Teaching Responsibilities Research Articles

TPSOL Teachers' Beliefs about Providing Corrective Feedback on Learners' Writing Performance: A Transcendental Phenomenology

The purpose of this study was to investigate Teaching Persian to Speakers of Other Languages (TPSOL) teachers' beliefs about providing corrective feedback (CF) on TPSOL students' writing. To that end, the transcendental phenomenological design was used in which the experiences and practices of six TPSOL teachers (four male and two female teachers) were examined to obtain TPSOL teachers' beliefs about providing CF on students' writing. A series of phenomenological interviews were conducted with TPSOL teachers. Moreover, students' writing samples corrected by TPSOL teachers were collected and analyzed. Finally, the data were analyzed and synthesized using Giorgi's (2009) five steps framework. The findings indicated that TPSOL teachers believed that (1) providing CF is a pedagogical responsibility of TPSOL teachers, (2) providing CF on local errors is more crucial than global errors, (3) providing direct CF is more beneficial rather than providing indirect and oral CF, (4) peer feedback is not applicable in TPSOL context, and (5) providing CF in the process is more beneficial compared to providing CF as a product. TPSOL teachers believed in providing CF on their students' writings; however, they had different pedagogical beliefs concerning the types and methods of providing CF.

Virtual and Traditional Learning in Undergraduate Radiology Education: A Cross-sectional Comparative Study from Saudi Arabia.

Background:The coronavirus pandemic (COVID-19) resulted in disruption in the traditional teaching methods and lead to a wider adoption of virtual teaching. However, there is a lack of comparative studies regarding the use of either or the mixed mode for teaching radiology to undergraduate students.Objective:This study aimed to determine the barriers, performance, and overall satisfaction of undergraduate medical students and instructors undertaking virtual and traditional radiology learning across Saudi Arabia.Methodology:This cross-sectional questionnaire study included undergraduate students and instructors from across Saudi Arabia who had undertaken radiology either traditionally, through E-learning, or both in the 2019-20 academic year. The questionnaire elicited information regarding attendance, teaching methods, difficulties, knowledge acquisition, and satisfaction. Association between variables was assessed using Chi-square, in addition to a univariate analysis.Results:A total of 404 undergraduate students from 28 universities of Saudi Arabia responded, in addition to 20 instructors. Students preferred E-learning for the quality of the course and the time and effort spent as well as obtained higher grades than those in traditional learning. Traditional education was favored over E-learning for clarity of instructors’ voice, ease of understanding image description by the instructor, and lack of technical barriers such as poor Internet connection. The form of education was significantly correlated with grades obtained (P < 0.001) but not with overall satisfaction (P = 0.067). The majority of the instructors (60%) considered E-learning to be helpful in balancing their workload and teaching responsibilities (P = 0.029) and would recommend it as a standard teaching method for radiology (85%).Conclusion:E-learning has potential advantages over traditional learning for teaching radiology to undergraduate medical students. However, further optimization is required to overcome the current deficiencies of this mode.

Factors that Influence the Academic Motivation of Female Students

The study used qualitative research approach and a case study research design to explore the factors that motivate females to complete formal education in Tolon District. The population for this study comprised all females in the Tolon District who have successfully completed formal education. A purposive sampling technique was to select ten (10) females who have successfully completed formal education and are now working in the Tolon District. The main instrument used for data collection was interview guide. Data were analysed by the use of the Interpretive Method based on the themes arrived at in the data collection. The themes were related to the research questions and interpreted on the number of issues raised by participants. The study concluded that the Girl–Child requires a conducive learning environment free from limitations to successfully acquire formal education. The presence of an impressive teacher-student relationship in schools contributes immensely to the academic accomplishment of the academic goals of the female student. The study also concluded that the female students need self determination to rise above the socio-cultural limitations encountered in formal education. They obviously have to work hard and persevere enough to achieve their desired academic accomplishment. It is recommended that teachers should be encouraged as part of their teaching responsibility to give equal opportunity to both boys and girls, in answering their questions during classes. Thus, the Girl–Child deserves extra attention to ensure their participation and fair inclusion in curricular and other extra-curricular activities whiles in school. It is also recommended that teachers should sensitize and advise the female students to eschew the habit of associating with men, during the early stage of their life.

Chilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility

ABSTRACT Professional pedagogical responsibility (PPR) for teachers does not only mean to meet deadlines or attend meetings, but also to be conscious of how their actions can contribute to challenging inequities in society. Thus, it is imperative that teachers of English embrace the responsibility of teaching English as a tool to promote social justice. This article reports on a qualitative study to understand how seven pre-service teachers developed a sense of PPR and to what extent participants’ discourse revealed a sense of social justice. Data were collected through a number of semi-structured interviews that required participants to reflect on different practicum experiences and expectations for their future work as teachers of English. The results demonstrated different degrees of PPR ranging from resistance to high levels of agency. These different degrees were shaped by personal drives such as preservice teachers’ motives for teaching English, but also by social and contextual factors such as expectations and requirements of the practicum. The outcomes also suggested that most preservice teachers were unaware of their role as change agents. The paper concludes with implications on how the integration of a social justice perspective in initial English language teacher education programmes can strengthen their professional responsibility.

MECHANISMS OF FORMATION OF PROFESSIONAL RESPONSIBILITY AND ETHICS IN STUDENTS IN THE PROCESS OF PEDAGOGICAL AND QUALIFICATION PRACTICE

This article analyzes the problem of professional responsibility of students, the specific aspects of achieving the formation of professional culture and pedagogical responsibility in the training of future teachers in the process of qualification and pedagogical practice. It also reveals the importance of the process by which future teachers realize the importance of social responsibilities and develop a sense of direct responsibility for their implementation.

Engaging Early-Career Physicians in Medical Device Innovation and Entrepreneurship.

Engaging Early-Career Physicians in Medical Device Innovation and Entrepreneurship.

Dr.Inam-ul-Haq Kausar: Life And Urdu Literary Work

The contribution of Dr Inam-ul-HaqKausar (1931-2014)for the progress of Urdu Language and Literature in the educationally less developed province, Balochistan is remarkable. He chose the field of research in perspective of Balochistan in its vast field of studies and with his busy schedule of teaching and other administrative responsibilities ,wrote a hundred of research papers in Urdu on different topics related to the soil of Balochistan especially about History of Urdu in Balochistan, Study of Iqbal in Balochistan, Pakistan movement of freedom and History of Muslim League in Balochistan, Persian poetry in Balochistan and History of Muslim religion and related areas. Nearly 100 books are present on his profile These books are being used as source material and research references while doing research in Balochistan perspective. Some of these books are included in the Master's level syllabus of Balochistan University. These books have an History of Balochistan in the fields of Urdu language and literature, Persian poetry, Journalism, Education, study of AllamaDr. Muhammad Iqbal, Life of Holy Prophet Hazrat Muhammad Peace Be Upon Him .He wrote all these papers and books while serving as a teacher at different far flung areas of the Province.He participated in a number of national and international conferences held on various occasions representing Balochistan and presented his research papers

Professional interactions and networks of co-teaching music educators

ABSTRACT Research on professional learning and social networks among music educators points to the importance of closely-situated colleagues. However, the co-teaching dyad (i.e. a pair of music educators teaching elective instrumental music classes during the school day) has not been investigated in music settings. Research is needed on the co-teaching arrangement and how it interacts with advice-seeking. Therefore, the purpose of this case study was to investigate the co-teaching relationship among secondary (grades 6–12) instrumental music teachers and to understand the relationship of co-teaching with teachers’ professional networks. Research questions were: (a) How do the participants interact around instructional issues? (b) How do the participants interact around administrative issues (e.g. micro-politics, resources)? (c) How does the co-teaching arrangement impact the participants’ professional networks? Participants were two instrumental music educators who shared instructional responsibilities at a high school in the United States. Data sources included regular interviews and personal social networks created by the participants. Findings suggested that because the participants had a clear difference in experience, their co-teaching relationship functioned as a mentor/mentee dyad. However, the co-teaching arrangement combined with interpersonal trust to privilege novice teacher expertise in some situations. Instructional and administrative networks differed in meaningful ways between the participants.

Teaching assistant development and contributions in online, MOOC and blended synchronous settings: an integrative review

ABSTRACT Higher education institutions are expanding the delivery of online and remote learning courses in the context of the COVID-19 pandemic. In turn, numerous challenges are foregrounded for those who are preparing and delivering these courses, including instructors, administrators, and teaching assistants. The purpose of our integrative review was to explore both the roles and responsibilities of teaching assistants in online, blended synchronous learning, and massive open online course modalities, as well as strategies for administrators and instructors to develop teaching assistants in these settings. A systematic search of databases and grey literature produced 1,603 texts; 42 were included for data analysis. We found that teaching assistant roles and responsibilities, as well as strategies to develop teaching assistants, are diverse and often poorly articulated. Roles and responsibilities were dependent upon the teaching assistant’s previous pedagogical experiences and comfort level with non-traditional learning environments, institutional leadership, communication by the course instructor and the unique learning environment itself. Strategies to develop teaching assistants were often underdeveloped and influenced by resource constraints and institutional stances towards teaching assistant professional development programmes. Teaching assistant development across the three modalities primarily involved ‘on-the-job’ training, suggesting a need for further professional development interventions to be designed, delivered and evaluated. Results are synthesised and presented in pragmatic checklists to aid teaching assistants, instructors and administrators with planning and carrying out the three teaching modalities. Our results form the basis of an evidence-informed approach to assist institutions transitioning towards non-traditional learning environments.

Post-secular affective labours of teaching: contemplative practices and the ‘belaboured self’

ABSTRACT This paper examines the complex interweaving of the ‘personal’ and ‘professional’ in the affective labour of teachers. In line with theorisations of affective labour, contemporary school-teaching involves practices of self-work and self-making, as much as practices of curriculum and pedagogy. One emergent form of self-work, reflective of post-secular socio-cultural movements in education, is the use of contemplative practices (mindfulness, meditation, etc.) by teachers. Although mainly positioned within educational scholarship as techniques of stress-reduction, here we analyse contemplative practices as forms of affective labour. Drawing from a qualitative, empirical study, we explore how contemplative practices are embraced by teachers as ways to improve and transform the self – both in relation to the professional responsibilities of teaching, and in relation to broader projects of living. The case studies presented demonstrate the deep political ambivalences of contemplative practices, as they are expressed in teachers’ work. Contemplative practices do become incorporated into obligations towards self-improvement and increased productivity (what McGee labels ‘the belaboured self’). However, they may also instantiate relational forms of ethical responsibility that move against the grain of instrumentalising, competitive, and individualistic education policy discourses and institutional life-worlds.

LIVED EXPERIENCES OF MOTHER TONGUE-BASED TEACHERS IN IP SCHOOLS: STORIES TO TELL

This study’s general objective was successfully achieved by revealing the lived experiences of Mother Tongue-Based teachers in IP schools that implement the MTB-MLE. This qualitative research utilized the phenomenological design and secured the rich data from the in-depth interview and focus group discussion of the lived experiences of Mother Tongue-Based teachers in IP schools. There were eight teacher-participants for the in-depth interviews and seven teacher-participants for the focus group discussion from public elementary schools in the IP communities. The IP school teachers’ experiences, both positive and negative, or even if it shows ease or difficulties, were recorded, interpreted, and analyzed through thematic analysis extracted all the essential themes from the participants’ responses. It has been observed that all the participants provided a positive and negative feedback on the Mother Tongue implementation. The struggles of Mother Tongue-Based teachers in IP schools developed essential themes such as Highly tasking instructional responsibilities, Challenging use of native dialects, Difficulty with unfamiliar terminologies, Negative effects on English literacy, and Aiming for positive learning outcomes. On the coping strategies employed by the MTB-MLE teachers, the following themes were observed: Self-retooling activities, Diversified teaching methods, Contextualized instructional delivery, Individualized instructions, and Acquaintance with the community. While on the insights shared by MTB-MLE teachers to the community, developed these themes: Need for social support, Provision of in-service training, Deep understanding of learner’s needs, Enhancement of student-teacher relationship, and Enrichment of native languages. KEYWORDS: multilingual education, mother tongue, lived experiences, phenomenology, challenges, coping strategies, IP school teachers, Philippines

LIVED EXPERIENCE OF FULL-TIME TEACHERS’ GRADUATE SCHOOLING DURING A PANDEMIC

This study portrays the unique experiences of graduate students in education during the pandemic and the commonalities of the interpretations and essences of those lived experiences. In the Philippines, some graduate students managed to survive in their full-time teaching and graduate education that was entirely remote online classes, where everything was home-based during the pandemic. Sixty-eight full-time teachers enrolled in the different graduate degree programs in education in one of the prestigious universities in the Philippines volunteered to share their stories via emails and informal audio-video chat. Commonalities among the unique and multiple realities of the experiences portray the essence of pandemic phenomenon like balance and equanimity for survival when everything was home-based, the importance of holding on to the lived values and personal traits as a stronghold, fortress, and strong weapon during the crisis, and a clear focus on finishing a graduate degree amidst pressing duties and responsibilities in full-time teaching, in the family, and graduate schooling. Findings suggest further inquiry on the graduate students’ lived experiences during a pandemic across cultures in various colleges and universities to uphold full-time teaching and graduate schooling toward efficient school leadership and governance during difficult times

Just because it don't look heavy, don't mean it ain't: An intersectional analysis of Black women's labor as faculty during COVID

AbstractThe purpose of our scholarly personal narrative was to examine how COVID‐19 and an increased awareness of anti‐Blackness in the United States have exacerbated our labor as Black women faculty, with particular focus on teaching and service responsibilities. Dill and Zambrana's (2009) four theoretical interventions of intersectionality guided our study, and we situated our composite narratives within structural, disciplinary, hegemonic, and interpersonal power domains. Our four composite narratives included (1) Interest convergence, there is no real true investment in change; (2) Institutional intent versus impact, I don't know how it will be incorporated; (3) Perpetuation of Black women's labor, just because it don't look heavy, don't mean it ain't; and (4) Reclaiming my time, and it's not because I don't like them, but it's because I love me. Implications for practice and policy are discussed.

Extent of Teachers’ Participation in Continuous In-Service Training Programmes for Their Improved Job Productivity in Secondary Schools in Anambra State

The inefficiencies noticed among many secondary school teachers while performing their teaching responsibilities in the classroom which seems to have negative impact on their job productivity has warranted this present study. Therefore, the present study was designated to find out the extent teachers’ participation on continuous in-service training programmes for their improved job productivity in secondary schools in Anambra State. Three research questions guided this study. A descriptive survey research design was employed in the study. Population for this study constituted 5,674 teachers from 258 public secondary schools within the 6 education zones in Anambra State. Sample size for the study consisted of 1,135 teachers from 129 public secondary schools selected at 20% and 50% from both the teachers’ population and public secondary schools respectively using the stratified random sampling technique. Instrument for data collection was a researcher-developed 23-item questionnaire titled: “Teachers’ Participation in Continuous In-Service Training Programmes and Improved Job Productivity Questionnaire (TPCISTPIJPQ)” and structured on a 4-point scale of Very High Extent (VHE), High Extent (HE), Low Extent (LE) and Very Low Extent (VLE) in order to answer all the three research questions. The questionnaire was validated by two experts from the Department of Educational Management and Policy, and one Measurement and Evaluation expert from the Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State. Reliability of the instrument was established through a pilot-test on a sample 32 teachers from 4 public secondary schools in Anambra State. The scores obtained were measured using Cronbach Alpha statistics which yielded coefficient reliability value of 0.75, 0.77 and 0.81 for each cluster respectively, with an overall internal consistency reliability value of 0.78 showcasing that the questionnaire was reliable and dependable to collect the necessary data for the study. Data collated were analyzed using the mean score rated at 2.50 and standard deviation statistics. Findings of the study revealed among others, that the extent of teachers’ participation in the various continuous in-service training programmes (on-the-job, off-the-job &amp; computer-based training programmes) for their improved job productivity were all to a low extent. The study recommended among others that secondary school principals in collaboration with Anambra State Post Primary Schools Service Commission (PPSSC) should to high extent constantly organize on-the-job continuous in-service training programmes through induction and orientation training programmes, shadowing or co-worker training, job rotation, mentorship from older teachers, internship programmes, school seminars and workshops, coaching and committee assignment for teachers improved job productivity in schools.

Vision 2020: How Caregiving and Work Productivity Outlook Shifted for Academic Pediatric Faculty.

Background: The coronavirus disease 2019 (COVID-19) pandemic has affected both home and work routines and may have exacerbated existing inequities. The objectives of this study were to describe pediatric faculty work productivity and caregiving responsibilities during the pandemic, identify groups at risk, and better understand mitigation strategy preferences. Materials and Methods: We conducted a cross-sectional electronic survey of Department of Pediatric faculty. Responses were analyzed by demographic data as well as academic context. Results: Women (p = 0.003) and junior faculty (p = 0.02) reported greater increases in caregiving responsibilities than men and senior faculty during the pandemic compared with the previous year. Faculty perceived a worse one-year outlook for their research than for their teaching or clinical responsibilities (p < 0.01). More than a third (37%) of faculty reported wellness concerns affecting job performance, which was more common among those with increased caregiving responsibility (p = 0.01). Junior faculty (p = 0.01) and those whose increased caregiving (p = 0.01) were two and threefold more likely to report that their caregiving responsibilities would affect promotion, for those likely to go up for promotion within 10 years. Preferred mitigation strategies included clear communication of expectations by leadership, acknowledging the need for adjustments in expectations, flexible work hours, and allowances for an off-line day. Conclusion: Pediatric faculty with increased caregiving responsibilities and junior faculty are at highest risk for the pandemic, affecting their readiness for promotion. Wellness concerns by faculty could affect work performance. Researchers report a worse 1-year outlook than the other groups. Faculty identified preferred strategies to potentially assist in maintaining their productivity.

Unpacking secondary school technology teachers’ interpretations and experiences of teaching ‘problem-solving’

Research relating to the nature and purpose of ‘design’ activity across education sectors has accelerated in recent years as governments and policy makers throughout the world highlight the importance of skills such as creative problem-solving and innovation. Within secondary schools, responsibility for teaching and learning through design is often assigned to Technology and Engineering subjects, however, gaps tend to exist in relation to what different teachers understand and experience about the teaching and learning of problem-solving and design in their classrooms. In this exploratory study, a small group of practicing secondary school teachers completed a one day training workshop where they were introduced to new knowledge and pedagogical skills relating to design problem-solving using a classroom intervention called ‘Designing Our Tomorrow’. The teachers participated in a focus group discussion before and after the workshop in which they discussed their experiences in teaching design. Conceptual Metaphor Theory (CMT) (Lakoff & Johnson Metaphors we live, University of Chicago Press, 1980) was employed to highlight the figures of speech used by the teachers during the focus groups and from these a number of conceptual metaphors were identified that described their understandings and experiences of teaching design problem-solving. In synthesizing the broad theoretical base relating to understandings of design problem-solving and CMT together with the findings from the one day professional development workshop, the paper highlights the potential value for researchers in using CMT to unpack teachers' views on how design problem-solving is taught and learned in schools. Finally, the paper reveals a potential new space to inform and evaluate future professional development of Technology teachers, particularly where the focus is on complex and difficult to define concepts such as design and problem-solving.

Enhancing Health Care Education and Practice Post COVID

Enhancing Health Care Education and Practice Post COVID

Academic and Administrative Role of Artificial Intelligence in Education

The aim of the article is to explore the academic and administrative applications of Artificial Intelligence. Teachers have the main responsibility of teaching in any educational setting. But there are various other tasks to be performed by the teachers as well. Besides academic duty, most of the teacher’s time and educational resources are dedicated to administrative works. Artificial Intelligence Applications (AIA) are not only assisting education academically and administratively but also enhance their effectiveness. AIA provides help to teachers in various types of tasks in the shape of Learning Analytics (LA), Virtual Reality (VR), Grading/Assessments (G/A), and Admissions. It minimizes the administrative tasks of a teacher to invest more in teaching and guiding students. In the current era, where there are a lot of tasks associated with the teaching profession, AIA adds a significant contribution to enhance student learning, minimize the workload of a teacher, grade/assess the students effectively and easily, and to help in a lot of other administrative tasks. The study needs to be quantitatively checked to make it generalized and acceptable.

Improved Random Forest Method for Mental Health Education

There are serious hidden dangers in the mental health of contemporary higher vocational colleges. In order to solve this situation, an improved random forest method for mental health education is proposed. According to the psychological characteristics of higher vocational colleges, this paper briefly introduces the mental health status of Higher Vocational Colleges in school. Message entropy is a concept in message theory. As the leading organization of vocational education, colleges and universities have absolute responsibility for cultural psychology teaching. Put forward corresponding effective methods for mental health education in higher vocational colleges.

Burnout and work-work imbalance in radiology- wicked problems on a global scale. A baseline pre-COVID-19 survey of US neuroradiologists compared to international radiologists and adjacent staff

PurposeWorldwide, radiologists are experiencing increasing clinical workloads with associated increased burnout. This paper will review burnout definitions, prevalence, and causes. We will also share data from a survey of US neuroradiologists as an example of the impact of work-work imbalances from clinical overload. This article examines the impact on several key job indicators and upon the quality of the neuroradiology work environment in one nation. Finally, we will review proposals for ameliorating and preventing radiologist burnout. MethodA survey was sent to members of the American Society of Neuroradiology (ASNR) practicing in the US. Selected measures included workhours and volume, burnout symptoms, subjectively reported errors, participation in non-clinical activities, perceived interpretation quality, results communication, and consideration of early retirement. ResultsSurvey respondents (n = 412) included 57.5% with teaching responsibilities. Cutbacks in teaching, mentoring, research and/or practice building were reported by 86.2% of respondents. Subjective errors were reported as occurring sometimes or more frequently in the majority of respondents (56.9%) and were increased with faster than optimal speeds of interpretation (P < 0.001) and signing (P < 0.001). At least one burnout measure was reported by 85.2% of respondents. ConclusionsIncreasing clinical demands in conjunction with a more challenging work environment impacts the ability of radiologists to perform core non-interpretive duties that are critical for success in both private and academic practice and is associated with burnout symptoms and adverse effects on quality. While this survey does not prove causation, the trends and findings are concerning and warrant both close monitoring and appropriate intervention.