Teaching In Education Research Articles

Learner training for phonetic transcription of typical and/or disordered speech: A scoping review.

Phonetic transcription is a core skill of speech and language therapists/pathologists (SLT/Ps) for clinical assessment of speech sounds and/or errors, and linguists for investigation of phonetic phenomena in various languages; hence, it is included in the curriculum of the corresponding degree programme. Many experts and course instructors have discussed their opinions on different aspects of phonetic transcription teaching and/or reported their own training programmes. However, no review has systematically summarized the types of expert recommendations and training methodology reported in the literature. Such information is important for mapping the knowledge gaps, refining current teaching and planning further research. To systematically summarize (1) the materials and procedures for delivering and evaluating phonetic transcription training programmes, and (2) the opinions from experts in phonetic transcription teaching regarding but not limited to the content, rationale(s), format and structure, and timing of teaching phonetic transcription of typical speech and/or disordered speech reported in the literature. A scoping review was carried out by following the Joanna Briggs Institute methodology. PubMed, EBSCOhost and Web of Science were searched and citation searching of included papers was completed. The included papers were divided into training programme reports, of which data (e.g., type and number of speech stimuli used, type and number of learners, outcome measures) were charted, and expert opinion papers, analysed using content analysis. A total of 565 studies were retrieved. After excluding duplicates and irrelevant papers and merging two sources that reported the same training, a total of 23 sources on training programmes and six opinion papers were analysed. Most training were for English and for SLT/P students, with some for the linguistics students. There are variations in the training content (with phonetic transcription practice as the main procedure), delivery mode (some presented via websites or computer software), stimuli (audio recordings of typical adults and children with speech disorders were most used), feedback (mostly immediate feedback using answer keys) and outcome measures (mainly transcription accuracy of learners and user opinions). Content analysis of opinion papers determined five main categories: rationale for training; aspects of the delivery of training; transcription; problem areas noted; and strategies/resources. Implications and considerations for teaching are discussed, along with recommendations for research in the design of evidence-based training. The findings can contribute to the development of general guidelines about phonetic transcription training in educational programmes and the establishment of pre-registration competencies. What is already known on this subject Phonetic transcription is a core skill of SLT/Ps and linguists for clinical speech assessment and research, and it is an important component in the curriculum of the relevant degree programmes. Many experts and course instructors have discussed their opinions regarding phonetic transcription teaching and/or reported their own training programmes in various sources such as books and book chapters, research papers and conference proceedings. What this paper adds to the existing knowledge The paper reports a scoping review that systematically summarized the materials and procedures for delivering and evaluating phonetic transcription programmes and experts' opinions and recommendations for phonetic transcription teaching, reported in the literature. The data from these two types of sources allowed an integrated discussion of the various aspects of phonetic transcription training, such as content, format and structure, materials and timing of teaching and the evaluation of training efficacy. What are the potential or actual clinical implications of this work? The data synthesized and discussed provide a foundation for a review of current practice in phonetic transcription teaching in SLT education. The findings can contribute to the development of general guidelines about phonetic transcription training in educational programmes and the establishment of pre-registration competencies.

A Comprehensive Study to Analyze StudentEvaluations of Teaching in Online Education

A Comprehensive Study to Analyze StudentEvaluations of Teaching in Online Education

How do we teach about ethnic and cultural diversity in PETE? A discourse analysis of interviews from Norway, Aotearoa/New Zealand and Canada

ABSTRACT Background Although social justice has been a topic of interest in physical education for over 40 years, research still shows that physical education excludes and marginalises students based on various identity dimensions. Presently, with societies becoming more diverse, there is heightened anticipation for teacher educators to demonstrate ‘cultural responsiveness’ or ‘cultural competence’. Purpose This paper investigates how Physical Education Teacher Education (PETE) educators in Norway, Aotearoa/New Zealand and Canada construct teaching about ethnic and cultural diversity. Methods This study’s data comprise 23 interviews with PETE educators from three countries. We analysed the interviews using concepts from discourse theory and a framework from multicultural education. Findings While the way teacher educators discuss teaching about issues of ethnic and cultural diversity in PETE highly depends on each country’s contexts, there still are overlaps encapsulated by discourses. Our analysis suggests most discursive articulations from interviews reproduced liberal discourses, with fewer discursive articulations from conservative and critical discourses. Furthermore, the discourses constructed certain subject positions for students and teacher educators that carry implications for practice. Conclusion Although there are consistent attempts to engage with critical discourses, the dominance of liberal discourses persists in PETE in all three countries. This prevalence poses a risk of perpetuating othering and marginalisation.

Musical Play and Playworlds Create Meaning in Swedish School-Age Educare Centres: A Matter of Engagement, Empathy, Exploration and Embodiment

One of the tasks of Swedish school-age educare centres is to offer children the possibility of different aesthetic forms of expression, such as music and drama. Based on theories of play, music and improvisation, musical play is introduced in which the process itself and the desire to participate are in focus, with the intention of investigating children’s and teachers’ joint meaning-making during the sound exploration and creation of playworlds. From a staged action-focused method, joint play with different voice sounds, both in song and speech, is introduced along with sounds and rhythms from everyday things, such as plastic bags and chopsticks. During the musical play, a fictional character is introduced to create possible openings for voluntary participation and engagement. The results are presented in four scenes and focus on engagement, empathy, exploration, and embodiment. In the results, the participants’ meaning-making is described as action during the musical play and the creation of the playworld. This study is expected to generate a basis for the discussion on joint musical play and play pedagogy as a form of extended education pedagogy capable of creating an experience of emancipation and participation in encounters between children and teachers.

The Ideological Dilemma in Using Games in Global Citizenship and Development Education

The objective of this paper is to contribute to discourse informing the use of computer games in Global Citizenship and Development Education. In doing so, it addresses the incompatibility and conflict between the values imbedded in games and those informing development education practice. It is aimed at both formal and informal educators who see the potential in using games in their practice and want to reconcile this dilemma. It is also aimed at policy makers and influencers who want to shape the structures governing such digital spaces in the public interest. The research involved an interdisciplinary literature review across the fields of Education, Game Design, colonialism and social activism. The analysis takes a postcolonial perspective and is informed by the theory and practice of critical pedagogy in youth work and development education. The study was conducted as part of Doctoral research and project work with NGOs over a seven-year period to 2024. In this context it is important to note that this is a rapidly changing and evolving sector. The development of computer games and immersive technologies over the past 20 years has been transformational, in their interactive capabilities and global proliferation, particularly with the emergence of “The Metaverse”. Such expansion has been critiqued as a process of Colonialism, where young people’s time, creativity, identities and attention is being commodified, monetised, packaged and sold to the highest bidder. The structure of the games industry, their content and the ecosystem surrounding gaming are all ideologically driven. Such ideology aligns with one of three systems: the neoliberal hegemony emanating from transnational corporations and market economies; the state control being exerted by China and others; or a blind commitment to opensource being advocated by many industry innovators, developers and users. When using games in an educational context, and particularly when addressing Social Justice and Global Citizenship, the values and cultures underpinning all three of these ideologies are problematic. It is the contention in this paper that such spaces can also be developed as informal educational spaces informed by values aligned with critical global citizenship and development education. Now is the time for development educational practitioners, conscientious games designers and policymakers to collaborate, to act, to legislate, to experiment and carve out a safe, progressive, dynamic, decolonised digital space for engagement with issues of global citizenship and development education

ART HISTORY PERSONOLOGY: THE HISTORY OF THE FIRST STAGES OF THE DEPARTMENT OF DRAWING AND SKETCHING OF THE FACULTY OF ART AND GRAPHICS IN LENINGRAD

The history of higher artistic and pedagogical education begins in Leningrad in the late 1950s. The Faculty of Art and Graphics was founded at the Leningrad Herzen Pedagogical Institute. The faculty combined the previous e orts of teachers in the eld of history, theory, and methods of training of visual arts teachers. The biographies of the people who stood at the origins of the Faculty of Art and Graphics are almost forgotten today. However, they are important for modern art studies. On the basis of archival materials, portraits of the rst heads of the faculty, who determined its development in the early 1960s, have been recreated in this paper.

SOCIAL AND PROFESSIONAL TRANSFORMATION OF THE TEACHING COMMUNITY OF PEDAGOGICAL UNIVERSITIES IN CHINA - A MODERN VIEW: PROBLEMS AND THEIR SOLUTIONS

The article is devoted to the problem of personnel policy in the system of higher pedagogical education in China. The author presents the results of the analysis of statistical studies on the teaching community, reveals general trends in improving the academic training of teachers and enhancing their livelihood, gives a general description of the Programme for the Development of the Higher Education System, focused, among other things, on training of highly qualified teachers.

Retraction Note: Application of infrared image defect detection based on data information visualization technology in intelligent physical education teaching

Retraction Note: Application of infrared image defect detection based on data information visualization technology in intelligent physical education teaching

Exploring the material-discursive relations in literacies and language instruction: A state-wide view of binary logics at work

ABSTRACT This article discusses the current Missouri (U.S.) socio-political landscape of literacies and language education pedagogies across PreK-12 settings. Specifically, our research focus explores the binaries that educators in schools experience which a/effects material-discursive relations of literacy teaching and learning. We understand how literacy education policies, initiatives, and practices as well as socio-political climate can produce unique conditions that shape schooling and how many of these can impact learning and teaching conditions as generative and/or paralysing spaces for educators and their students. We conceptualize pedagogies through material-discursive philosophies that shift away from humanist logics and present our research inquiry to foreground the conditions that produce our current U.S. literacy landscape. This paper draws on state-wide data from 1,550 surveys and 113 interviews with PreK-12 teachers. We employ two theoretical concepts as analytical tools: thresholding and eventicizing. These tools help us to explore how teaching and learning are dynamic constellations of material-discursive relations that put the current socio-political literacy education climate in conversation with the materials and texts teachers select and share. We discuss what is produced within these material-discursive binary conditions noticing how teachers resist and persist within the binaried worlds they find themselves in as educators.

Applying critical pedagogies to human rights education

ABSTRACT The right to education is recognised in international human rights law, underpinned by guidance for human rights education to assure the goals of the UN Charter. While this vision for human rights education has been around since the 1948 Universal Declaration of Human Rights, recent developments at UN level have galvanised interdisciplinary scholarship, drawing pedagogical frameworks from education studies, sociology, development studies, psychology, and philosophy into the teaching of international human rights law generally situated within law schools in higher education. Yet scholarship on the pedagogy of human rights education is in its infancy. Recent trends point to the transformative potential of utilising radical and critical pedagogies in furtherance of human rights education. Adding to the toolkit, this article presents a conceptually oriented framework for application to human rights educational practice. It builds on critical human rights education scholarship, interrogating how human rights education can tackle structural injustice, elucidating ways to infuse classroom learning with horizontal human rights principles, and examining the psychosocial factors in this kind of learning. The application of critical pedagogies to human rights education will be of interest to human rights educators and students of human rights everywhere.

Content Analysis of Postgraduate Theses About the Relationship Between Autism Spectrum Disorder and Physical Activity in Türkiye in 2010-2023

The aim of this study is to evaluate the postgraduate theses on the relationship between autism spectrum disorder (ASD) and physical activity registered at the YÖK National Thesis Center between the years 2010-2023 and to examine these theses using the headings of descriptive features, content and methodology. A total of sixty-one (61) theses, forty-four (44) master's theses and seventeen (17) doctoral theses, on the relationship between ASD and physical activity between the years 2010-2023 were included in the study. The data of the study were obtained by using the document review model, which is one of the qualitative research methods, and analyzed by the content analysis method. Within the scope of the findings obtained from the study, it is seen that the postgraduate theses were mostly published between the years 2019-2023 and most of them were completed at Gazi University. The findings obtained show that the master's (49.9%) and doctoral (47%) theses were mostly carried out in Health Sciences Institutes. Thirty-three (33) studies were conducted in the Department of Physical Education and Sports, including twenty-one (21) master's theses (47.7%) and twelve (12) doctoral theses (70.5%). In addition, four (4) master's theses (9%) and two (2) doctoral theses (11.7%) were conducted in the Department of Physical Education and Sports Teaching. A total of twenty-seven (27) studies, nineteen (19) master's theses (41.3%) were conducted by advisors with the title of Assistant Professor, while ten (10) doctoral theses were conducted under the leadership of advisors with the title of Prof. Dr. (%47.6). The sample group of the master's and doctoral studies mostly consists of individuals/children with Autism Spectrum Disorder (ASD). In addition, the sample group in master's theses (51.5%) and doctoral theses (28.2%) consisted of parents. Of the master's theses in the years 2014-2018 and 2019-2023, 29-30% were studies completed in the field of motor skills and 11-12% in the field of social skills. Of the doctoral theses in the years 2019-2023, 36.8% were studies completed in the field of motor skills and 15.7% in the field of social skills. It was seen that the examined master's and doctoral theses were mostly completed in metropolitan cities such as Istanbul and Ankara. Again, it was understood that postgraduate theses were mostly completed in special education and rehabilitation centers. Quantitative research was mostly applied in postgraduate theses (79.5% of master's degrees, 64.6% of doctoral studies) and the majority used the criterion sampling method (47.7% of master's degrees, 76.4% of doctoral studies). It was also seen that both master's and doctoral theses were conducted in experimental and case study research models. While test battery (41%) and scale (17.9) were used in master's theses, observation form (19.9) and scale (19.9) were used in doctoral theses. Finally, criterion sampling and random sampling methods were preferred in both master's and doctoral theses. As a result, it was seen that the studies completed on individuals with Autism Spectrum Disorder (ASD) increased between 2019-2023 and focused especially on motor skills and social skills.

Current Policies and Pedagogies of English Language Teacher Education: Unveiling Social Challenges

Current Policies and Pedagogies of English Language Teacher Education: Unveiling Social Challenges

Application of Outcome-Based Education Instructional Theory Based on Artificial Intelligence in the Design and Practice of Research Curriculum

Research curriculum design is to arrange instructional links in an orderly manner in the course of teaching according to the requirements of course standards and the characteristics of instructional objects,so as to determine the plan of appropriate instructional scheme.The establishment of a reasonable assessment system of teachers' instructional level aims at correctly and reasonably distinguishing the differences of instructional level among teachers,enabling excellent teachers to discover their own advantages in time so as to improve their own shortcomings.Based on the concept of Outcome-based education,this article puts forward a instructional assessment model based on big data from the perspective of the education of new media.In the application effect,it can be seen that with the support of OBE instructional theory,students' creative ability and practical ability are obviously improved.The application of ANN in instructional level assessment is completely feasibleand it can meet the accuracy requirements,providing assistance for the design and practice of research curriculums.

Апробация методики определения готовности университета к проведению профессионального (демонстрационного) экзамена для выпускников программ подготовки педагогов-психологов

<p>The article describes a methodology for determining the readiness of a university to conduct a professional (demonstration) exam for graduates of training programs for educational psychologists. The methodology includes collecting the opinions of different subjects of the site for conducting a professional (demonstration) exam at pedagogical universities: the head of the site, heads of departments, undergraduate students (future educational psychologists). The questionnaires contain two sets of questions: the conditions for practical training of educational psychologists, the readiness of pedagogical universities to introduce a professional (demonstration) exam for graduates of educational psychologists. The results of testing the methodology at MSUPE were presented, in which the following participants took part: the head of the site, three heads of departments, 61 fourth-year undergraduate students of full-time study in the direction of 44.03.02 Psychological and Pedagogical Education. The results obtained allow us to say that the university has created organizational, methodological, personnel and material and technical conditions for organizing and conducting a professional (demonstration) exam for undergraduate students. Students mastered each studied area of ​​activity (labor function) of an educational psychologist, both separately in the elements of a professionally oriented module (disciplines, practice) and in the module as a whole. Students have experience passing such an exam in the form of an intermediate certification before the state exam.</p>

Unlocking Potential: The Transformative Role of Gaming in Rural Higher Learning Institutions of South Africa - A Systematic Exploration

The aim of this study resonated with the pursuit of achieving enhanced engagement in teaching and learning that informs critical thinking, and knowledge retention among students. Despite the growing trend of technological integration in teaching and learning, however, there exists a lack of empirical evidence and comprehensive studies that investigate the effectiveness of gaming in promoting educational objectives within rural institution of higher learning in South Africa. To investigate this gap, a systematic review method was employed, which provides a comprehensive and logical analysis of existing literature on the significance of gaming in teaching and learning within rural institutions of higher education. Inclusion and exclusion criteria were used in the study to enhance the rigor and transparency of the research process, by providing a solid foundation for synthesizing and interpreting existing literature relevant to the study. The systematic review findings revealed that the significance of gamification in teaching and learning in rural higher education lies in its ability to overcome accessibility challenges, provide personalized learning experiences, address motivation and retention issues, and enhance digital literacy. It was recommended that by incorporating gamified approaches, rural higher educational institutions can create a more inclusive, engaging, and effective learning environment for students within the rural institutions of higher learning in South Africa.

Higher Education Teaching Quality in the Aftermath of the Double Disruption

Higher Education Teaching Quality in the Aftermath of the Double Disruption

Factors Affecting the Teaching of Comprehensive Sexuality Education among Secondary School Teachers

The study examined the factors influencing the teaching of comprehensive sexuality education (CSE) among secondary school teachers in Mpongwe District, Copperbelt Province, Zambia. It utilized a cross-sectional survey method involving 185 participants from secondary schools in the district, selected through convenience sampling. Structured questionnaires were administered to gather data on various factors impacting the teaching of CSE. Results indicated that management factors, including training in CSE, access to resources, and support from school management, significantly influenced participants’ comfort and competence in teaching CSE. Cultural factors were identified as barriers to teachers’ comfort in delivering CSE content. Interestingly, demographic factors such as gender, professional qualifications, and length of service did not affect participants’ comfort in teaching CSE, although age emerged as a significant factor, with younger teachers feeling more at ease with teaching CSE compared to their older counterparts.

Developing health-saving competence of pre-service teachers in Kazakhstan

This study's significance lies in the need for a perspective teacher who can solve educational objectives to preserve children's and teenagers’ health. In this context, it is crucial to cultivate the health-saving competence of pre-service teachers during the educational process at the university. The study has aimed to develop, implement and experimentally test educational conditions for developing health-saving competence of a pre-service teacher within the framework of the educational program of the pedagogical direction. The participants were 37 university teachers of physical education and 145 students from two universities in Kazakhstan. The proposed approaches and methods represent a process of future teacher training which includes the stages: initial, main and final. Instructional intervention was employed at the final stage: the authors developed and introduced a special course for prospective teachers titled "Development of Schoolchildren's Health and Modern Health-promoting Technologies”. Tests, surveys, and questionnaires have been used during the intervention to test the course efficiency. The majority of respondents (79%) consider it necessary to utilize health-promoting methods and techniques at different stages of the lesson in the process of teaching the discipline. The essential aspect in the study of the elective course was building upon students' existing knowledge in the fields of physical education, pedagogy, psychology, and subject-specific teaching methods, as well as enhancing their health-saving competencies. Keywords: health-saving, competence, physical education, teacher, activity.

Application of a Prediction Problem-Based Learning (PPBL) Method in an Undergraduate Biomechanics Course

Abstract Challenge As biomedical engineers revolutionize medicine, biomedical engineering programs must adapt to the diverse learning styles of the current student population. Students are learning in new ways and instructional strategies need to be adopted. Novel Initiative Understanding generational attributes is crucial for developing effective teaching pedagogy. Generation Z, also known as “zoomers” and “digital natives,” will dominate higher education for the next decade. In response to the shift of how students are learning, a new teaching method called Prediction Problem-Based Learning (PPBL) was implemented in an undergraduate Biomechanics course. PPBL combines the retrieval of information with problem-based learning to enhance student engagement and active learning. Reflection Comparing this method to traditional teaching approaches demonstrated significant improvements in a course learning outcome and exam performances among students exposed to PPBL. These results suggest that PPBL fosters a deeper understanding of the material and promotes a more effective learning strategy. Further analysis and testing of this method are recommended to confirm its efficacy and explore its potential for broader application in biomedical engineering educational courses. This innovative approach aligns with the needs of Generation Z learners, who thrive in interactive and technology-enhanced educational environments, thereby providing greater opportunities for academic success and professional preparedness.

Exploring ICT Integration Practices in STEM teaching of TVETMARA Malaysia

STEM education is gaining global recognition because of its crucial role in equipping students with the necessary skills for future professional opportunities. However, the proficiency and skill of educators, including their understanding of STEM disciplines and effective teaching methods, are key determinants of the success of STEM education. Therefore, ICT plays a crucial role in improving teaching and learning methods in STEM education within the TVET platform, ensuring the effectiveness of subject delivery and the relevance of STEM education. This study aims to explore TVETMARA educators' experiences in integrating ICT into STEM teaching through the lens of TPACK. Ten TVETMARA educators participated in semi-structured interviews. Thematic analysis generated five themes: ICT Selection, Organizational Support, Peer Collaboration, Pedagogical Practices, and Lesson Preparation. This study contributes valuable insights to STEM teaching with the inclusion of ICT in the context of TVET.