shape the learning environment and use diverse pedagogical methods. However, nuanced variations exist in the approaches. The Chinese documents feature more specific guidelines tailored to different age groups, accompanied by detailed pedagogical suggestions, while the Finnish national core curriculum offers general guidelines for all preschool age groups, complemented by the unique feature of individual development plans for each child. The findings have significant implications for policymakers, ECEC educators, and practitioners in international contexts. Future studies are needed to further explore the specific pedagogies in ECEC between these two nations and to analyze how the curriculum and educational guidelines are implemented in pedagogical practices.

Effectiveness of cooperative, collaborative, and interdisciplinary learning guided by software development in Spanish universities

The European Higher Education Area (EHEA) proposes to enhance active learning and student protagonism in order to improve academic performance. In this sense, different methodologies are emerging to create scenarios for self-regulation of their learning. In this study the cooperative, collaborative and interdisciplinary learning methodologies were compared in Spanish universities. The main objectives were to evaluate their effects in higher education and to explore the relationship between perceived group cooperation and self-perceived ability to work in a group, differences between educational Spanish contexts, educational methodologies and gender. To this end, a quasi-experimental design was carried out. Data analysis included the descriptive metrics, correlations and analysis of variance to evaluate the differences among pedagogical methods, their effects on cooperative learning, teamwork outcomes and gender differences, comprising a total of 229 students in Spain from Psychology, Early Childhood Education, Primary Education and Computer Engineering completed the two questionnaires. Results showed that the highest correlation between perceived cooperative activity and self-perceived ability to work in a group was found among computer science students, especially among women, suggesting that the interdisciplinary learning focused on software tool development may be the most effective methodology to improve teamwork and cooperative learning outcomes. Despite these findings concern only to Spanish universities, limiting the generalizability of results, the interdisciplinary methodology seems promising for improving both teaching quality and teamwork skills. The learning methodologies of interdisciplinary projects may therefore need to be implemented within the framework of cooperative and collaborative methodologies.

ІННОВАЦІЙНІ ПІДХОДИ ДО ВИКЛАДАННЯ ДИСЦИПЛІНИ ТЕОРІЯ І МЕТОДИКА ВИКЛАДАННЯ ЛЕГКОЇ АТЛЕТИКИ НА ОСНОВІ ВИКОРИСТАННЯ ТЕХНОЛОГІЙ ДИСТАНЦІЙНОГО НАВЧАННЯ

Relevance of the topic. In the modern educational environment, characterised by the rapid development of technology and the growing need for distance learning, there is a need to find effective innovative approaches to teaching disciplines in higher education institutions. There is a problem of introducing modern technologies into the educational process in order to improve the quality of learning and engage students in active practical activities. Purpose: to investigate and test the effectiveness of using online applications and innovative approaches in the educational process in teaching the discipline "Theory and Methods of Teaching Athletics" to university students. Material and methods. The study was conducted within the framework of classes in the discipline "Theory and Methods of Teaching Athletics" during the 6th semester of 2024. Classes were held 2 times a week for 2 hours for a total of 44 hours. Research methods: analysis of scientific and methodological literature and Internet resources, surveys, content analysis, systematisation, sociological methods, pedagogical methods, methods of mathematical statistics. Research results and key conclusions. In the course of our study, it was found that the use of innovative approaches to teaching the discipline "Theory and Methods of Teaching Athletics" significantly increased the level of students' knowledge and their interest in this discipline. In particular, in the test tasks offered to the 3rd year full-time students, there was a significant increase in the results in the experimental group, in contrast to the students of the control group who were engaged in traditional teaching methods. On average, the test results of the experimental group are 36.7 % higher than those of the control group.

ІННОВАЦІЙНІ ПІДХОДИ ДО ВИКЛАДАННЯ ДИСЦИПЛІНИ ТЕОРІЯ І МЕТОДИКА ВИКЛАДАННЯ ЛЕГКОЇ АТЛЕТИКИ НА ОСНОВІ ВИКОРИСТАННЯ ТЕХНОЛОГІЙ ДИСТАНЦІЙНОГО НАВЧАННЯ

Relevance of the topic. In the modern educational environment, characterised by the rapid development of technology and the growing need for distance learning, there is a need to find effective innovative approaches to teaching disciplines in higher education institutions. There is a problem of introducing modern technologies into the educational process in order to improve the quality of learning and engage students in active practical activities. Purpose: to investigate and test the effectiveness of using online applications and innovative approaches in the educational process in teaching the discipline "Theory and Methods of Teaching Athletics" to university students. Material and methods. The study was conducted within the framework of classes in the discipline "Theory and Methods of Teaching Athletics" during the 6th semester of 2024. Classes were held 2 times a week for 2 hours for a total of 44 hours. Research methods: analysis of scientific and methodological literature and Internet resources, surveys, content analysis, systematisation, sociological methods, pedagogical methods, methods of mathematical statistics. Research results and key conclusions. In the course of our study, it was found that the use of innovative approaches to teaching the discipline "Theory and Methods of Teaching Athletics" significantly increased the level of students' knowledge and their interest in this discipline. In particular, in the test tasks offered to the 3rd year full-time students, there was a significant increase in the results in the experimental group, in contrast to the students of the control group who were engaged in traditional teaching methods. On average, the test results of the experimental group are 36.7 % higher than those of the control group.

FUNCTIONING OF AN EDUCATOR IN A DIGITAL ENVIRONMENT

In the current period of development of higher education in Ukraine, there is active integration of digital technologies, which radically change the usual pedagogical approaches and methods of teaching. Digitalization of education opens paths to autonomy in learning and individualization of the educational process, simultaneously generating challenges associated with the need to adapt to a rapidly changing educational environment. The main goal of this article is to analyze the new opportunities and challenges arising from the implementation of digital technologies in the sphere of higher education. Particular attention is paid to the educator’s image and the legislation regulating this process, including legislative norms that establish criteria for quality and directions for the development of education in the digital era. An important aspect of the article is the study of the psychological and cultural challenges of digitalization, including the adaptive barriers faced by educators and students. Recent research results indicate a complex balance between the positive and negative aspects of digital learning, which is of strategic importance for the development of online education in Ukraine. The conclusion of the article offers recommendations for the effective implementation of digital technologies in higher education, emphasizing the importance of developing digital competencies among all participants in the educational process and improving the infrastructure necessary to support continuous education. The subject of the study is the impact of digital technologies on the educational process in higher education, analyzing changes in pedagogical methods and the adaptation of educators to new teaching conditions. The object of the study is the formation of elite and burlesque meta-linguistic personalities (mMP) of educators in the digital environment. The scientific novelty of the article lies in the introduction into scientific circulation of the concept of "burlesque meta-linguistic personality" (burlesque mMP), which until now had no clear definition in linguistics and cultural studies. The concept of burlesque mMP allows for a deeper understanding of the dynamics of language transformations in the digital environment, where ironic and parodic use of language becomes a significant communication tool. The article details the main characteristics and features of the burlesque mMP, including its impact on the stylistic and ideological diversity of contemporary linguistic practice, which is conditioned by unconventional ways of using language that traditionally were not considered "literary". Such research opens new possibilities for analyzing digital communication and the interaction of linguistic identities in the virtual space.

Factors affecting English language high school teachers switching intention to ChatGPT: a Push-Pull-Mooring theory perspective

ABSTRACT This qualitative research investigated the factors that influence the switching intention of teachers from traditional classroom teaching to the use of ChatGPT in English language teaching based on the Mooring Theory framework. The data collection involved in-depth interviews with 26 teachers from Malaysian high schools. The findings revealed that the push factors were related to outdated pedagogical methods and limited creativity and student engagement opportunities. On the other hand, the pull factors were related to ChatGPT as a software-based artificial intelligence for facilitating English language acquisition, influencing content development among teachers and implementing personalised learning approaches. The study identified various mooring factors impacting teaching practices in Malaysian schools. Firstly, the limited functionality of ChatGPT, since it is an automated language model. Secondly, teachers grapple with striking a balance between incorporating technology and maintaining the validity and authenticity of their teaching practices. Finally, students’ lack of critical thinking skills challenges teachers in promoting independent thought and analytical reasoning within the classroom. The study emphasises the significance of enhancing critical thinking skills and incorporating personalised learning strategies to establish a conducive learning environment in Malaysian schools.

Pedagogy in Legal Terminology Translation: A Corpus-based Approach

This paper explores effective pedagogical practices to train high-end foreign legal professionals in China’s Greater Bay Area by answering two research questions. First, can corpus-based teaching be applied as a productive pedagogical method? Second, how can beginner professionals be cultivated in legal translation capabilities in the legal domain? The paper proposes a module entitled “Introduction to Legal Terminology Translation,” which includes sessions on legal systems and legalese, corpus approach, and group presentation. A sequential mixed-method survey was conducted using qualitative methods, such as focus groups and interviews, followed by quantitative research using a questionnaire. A preliminary pilot study involved a focus group, questionnaire, and interview. Two identical questionnaires were distributed to two groups of students: one control and one experimental. In the ten-student experiment group, an instructor taught legalese and distributed a follow-up questionnaire. In the twenty-two-student control group, the instructor (more knowledgeable other) did not teach legalese but used a corpus-based questionnaire to assess student entry into the zone of proximal development. In the questionnaire, entry-level Latin legalese examples were provided. During interviews, junior university students preferred a mixture of all three pedagogical methods, while senior university students preferred the corpus approach due to its enhanced efficiency and accuracy.

Sustainable Thinking Development in Religious Education (RE) as a Part of Primary School Socially Oriented Learning as Teachers’ Professional Development Potential in Stockholm

This article analyzes the organizational way to form sustainable thinking in socially oriented studies for teachers and students using the experience of Stockholms stads utbildningsförvaltning (Stockholm Education Administration). Deep studies of thematical publications, the curriculum, and websites for teachers were used as a pedagogical method. The article’s main goal is to find out what help teachers are given to make socially oriented lessons more sustainable.

The Effect of Pedagogical Training in Higher Education on the Newly Employed University Teacher’s Approach to Teaching and Self-efficacy Beliefs in Algerian Universities

"To align with society’s ever-changing needs, the principal goal the university seeks to achieve within the community shifted from providing knowledge through teaching to the strategic role of knowledge production by applying skills. Accordingly, the implementation of the L.M.D. system in Algerian universities focused on supporting the students’ learning process and emphasized student work; this imposed new pedagogical teaching methods and raised the need to improve the pedagogical skills of university teachers. This study aims to determine the impact of pedagogical training in higher education for newly employed teachers at Algerian universities on their approach to teaching, as measured by the Approaches to Teaching Inventory list, and on their self-efficacy beliefs, as measured by the Motivated Strategies for Learning Questionnaire. Data were collected in a pre-post design; a questionnaire was designed based on the measurement methods and sent electronically twice to a sample of 50 newly employed teachers before and after pedagogical training. The study finds no statistically significant differences in the teacher-centered or in the student-centered approach among newly employed teachers, and no statistically significant differences in their self-efficacy beliefs before and after pedagogical training. Pedagogical training is not helping newly employed university teachers to center their teaching approach around the student."

A Systematic Review of Integrating Culture into Foreign Language Teaching and Learning

Culture has become an indispensable element in foreign language teaching. This paper intends to systematically review the existing research on culture teaching or integrating culture in foreign language teaching. 30 studies in the field of culture teaching and learning published in the last five years were reviewed systematically. The review followed the PRISMA Statement’s guidelines, and the included studies were analyzed and synthesized with seven codes, intending to investigate the latest areas of discussion in the literature of culture teaching in foreign language teaching and learning, the stakeholders’ attitudes towards culture teaching in foreign language teaching and learning, pedagogical methods used to teach culture in foreign language classrooms, the effect of culture teaching practice, as well as the research gaps derived from the analysis. In light of this information, recommendations for future research were proposed.

Educational evaluation research in Asia: a scoping review

ABSTRACT This scoping review examines the landscape of educational evaluation research in Asia over the past decade, uncovering the methodologies, themes, and unique regional challenges within this domain. By delving into 62 articles from evaluation-centric journals, the study reveals a predominant focus on learning, teaching, and assessment, highlighting the importance of pedagogical methods and learning outcomes. The review also notes a significant emphasis on institutional-level evaluation, with China leading in contributions. Despite the rich insights offered, this review points to gaps in leadership and evaluation tools, suggesting areas for future exploration. Ultimately, this review aims to enrich global discussions on educational evaluation, emphasizing the need for a comprehensive understanding of Asia’s diverse and evolving educational evaluation practices.

Pedagogical games in the educational process as a tool for developing students’ meta-subject skills

Introduction. In the modern educational space, innovative methods and approaches are being actively introduced to improve the quality and accessibility of education. Particular attention is paid to the use of gaming technologies in the educational process to develop students' meta-subject skills, which is important for preparing for the rapidly changing conditions of our time. The purpose of the study is to study the effectiveness of using pedagogical games during extracurricular time for the formation of meta-subject skills in students studying in various pedagogical profiles. Materials and methods. A total of 145 students of a pedagogical university took part in the study, of which 66 students were included in the focus group. All students were examined using certain psychodiagnostic techniques aimed at identifying parameters for the development of creative and critical thinking, as well as communication and organizational abilities. Over the course of 2 months, students selected for the focus group participated in a formative experiment, within the framework of which 7 pedagogical games were developed and conducted, aimed at developing certain meta-subject skills among the experiment participants – communication and creative abilities, willingness to cooperate and critical thinking. The entire series of 7 games was developed by specialists from the A. Dinaev Pedagogical Workshop, operating at the Chechen State Pedagogical University. Results. Based on the results of the study, empirical data was obtained indicating the effectiveness of pedagogical games in the development of certain meta-subject skills in students, such as creativity and some communication skills. The results of the study indicate that, as a result of the formative experiment, students who took part in specially organized game-format events demonstrated significantly higher rates in the development of creative abilities (t=2.879; p=0.005) and certain communication skills (t=2.058; p =0.041), which indicates the effectiveness of using pedagogical game technologies for the purpose of developing meta-subject skills in students. Conclusion. Pedagogical games are an effective tool in the educational process for the development of students' meta-subject skills. Their use not only helps to increase motivation and interest in the educational process, but also develops in students important competencies necessary for successful adaptation to modern challenges. The results of the study can be used for the further development of pedagogical methods and the introduction of gaming technologies into the educational process.

Realising multiphase archaeological reconstruction models: 3D printing the Old Minster, Winchester

This article presents an exploration of the processes used in the development of a 3D printed model of an early medieval church building, Winchester's Old Minster (c.640-1093), establishing a process for the representation of multi-phase buildings in both digital and 3D-printed media. The multi-phase case study lends to itself to enhancing pedagogical methods as well as academic uses such as comparative analysis and scrutinising architectural categorisation. Through the pursuit of this process, it is found that the further publication of reconstructed elevation heights for archaeological is needed. The purpose of the exercise was to test the applicability of 3D printing for the purposes of the representation of heritage assets and develop methodologies.

المحيط الجامعي بالمغرب: البنية والرضا

The current study aims to know the structure and level of satisfaction of Moroccan students with their university surroundings based on the 70-phrase level measure of satisfaction with the university's surroundings, divided into 7 items, Of interest to the various aspects of the university environment, the research sample included 359 students; This made the measurement achieved to achieve a good internal consistency rate of 0.95 alpha Cronbach approach", demonstrating the appropriateness of adopting this measure to study the varying satisfaction with the university environment of this sample. In the same vein, the working analysis of the scale items assures us that the university surroundings are a compilation of two components, the first being a physical element linked to infrastructure, and the other, not a material element encompassing the relational and organizational aspect of the results that show that students are not satisfied with: Facilities and facilities, university services, pedagogical equipment, study process, curricula, and examinations. In return, we find them satisfied with the relationship that brings them together with other colleagues and educational and administrative staff. We have also found that satisfaction clauses are influenced by different sociodemographic variables studied, for example: the level of satisfaction in examinations varies by sex, as does the nature of the student's specialization, as the level of satisfaction with pedagogical methods and curricula changes. It is also clear that the level of education is an effective factor in the student's satisfaction with the quality of the relationship between him and other colleagues and educational and administrative staff, while the student's satisfaction with the teaching process is influenced by the age of the students.

TEACHER’S EXPERIENCE ON THE IMPLEMENTATION OF SPIRAL PROGRESSION APPROACH (SPA) IN TEACHING ENGLISH TO JUNIOR HIGH SCHOOL: A QUALITATIVE INQUIRY

This qualitative inquiry explores the experiences of teachers implementing the Spiral Progression Approach (SPA) in teaching English to junior high school students. The study aims to understand the challenges educators in English subject encounter while applying SPA, a pedagogical method designed to reinforce learning by revisiting topics with increasing complexity. Data were collected through in-depth interviews and focus group discussions with a diverse group of junior high school English teachers. Findings reveal that while teachers appreciate the SPA’s potential to enhance student retention and understanding, they face significant challenges. These include difficulties in aligning the curriculum with SPA principles, time constraints in covering the required material, and varying levels of student readiness. Despite these hurdles, teachers reported that SPA facilitates a deeper understanding of language concepts and skills over time, fostering a more holistic and integrated approach to learning English. The study concludes that successful implementation of SPA requires comprehensive professional development, adequate resources, and continuous support for teachers. By addressing these needs, educational institutions can better leverage SPA to improve English language education outcomes in junior high schools.

EVALUATING THE QUALITY OF STUDENT REFLECTIONS IN PEACE EDUCATION CLASSROOM TAUGHT WITH PEDAGOGY OF DISCOMFORT

This study aimed to explore the depth and/or quality level of the students’ responses when they responded critically in their written reflections in a peace education classroom that incorporated a pedagogy of discomfort. In this empirical study, featuring reflections from 43 undergraduate students in Sialkot, Pakistan, the authors seek to understand how reflections-based pedagogical methods that affect critical thinking ability, self-awareness, cultural sensitivity and understanding of society issues. Thus, the study uses qualitative methods to assess students’ critical reflections from provocation pedagogy experience. Overall, students showed greater critical thinking and self-reflection as their perception of distinct identity were questioned. Nevertheless, the level of depth and sophistication in reflections differed across students. However, the study points to how a pedagogy of discomfort can arguably result in meaningful responses for engaging with issues such as those related above. In this regard, some discussion is presented upon the barriers & limitations to implementing these approaches. The findings add to an important dialogue around what works in peace education activities globally.

Pursuing Inclusive Vocational Education Amidst Discrimination: The Plight and Hopes of Christian Youth in Pakistan

This research endeavors to delve into the effectiveness of civic education in shaping Pakistani students' understanding of the Palestine-Israel conflict, recognizing the imperative role of global citizenship in today's interconnected world. The study aims to go beyond traditional approaches, focusing on innovative pedagogical methods to enhance critical thinking and empathy among students. The complexity of the Palestine-Israel conflict and its global implications underline the necessity of informed perspectives. Pakistani students, like many others globally, often lack a comprehensive understanding of the conflict's historical, political, and cultural dimensions. The qualitative study focuses specifically on the Palestine-Israel conflict, aiming to uncover insights that enhance the educational experience and contribute to the broader dialogue on global citizenship. The research methodology involves a diverse sample, qualitative research methods, and thematic analysis of data. Expected contributions extend to informing curriculum development and teacher training programs, fostering a generation of Pakistani students with a deeper understanding of the Palestine-Israel conflict, and a commitment to global peace and justice. In conclusion, this research endeavors to contribute valuable insights into the realm of civic education, addressing the gaps in understanding of the Palestine-Israel conflict among Pakistani students. The findings may have broader implications for global citizenship education and similar initiatives in comparable contexts.

К вопросу о педагогическом сопровождении формирования основ нравственной культуры дошкольника

The realities of the modern educational landscape are in constant interaction with complex challenges in the moral upbringing of preschool children, demanding a profound understanding of sociocultural and psychological aspects. Amid rapid technological advancements, changes in family structures, and cultural contexts, moral education and moral culture have become crucial aspects ensuring the holistic development of a child's personality. Educators are tasked with developing and implementing effective pedagogical support strategies that foster the formation of ethical values, social responsibility, and behavioral culture in children.Analyzing pedagogical strategies and methods in the realm of moral education for preschoolers allows the identification of optimal approaches that promote the development of their ethical values, responsibility, and social competence. These findings serve as the foundation for practical recommendations and methodological approaches aimed at enhancing the process of moral education in preschool institutions, encompassing innovative teaching methods, playful techniques, and pedagogical strategies that instill children with values and ethical skills. These methodologies, in our view, involve parental support and the engagement of the family institution, ensuring harmonious collaboration between educational institutions and parents in the moral development of preschoolers, instilling in them the necessary level of moral culture.The study of pedagogical support for the moral culture of preschoolers not only highlights the importance of shaping moral values in the early stages of life but also underscores the pivotal role of pedagogical strategies in this process. The development and implementation of innovative methodological approaches tailored to each child's individual needs represent an integral component in ensuring stable and harmonious moral development in educational settings. These research findings form the basis for further advancements in the field of education and upbringing, contributing to the establishment of ethical foundations for future generations.

Scaffolding Assignments to Conciliate the Disinclination to Employ Project-Based Learning of English Pronunciation and Autodidacticism

Acknowledged as a far-reaching pedagogical method, Project-Based Learning is nationally imperative in Indonesian education despite the disinclination of its execution. This paper scrutinizes the phonetics and phonology-based English pronunciation dimensions and scaffolding traits as the bases to devise the scaffolding assignments for PBL execution, explores the process of PBL with scaffolding assignment adoption, and examines whether the exertion of the PBL enhances the academic achievement of English pronunciation and autodidacticism as Self-Directed Learning skills. The study exploits design-based research through repetitive actions of analysing, designing, developing, implementing, and evaluating. The result exhibit that the scaffolding assignments are designed by decomposing the phonetics and phonology pronunciation-related conceptions into smaller tasks of English pronunciation learnings and trainings based on instructional scaffolding fundamentals. The scaffolding assignments infused PBL is applied through orientation, action, reflection, and presentation stages which cover the learning activities of launching the project as the entry event marked with the driving question disclosure; building knowledge, understanding, and skills to answer the driving question; developing the project products and answers to the driving question; and presenting the products and answers to the driving question. The exertion of the PBL with scaffolding assignments is proven influential in promoting the students’ English pronunciation and Self-Directed Learning skills.