Pedagogical Style Research Articles

Assessing Student Teachers’ Motivation and Learning Strategies in Digital Inquiry-Based Learning

Over the past two decades, teachers have adopted several teaching and learning strategies for motivating students to learn chemistry. Learning chemistry in context enables students to develop richer crosscutting learning experiences relevant to contributing to solving problems. A qualitative case study method was adopted to examine student teachers’ experiences in digital inquiry-based learning. Questionnaires with closed-ended and open-ended questions were used to evaluate student teachers’ motivational orientations and learning strategies during a general chemistry course for one month. The results show that student teachers utilized varied perspectives such as self-efficacy, task value, and intrinsic goals to elaborate their learning for knowledge construction and application when performing collaborative tasks. The approach enables students to receive maximum support and feedback from instructors who use pedagogical styles to self-direct them during class discussions, which enhances their active participation in learning with the learning materials. The findings provide a practical insight into instructional strategies in delivering chemistry concepts when students are motivated to use and adopt varied learning strategies.

Supervising social work students in field placements during COVID-19: Recommendations for future delivery during a pandemic

The COVID-19 pandemic induced a marked transformation in higher education worldwide in the wake of social distancing. From course delivery to pedagogical style and student assessment, the educational landscape has altered, necessitating more creative and compatible approaches to support student learning. Intertwined with this phenomenon are the systemic, pedagogical, and technological challenges for the faculty supervising field students in the digital environment. Social work education is no exception. This article offers a brief overview of pandemic and post-pandemic related literature of online social work field education, shares faculty field educators’ reflections on challenges and opportunities associated with remote field supervision, and offers recommendations for future delivery during a pandemic or natural disaster, such as using a trauma-informed lens and Spiritually Informed Pedagogy for teaching and field supervision.

Re-learning from teaching: a personal reflection on Jeremy Safran's legacy.

Jeremy Safran's pedagogical style was singular in its emphasis on experiential learning through role-plays, use of session video recordings, and his full-hearted embrace of therapists' subjectivity as a tool for therapeutic change. This paper is a personal reflection on the author's experiences as Jeremy Safran's student and how they have translated into her own teaching and supervision. She shares how teaching has been a means of reconnecting with her experiences learning from Jeremy, and the ways in which she tries to carry forward his unique contributions to the next generation of students and trainees.

The transformative potential of textbooks

Education is recognized as crucial in addressing unsustainable practices, such as food waste. One of the aims of interdisciplinary food education in basic education is to promote sustainable food waste behavior, which can be promoted by transformative learning. This study examined how food waste is addressed in nine Finnish basic education textbooks. The content related to food waste and the pedagogical style of the texts were analyzed from home economics, biology, and geography textbooks designed for secondary level education (grades 7–9, age 13–16). The results were analysed to assess their potential to promote transformative learning. All of the textbooks approached the topic of food waste from the perspective of their own subject, and none presented it as an interdisciplinary phenomenon. Home economics textbooks focused on students' perspectives, emphasizing food waste reduction and waste sorting. Geography textbooks frequently explored the topic in the context of the food supply chain or at a global level, while biology textbooks primarily addressed the sorting of food waste. The textbooks primarily used a neutral text style focusing on information transmission. In some contexts, a persuasive style was employed to encourage critical thinking and action. The participative style, which encourages active student engagement, was utilized the least in all textbooks, and primarily for exercises. By integrating learning-supportive text styles (such as participative and persuasive), including student tasks related to food waste, and fostering an interdisciplinary understanding of food waste, textbooks have the potential to transform student learning and engagement in sustainable food practices.

Rethinking Our Classrooms: Teachers’ Perceptions on Integrating Transferable Skills in the Classrooms to Create an Active Learning Environment

Despite many efforts to promote transferable skills development, it remains a challenge for Higher Education Institutions (HEIs) and schools. To improve education practices and meet the challenges of an ever-changing environment, it is vital to introduce a paradigm shift in education. In light of this, it is significant to identify and implement the teaching strategies that facilitate transferable skills development. There has long been a controversy over the traditional pedagogical style of lecture delivery as opposed to an active learning environment in which learners are engaged in the learning process itself. The paper sheds light on various ways of integrating transferable skills in the classroom. It examines diverse methods, teaching/learning strategies, and educational tools that aim at promoting a learner-centered learning environment, to ensure the development of transferable skills, such as critical thinking, teamwork, communication, collaboration, creativity, research skills, etc. Creating such a learning environment stimulates students' interests, engagement, and motivation. Consequently, it overviews a practical application of some activities and strategies that can activate the skills as well as reveals the results of findings that showed teachers’ perception regarding a practical application of some methods and strategies to enhance transferable skills. This research is significant by identifying the indicators of an active learning environment, which encourage educators to reimagine their classrooms and implement innovative teaching practices.

Factors Contributing to Academic Boredom among English-Major Students at Nong Lam University Ho Chi Minh City, Vietnam

Academic boredom can detrimentally impact students' motivation, engagement, and academic performance. Recognizing the challenges faced by English-major students at Nong Lam University, Ho Chi Minh city, the authors of this paper conducted a study to investigate the underlying factors contributing to academic boredom within this specific academic context. A quantitative research method was employed in the current study to investigate the antecedents of academic boredom among the English-majored students. The population of this study consists of 427 English language majors at Nong Lam University, Ho Chi Minh City, Vietnam. A convenience sampling method was utilized. Correlation and regression analyses were used to explore the relationships between the antecedent factors and academic boredom among students. The findings reveal a combination of internal and external factors contributing to boredom. It was also found that the most common causes of boredom are the students’ attitude toward their learning and the university’s environment while no significant correlation was observed between the level of boredom and teaching contents, teaching methods and pedagogical style. Some implications concerning how to reduce EFL classroom boredom are also presented in this paper.

Josiah Willard Gibbs and Pierre Maurice Duhem: two diverging personalities, and scientific styles

ABSTRACT In this essay, I will compare the character, scientific style, and writing style of the American physicist Josiah Willard Gibbs and the French physicist Pierre Maurice Duhem. I begin with biographical notes to portray some significant moments of their lives. I will contrast their characters and scientific styles as manifested in their social and scientific activity influenced by the cultural traditions of their countries and the social and scientific milieu of their time. Also, in these sections, I will discuss features of their familial relationships that affected their youth, their psychology, and the shaping of their characters. I will compare their writing styles emphasizing the differences observed between Gibbs’s dense and austere style, unlike Duhem’s detailed and informative way of writing his essays. I will further examine the way by which each physicist used Mach's doctrine of the economy of thought in shaping their writing style. A final contrast is reserved for their pedagogical styles. In this case, I will let their students and colleagues speak for them, while I comment on why they did not leave behind a school of thought.

Certain Trends in Instructing Musical Theory Courses Abroad

This article contains an analysis of educational literature on music theory outside of Russia, forming the perceptions of the trends in teaching this subject in Western Europe and America. Using the methods of comparative studies, the author aims to characterize the traditions and innovations of historically established pedagogical styles imprinted in 20th and 21st century textbooks and tutorial manuals. The result of the analysis is the conclusion arrived at about the variability of the subject, volume, structure, and dramaturgy of the courses, as well as the differences in the interpretation of the concepts and terms contained in them. The author of the article emphasizes that the experience of teaching courses on musical and theoretical disciplines outside of Russia has not been sufficiently studied in Russia and, undoubtedly, it should be considered by musicologists in our country when creating manuals pertaining to a new generation.

About Leopold Mozart’s Pedagogical Principles

The basis for the article has been served by a fragment of the monograph Mozart and His Time (2008) written by the authors of this article. The center of attention for this study lies in the principles of the pedagogical style of Leopold Mozart, who was able to create the conditions for the intensive development of his son’s ingenious musical abilities. The authors highlight the broad cultural thesaurus of Mozart the elder, his knowledge of various languages, the exact sciences and the natural sciences, which made it possible for him to teach by himself the basics of the school subjects to his children. Special attention in the article is devoted to Leopold Mozart’s treatise Versuch einer gründlichen Violinschule (1756). The present book provides a perspective not only of musical pedagogy of that time, but also of the personal qualities of the elder Mozart as an instructor. While demonstrating an exceptional pedagogical sensibility and far-sightedness, Leopold Mozart assumed that teaching music and the different sciences at the first stage is inseparable from play. Although the documents according to which it would be possible to judge of the upbringing of his son during the latter’s infancy are absent, an extrinsic characterization of these methods is established in the article on the basis of his correspondence with Nannerl during the years when Leopold ended up having to provide for his grandson. The authors also examine Wolfgang Amadeus Mozart’s pedagogical practice, proving the impact of his father’s principles of upbringing on it.

‘Maslow before Bloom’: Implementing a caring pedagogy during Covid-19

This article draws on interviews undertaken with 20 teachers as part of a larger study on the impact of Covid-19 on schools. Although the schools varied by location, level, and socio-economic status, teachers’ experiences were remarkably similar. Teachers found the sudden move to on-line learning stressful, and the constant demands of delivering a different style of pedagogy, maintaining contact with students and their families, and looking after their own family situations exhausting. Participants who worked in isolated or less advantaged communities were also attending to delivering learning devices, food and basic supplies to their families and communities. In this article, we present the data in in both thematic and poetic styles to highlight the nature of the caring pedagogy that they undertook as schools moved in and out of lockdowns, despite the toll that it took on them, personally and professionally.

Developing a memory studies program: Lessons and challenges

The article results from the creation and implementation of a 1-year online Memory Studies Certificate Program at UCLouvain (Belgium). It describes the program designed by a team of researchers with different disciplinary backgrounds (i.e. sociology, political science, psychology, philosophy) and with different pedagogical styles. After this description, the article highlights key lessons informed by data from lecturers’ internal discussions and a survey involving the pioneer student cohort enrolled during the 2021–2022 academic year. This experience shows the importance of teaching as a way of contributing to field of Memory studies. As a counterpoint to the relentless publish-or-perish ethos, which often favors expedited dissemination of fragmented knowledge, creating a study program necessitates deep understanding and cohesive dialogue.

Piano pedagogy and concert activity of A. Siloti in the context of musical education in the USA

Since during the period of Soviet Union it was forbidden to study the activities of emigrants, purely scientific works dedicated to A. Siloti appeared only in 2000. Naturally, American scientists were the first to study the life and creative path of the artist. The purpose of the study is to reveal such key vectors of activity of the prominent representative of the Russian Diaspora A. Siloti during his stay in exile in the United States as a concert pianist and piano teacher. Due to the revolutionary events, he emigrated in 1919 first to Finland, then to France, Belgium and England, and finally stopped his search in the United States in 1921. In 1925 he began teaching at the Juilliard School of Music. Thus, the article reveals the circumstances under which the decision was made to emigrate, A. Siloti’s concert activities in the first years after moving to and his pedagogical style in Juilliard. Since the Juilliard School was one of the first institutions of higher music education in the United States in the early twentieth century, the key task of the study is to determine the role of A. Siloti in the history of music education.

Putting Down Roots: Foundations of Botany at Carolina

From the Publisher: This book traces the development of the academic discipline of botany at the University ofNorth Carolina at Chapel Hill from 1792 to 1982. Coverage of the professors who taught botany during UNC’sfirst century includes their biographical background, pedagogical style, scientific instruction, and contributionsto science. The academic influences that each of these educators had on Carolina are also noted. Theconcluding chapter, constituting about one-sixth of the volume, describes the UNC Department of Botany,established in 1908. The principal focus of this chapter is the department’s accomplishments, its faculty, andits graduate students. Several significant themes are woven through the text, particularly for the 1800s: the University Museum,the idea of establishing a model farm, the Elisha Mitchell Scientific Society, the emergence of laboratory practicein the curriculum, the University Library and the sciences, and the campus landscape and its beautification.Included among the noteworthy milestones of the university and of Chapel Hill are the first woman to teachbotany, the early history of the freedmen’s school for Black children, and the establishment of the campus’sfirst chemical teaching laboratory.

Pedagogy and Pizarro

This essay describes the pedagogic style and teaching philosophy of Joaquín Martínez Pizarro, a scholar distinguished by his translations (from Latin) and literary interpretations of important, somewhat under-recognized early medieval texts, his discovery of emergent narrative styles in literary history, and his identification of “firsts” within the trajectory of early medieval literature. The article focuses on Professor Martínez Pizarro’s dedication to his students and accompanying beliefs that guided his career: teaching is vital to the scholarly project; language instruction extends the subtle craft of translation; and a medievalist worth their salt does not adhere slavishly to constraints of genre or periodization but explores generic overlaps while reading and teaching outside the medieval canon. For both writers, Professor Martínez Pizarro’s impact has been profound and ongoing. Showing a scholar of remarkable breadth and literary passion bequeathing some of what he knows, this essay makes a larger argument for the necessity of medieval studies to a healthy humanities curriculum.

Students' Acceptance of the Use of Google Meet in Learning Arabic Communication during Online Distance Learning (ODL)

Online Distance Learning (ODL) has devised a novel existence where technology and the internet are inevitable and no longer an option. Many academic institutions especially tertiary education were compelled to adapt their pedagogical style to ODL. In the context of learning Arabic Communication, Google Meet has been used extensively as a learning medium. Although Google Meet is seen as a suitable medium for ODL, the effectiveness of the teaching and learning processes still depends on the student’s acceptance of its use. Therefore, this article aims to analyse students' acceptance of Google Meet as an online learning platform for Arabic Communication. This study uses a quantitative method through a descriptively analysed questionnaire instrument which focuses on the ease of use, usability, attitudes and intentions of the students. The results of the study found that students' level of acceptance towards the use of Google Meet in learning Arabic is moderate, which depicts that the students acknowledge and are optimistic towards the use of Google Meet as one of the learning platforms. However, further improvements need to be done by reassessing the materials and content as well as teaching and learning management techniques as a whole. This is to ascertain that the effectiveness and sustainability of Arabic language learning continue to be more substantial, especially in situations that require ODL to be taken place.

The Use of Innovative Technologies in the Process of Forming the Competence of Future Elementary School Teachers as a Requirement of Postmodern Development of Society

The problem deserves special attention, given the urgent need to improve the process of forming the professional competence of future elementary school teachers associated with the need to optimize the components of the educational system in accordance with the needs of students, employers and conditions of postmodern social development. The analysis of the available developments allowed us to determine that the use of innovative learning technologies aimed at the development of the personality of future elementary school teachers is considered promising. The content of professional competence of future elementary school teachers has been analyzed. It was found out that there is no unified approach to the definition of its structure, but the necessary elements are reflexive, operational, methodical, motivational. The development of mobility, creativity and formation of individual pedagogical style are considered necessary for a future teacher. The directions for improving the professional training of future elementary school teachers have been proposed. In particular, they include the definition of ways of forming students' motivation to master the future profession and further continuous professional development, as well as updating the content and structure of professional training in view of the features of postmodern education. The introduction into the educational process of such innovations as methods of active and intensive learning, cooperative learning and coaching technology, which showed positive results in the process of their use, was substantiated. Further research on this aspect consists of the development of methodological recommendations for updating educational programs for training elementary school teachers in the conditions of postmodern development of education and experimental testing of the effectiveness of the proposed approach.

Styles of psychological and pedagogical communication in the work of air traffic control instructor

In recent years, the process of training and retraining of aviation personnel has become increasingly important in the aviation sphere, as one of the key factors influencing the reduction in the number of avia-tion accidents and incidents. The article describes one of the methods for applying new standards and requirements of the aviation sphere to the concept of competence of air traffic controllers (ATC) instructors, describes previous studies on the psychological and pedagogical aspects of the ATC instructor’s activity, considers the concept of "pedagogical communication", its connection with the competence of an instruc-tor; the features of pedagogical communication between the ATC instructor and the trainee in the learning process are described, various styles of pedagogical communication according to S.A. Shein are analyzed. This paper shows results of the study of air traffic controllers – instructors’s pedagogical communication styles, according to Shane; there are given recommendations for choosing the most optimal style in the in-teraction between the air traffic controller-instructor and the trainee. The purpose of the study was to study the peculiarities of the pedagogical style of communication between an air traffic controller-instructor and trainees. The working documents on the training of aviation personnel, the requirements and recommen-dations of international aviation organizations were studied, and they were compared the competencies of instructors with the styles of their pedagogical communication with trainees. The scientific significance of the work lies in the analysis of the psychological and pedagogical component of the interaction between the instructor and the trainee, the study of a separate component of the instructor's work in the light of the new requirements of the aviation industry. The practical significance lies in the information obtained about the styles of pedagogical communication of current instructors, which can be used in the selection of candidates for the position of instructor and in advanced training courses and, thereby, increase the ef-fectiveness of training. The methodology of the study consisted in the analysis of aviation guidelines and the application of a questionnaire according to the method of S.A. Shein. In the course of experimental work, the styles of pedagogical communication of instructors were determined. The results of the study indicate the need to pay enough attention to the modern understanding of the competence of instructors in advanced training courses, to find teaching methods for instructors that allow them to develop their own optimal style of pedagogical communication, introduce the skills of cooperation, mentoring, ethics and honesty and prevent the emergence and development of opposite qualities. Key words: competence of ATC instructor, style of psychological and pedagogical communication, human factor, instructor skills.

Innovative Pedagogical Styles in English Language Teaching: Learning in Rural Context

English, though a foreign tongue, has acquired a unique status in Indian context. The history of English language teaching reveals that teachers and academicians have always been in search of innovative methodologies and curriculum designs. The reason was to find a solution to the problems encountered in their respective classrooms. English has emerged as the language of trade, economic growth and social mobility and this outlook has in fact made English language a necessity in present times. Indian education system has laid great importance to teaching and learning of English right from school itself. It is observed that it poses no such problems at the metropolitian level but poses a great struggle in rural areas. This is because, the population living in Indian villages lack the facility of technological innovation and supportive context. It becomes quite essential that novel styles and strategies of innovative teaching practices should be introduced. This paper examines various innovative tools and strategies of English language teaching which can be implemented in teaching English as a second language. It further examines the challenges faced by the teachers and learners. Today, things have become quite easier with the advancement of science and technology but it is the implementation of appropriate strategy which could make teaching and learning quite innovative.

Enhancement of Technology in Pedagogy and Practice in Higher Education during Covid-19

The Spread of new forms of technology has inundated the learning System of the student at all levels, especially the higher education level. The efficacy of teaching students to keep pace with evolution without understanding how they will learn. This is the start of an endless journey. Students are always fascinated by digital gadgets and interact more when they find new things; this is one of the reasons integrating new technologies, and interactive tools is very important in this stage of the learning process. Adopting technology in higher education is an innovation that does not cause any disruption to traditional learning mechanisms but rather contributes to the learning evolution. Higher education institutions face many challenges when adopting new technology to their pedagogical style and teaching method because of the growing student numbers and the application of these techniques and methods for students from Different categories and timing. The flipped learning approach we adopted helped us start our Journey smoothly during the Covid 19 pandemic. In continuation to the approach that we adopted of giving students a different and fulfilling learning experience, Middle East College is working on improving the implementation of flipped learning redefined in the context of Online and blended learning. During this phase, the main aim is to enhance the effectiveness of flipped learning in online teaching in delivering and planning synchronous and asynchronous Activities. Also, it helps to improve the interaction of the students with the given materials. This study focuses on enhancing technology in pedagogy and practice in higher education. Where will this study identify the staff member's technological needs and how learning was influenced? In addition, it will highlight the mechanisms used to facilitate the collaboration and interactions between students and Faculties to improve the learning experience, inspire students to learn in an active environment, and encourage Learning Ownership for Lifelong learning.

Blended teaching and psychological well being of educators : A study across commerce and management institutions in Bengaluru

The unanticipated global spread of the COVID-19 virus has posed an extra challenge to the world’s educational systems, forcing teachers to adopt online or blended modes of instruction. Teachers face a wide range of difficulties as they adjust to the digital pedagogical style, new pedagogical concepts, and the expectation that they will find creative solutions to meet the academic and personal needs of their pupils. Institutions of higher learning are working to develop programs to help students, especially those from underprivileged backgrounds, make up for academic ground they may have lost.In offline, online, and hybrid learning models, there is an increased emphasis being placed not only on the health and safety of instructors, but also on the collaboration between authorities and a wide variety of other stakeholders. While there is a growing body of study being conducted on related goods and initiatives in industrialized nations like the United States, there is a considerably smaller body of information that has been collected on the subject in developing nations like India. There is need for study on the efficacy of blended models as well as the health and happiness of the educators, and this may be done using qualitative, quantitative, or hybrid methods. In fact, there are a variety of assumptions about blended model implementation in education that are worth exploring beyond simple causality. Similarly, it is descriptive and exploratory in character, with the goal of learning how newer and more exact systems should be fashioned.The purpose of this study is to investigate the influence that blended teaching can have on the mental health of educators. Convenience sampling was used to obtain the sample for this investigation, and it was distributed throughout the teaching fraternities of commerce and management colleges. For the purpose of the study, a sample size of 150 educators was gathered, with a margin of error of 10% and a confidence interval of 95 percent. A qualitative pilot research was done on this topic with a group of fifty instructors, and a well-structured questionnaire was constructed by considering their findings. A statement based on a Likert scale is included in the questionnaire in order to gauge the challenges associated with blended learning as well as the personal wellbeing of the instructors. The statistical analysis of the data will be carried out with the help of the software packages SPSS and AMOS. The findings of the study will be of tremendous use to the teaching community in terms of coping with the obstacles posed by blended learning, and such methods can be widely implemented for the benefit of the students.