Teaching In Education Research Articles

Exploring social justice pedagogies in physical education in Austria: Teaching practices for diversity and equity

Exploring social justice pedagogies in physical education in Austria: Teaching practices for diversity and equity

Pedagogical Content Knowledge as a Lens for Transforming Teaching in Medical and Health Professions Education

Pedagogical Content Knowledge as a Lens for Transforming Teaching in Medical and Health Professions Education

A systematic review of empirical studies into multilingual pedagogies and their outcomes in primary education

ABSTRACT A growing body of research has shown that multilingualism can be a resource in learning, and has suggested that a diverse array of pedagogical approaches can be used to support multilingual learners in primary education. However, the field is lacking a review of literature examining multilingual approaches in education in relation to their outcomes. Therefore, this study asks what multilingual pedagogies can possibly be beneficial in supporting linguistically diverse students. Based on a systematic review of 34 international peer-reviewed articles on multilingual pedagogies in primary education and their cognitive and socio-affective outcomes, a categorisation into four multilingual pedagogies is proposed: pedagogical translanguaging-based, affirming, scaffolding and cross-linguistic. Additionally, we report on two main categories of outcomes: cognitive outcomes (e.g. reported results on vocabulary growth, morphological awareness, content learning) and socio-affective outcomes (e.g. reported results on wellbeing, relational aspects, self-efficacy). The proposed categorisation of multilingual pedagogies offers ways to support the shaping of multilingualism in education from different angles. The outcomes of the present study show that multilingualism can serve as a meaningful resource for learning in primary education contexts.

Using Topic Specific Pedagogical Content Knowledge to Study Indigenous Knowledge Integration in Grade 11 Physical Science Lessons: Teachers’ Perspectives

Many learners seem to struggle to grasp the concepts of forces and Newton’s law of motion, possibly owing to decontextualised teaching pedagogies used in science classrooms. This study investigates Grade 11 Physical Sciences teachers’ perspectives in South Africa on integrating Indigenous Knowledge (IK) to improve learners’ understanding of science, particularly in relation to forces and Newton’s laws of motion. It adopts a qualitative case study approach, grounded in interpretive and Indigenous research paradigms, and framed by the Ubuntu perspective, which emphasises community and collective well-being. Purposive sampling was used to select three voluntary participants, and data were generated through semi-structured interviews. Data analysis was based on Mavhunga and Rollnick’s Topic Specific Pedagogical Content Knowledge framework, focusing on learners’ prior knowledge, curricular saliency, difficulties in understanding, and teaching strategies. Key themes included learners’ prior knowledge, content prioritisation, challenges in integrating IK and conceptual teaching strategies. The study found that a novice teacher instinctively integrated IK without formally understanding it, aligning with effective teaching strategies. On the other hand, experienced teachers demonstrated more understanding of IK, recognising its potential to help learners move from familiar to new concepts. However, one of these experienced teachers viewed IK as somewhat outdated, despite its presence in their teaching practices. This mixed perspective underscores the need for further experimentation with IK in Physical Sciences lessons to better assess its impact on learners’ understanding, as teachers’ perspectives on its relevance and application vary.

Enunciative Practices in English Pedagogy. Profiling the Literature from a Border- Perspective

This review article reflects on the notion of pedagogy in English language teaching and teacher education. To advance in the state of the art at stake, forty-four articles were profiled out of eighty-eight to trace how pedagogy has been built as a universal that carries onto-epistemological consequences. The analysis here concentrated on the enunciation levels the studies inspected. This manuscript discusses four categories: Critical Decolonial, Translanguaging, and Anti-racist pedagogies. It anchors the conversation from a border-thinking perspective to claim that most approaches to pedagogy focus on protesting against Modern/Colonial pedagogy, but there is little contestation concerning it. This posture contributes to shifting the geography of reason concerning English language pedagogy.

Is online teaching teaching? A framework for understanding the costs and benefits

In the wake of the COVID-pandemic, and from the perspective of analytical philosophy of education, this paper investigates into, and discusses, costs and benefits to online teaching in higher education. Contrasting old and new ways of teaching, notions that are developed below, notable results in the paper are the following: a) even if expedient, online teaching does not cater well to the situationally contingent dialectical processes that teaching consists in, and, hence, b) it might have unwanted (and detrimental) effects as regards the development of our students’ ability to think. Two explanatory principles as regards teaching and learning are stipulated and analysed in the paper: the teaching trinity and the learning staircase. These analyses represent the papers main contribution to knowledge. But also, arguments addressing the importance of the human face in teaching situations, and arguments addressing the immediacy characteristic of such situations, represents novel contributions. On the background of said analyses, it is argued that online teaching might have a micro-level marketisation of education as an unintended consequence (the marketisation of teaching), and that this out-crowds important values that teaching traditionally installed. Drawing upon Alan Fiske and Michael Sandel, a frame for understanding this is suggested.

Becoming-Wild with Chalk and Paintbrush: Material-Multispecies Moments for Re-imagining Environmental Education Pedagogies

Becoming-Wild with Chalk and Paintbrush: Material-Multispecies Moments for Re-imagining Environmental Education Pedagogies

Capacity Building Needs of Lecturers of Business Education and Effective Teaching of Students in Colleges of Education in Adamawa and Taraba States

Capacity Building Needs of Lecturers of Business Education and Effective Teaching of Students in Colleges of Education in Adamawa and Taraba States

Project-Based Learning as Innovation in the Subject of Didactics of Vocational Training

The paper proposes Project-Based Learning as an innovation in the subject of Didactics of Vocational Training within the Teacher Education study programme. The impetus for this innovation stems from Masaryk University in Brno's call to make teaching more interactive, alongside the European Union's efforts to promote holistic education at universities. The paper outlines the benefits of project-based learning, presenting examples of good practice from both the Czech Republic and abroad, with particular emphasis on teacher education. The proposal for this innovation is based on the results of a survey that identified the changes students deem desirable in the current teaching concept. Drawing from theoretical knowledge and the survey findings, a new concept of project-based learning is introduced. The existing syllabus for the subject has been transformed into a major project, which involves detailed preparation for a teaching unit. This project will be divided into sub-parts that align with the individual phases of teaching in vocational education.

‘For the Dutch-speaking students, I will translate it': code-switching as discretionary transformation of EMI language policy

ABSTRACT In the study of English-medium instruction in higher education, attention is being drawn to discrepancies between codified language policy and its enactment in classroom practice. This can be situated in a larger trend in language policy studies, in which researchers document and analyze language policy as an interactional concept, revolving around norms which guide language selection and use. In this context, I discuss how lecturers discretionarily transform institutional policy through code-switching in interactions with students, resulting in the production of a micro-level classroom language policy. The dataset consists of 23 classroom recordings which capture the interactions between six engineering lecturers and their students in two English-medium engineering programs at a Belgian university. Drawing on Street-Level Bureaucracy and Frame Analysis, I study code-switching in lecturer-student interaction, with a specific focus on the initiation, timing, procedure, and purpose of code-switching, including whether it involves meta-pragmatic commentary and/or enactment routines which seek, grant, or presume permission. Findings highlight a functional distribution of code-switching driven by pedagogical and pragmatic considerations. In conclusion, the study brings into focus how an explanation for the unfolding multilingual dynamics of the English-medium classroom necessarily appeals to both activity-specific interactional expectations and (overlaps in) individual speakers’ repertoires.

What can Freire bring to a hybrid approach of Teaching Games for Understanding and Sport Education? Exploring a social justice perspective

ABSTRACT Introduction While there is a growing body of research on hybrid approaches in Physical Education and Sport Pedagogy, there remains a gap in studies examining these combinations through a social justice lens, which could provide deeper insights into the power relations and possibilities for social change. Aim This paper explores an action research project where a teacher educator and pre-service teachers (PSTs) reflected on the implementation of a hybrid approach of Teaching Games for Understanding (TGfU) and Sport Education (SE). Specifically, this paper examines the experiences in this hybrid approach by using a Freirean lens (Freire 2005). Settings and participants The research took place in a university-community sport partnership project in Brazil. Participants included a teacher educator, five PSTs and 14 children between seven and 11 years old. Data collection Multiple data sources were collected through this action research project including teacher educator’s field notes, PSTs’ field notes after each teaching episode, teacher educator and PSTs’ meetings, PSTs generated artefacts (e.g. lesson plans, videos, photos and schedule of the games). Findings Three themes were co-created in analysing the hybrid approach with a Freirean lens. The first theme explores power relations and their influences on learning opportunities in the hybrid approach. The second theme highlights unsuccessful pedagogical strategies employed to negotiate power relations. The third theme examines the challenges in recognising historical patterns of gender-based oppression. Implications Applying a Freirean lens to a hybrid approach of TGfU and SE reveals insights into how power relations shape sport experiences and the inability to negotiate them without a critical lens. This study demonstrates that power relations can hinder participants from reaching their full human potential (Freire 2005) by limiting their agency and voice within the learning environment. Moreover, these dynamics often hinder the effective implementation of student-centred pedagogies, reinforcing traditional hierarchies in what we term an ‘oppressive-centred approach’. Integrating a social justice perspective can help shift the hybrid models towards ones that not only enhances social inclusion but also actively engages learners in social transformation.

Research on the application of biomechanical analysis in optimizing movement techniques in physical education teaching

Biomechanical analysis has gained prominence in optimizing movement physical education (PE) teaching. Understanding the mechanics of human movement techniques within can lead to enhanced performance, skill acquisition, and injury prevention among students. The potential benefits of biomechanical analysis and its integration into PE programs remain limited, and educators often lack the tools and knowledge to apply these insights effectively in their teaching practices. The study aims to investigate the application of biomechanical analysis to optimize movement techniques in PE, focusing on its impact on student performance and engagement. A mixed methods approach was employed, with qualitative surveys and interviews. Participants were divided into two groups. Group A (the experimental group, EG) engaged in strength and conditioning activities enhanced by biomechanical analysis interventions, including motion capture and force plate assessment, over a six-week period. Group B (the control group, CG) receives standard PE instruction without biomechanical feedback. The findings revealed significant improvement in movement techniques within Group A, with increased efficiency and reduced injury risk compared to Group B. Group A demonstrated enhanced performance in strength and conditioning activities. This study highlights the significance of integrating advanced biomechanical strategy into PE programs to promote effective teaching and learning practices.

How do We Conduct Teaching at Universities in the Future? A Study Illustrating How, Where, and Why Teachers and Students Disagree About Hybrid Teaching Formats

This empirical study investigates students’ and teachers’ preferences and experiences with hybrid teaching formats at the university level. In the presented teaching format, students and teachers attend sessions either on campus or online. Some students always participated from campus, others changed between campus and being online. The research shows surprising insights: students and teachers clearly disagreed about the experienced usefulness of the hybrid teaching formats, and whether to use hybrid teaching formats in the future. Out of 849 respondents, app. 80% of teachers prefer to teach at campus, app. 80% of students want the hybrid solution, despite the technical and pedagogical issues encountered. Findings show a need for the development of hybrid pedagogies and didactics preparing teachers for teaching in hybrid teaching formats and point to the need for a more general discussion about how universities and society at large want to conduct teaching in higher education in the future.

The Effects of an Intervention Programme Using Information Communication and Technology on the Teaching and Learning of Physical Education in Singapore Schools

This study examined the impact of an Information Communication and Technology (ICT) intervention program on teaching and learning in Physical Education (PE). The research involved 47 PE teachers from 47 Singapore schools and 838 students across primary and high schools. Teachers with little or no ICT experience (n = 24) and their students (n = 430) were placed in the intervention group. Data were collected using accelerometers, the Activity Perception Questionnaire, a K-12 rubric assessing psychomotor, cognitive and affective domains, an ICT integration rubric, and lesson videos. A two-way repeated measures ANOVA was conducted to analyse the intervention’s effects. The results showed that ICT use did not reduce students’ physical activity time or motivation levels. However, teachers’ ability to design meaningful ICT-integrated lessons significantly improved, as did students’ affective domain. The findings underscore the importance of incorporating both theoretical and practical components in PE teacher training, using contextualised examples and flexible learning modes. School leaders and policymakers should enhance professional development opportunities and support teachers in integrating ICT effectively, thereby improving student engagement and learning outcomes.

Equipping pre-service mathematics teachers for diverse classrooms: Best practices and innovations

This chapter explores innovative approaches and best practices in preparing mathematics teachers for diverse classrooms by employing four key theoretical frameworks: Culturally Relevant Pedagogy, Culturally Responsive Teaching, Differentiated Instruction, and Universal Design for Learning. These frameworks serve as guiding principles for equipping pre-service educators to effectively address the diverse cultural, academic, and learning needs in today’s classrooms. The study employed a comprehensive review of literature, focusing on empirical studies and practical implementations of these inclusive pedagogies in mathematics education. The analysis examined how teacher preparation programmes integrate these frameworks into their curricula to foster equity, inclusivity, and academic excellence. The chapter also discusses challenges encountered in the implementation of inclusive pedagogies, such as resistance to pedagogical shifts and limitations in teacher training programmes. To address these challenges, recommendations are provided for enhancing teacher preparation, including the incorporation of cultural competence training, differentiated instructional strategies, and universally designed learning environments. The findings suggest that these pedagogical frameworks, when implemented effectively, lead to improved student engagement, achievement, and a greater sense of belonging among learners from diverse backgrounds. By aligning teacher preparation programmes with CRP, CRT, DI, and UDL, this chapter emphasises the need for mathematics educators to adopt flexible, responsive teaching practices that cater to the needs of all students, ultimately fostering a more equitable learning environment in diverse classrooms.

Exploring Emirati Freshman’s English Writing Proficiency Level: A Case Study

This study qualitatively investigated the English writing proficiency of Emirati female freshmen at a national university in the United Arab Emirates (UAE), focusing on common errors and missing principles in their essay writing. Content analysis of open-book assessments revealed significant deficiencies in following instructions, organizing essays (introduction, body, conclusion), constructing grammatically correct sentences, paraphrasing, using APA citations, and incorporating textual evidence. The findings highlight a gap between high school preparation and university expectations, emphasizing the need for improved writing instruction in secondary education, focusing on critical thinking, and exposure to varied writing tasks and styles, including extensive reading. This research contributes to understanding the challenges faced by Emirati students in transitioning to higher education and offers implications for curriculum design and EFL teaching practices.

Matter and Proportionality in the Learning Garden with Pre-Service Teachers

: In this study, we present a didactic experience carried out in a public university with 60 students enrolled in the 2nd year of the Primary Education Teaching Degree. This experience consisted of implementing a teaching and learning sequence in which proportionality problems (mathematics content) and pure substances and mixtures (experimental science content) were addressed together in an ecodidactic garden context. This work presents the results obtained through the analysis of the students' responses. Our findings suggest that pre-service teachers have difficulties similar to those of primary and secondary students in the use of measuring instruments and conversion units, as well as in the calculation of proportions in mathematics and conceptual errors at a microscopic and macroscopic level in experimental sciences. This study highlights the need to design and implement strategies to support students in their formative process in relation to the contents of proportion and matter. As an added value in our work, we emphasize the interdisciplinary connection between mathematics and experimental sciences, offering a more real-life perspective of science.

Transforming on Digital Education: Perceptions of Teachers and Students at High School, in Cambodia

Transforming on digital education was a process of digital transformation in the education system, regarding as a way to improve education quality and teaching and learning methods in responding to Industrial Revolution 4.0. This study aimed at examining the perceptions and challenges of teachers and students on the transformation of digital education. This research also explored the impact of digital education transformation on the process of teaching and learning at Cambodian high schools. In depth-presentations of research results, the study used mixed methods-research for data collection and analysis. The collected data were analyzed by using the content analysis method for qualitative data analysis and descriptive statistics method for quantitative data analysis. The results showed that transformation of digital education proffered the importance to improving the education quality and reforming education. Transforming on digital education helps teachers and students develop their digital skills. Thus, this study provided many benefits to the digital education, including enhancing the quality of digital education, improving teaching and learning methods, developing the digital skills of teachers and students, and integrating digital technology with traditional teaching and learning

Overviews on JEILT Journal to Education Innovation and Language Teaching

Journal of Education Innovation and Language Teaching (JEILT) is officially launched on the 10th of February 2025 by the founder, Than Chhorn (PhD). It is an online access journal. JEILT is a double-blind and peer-reviewed journal, serving as a dynamic platform for disseminating and exchanging academic research relevant to education, innovation, language, and teaching in the Cambodian and global contexts. JEILT journal invites scholars, researchers, and practitioners to engage in critical analysis and discussions on the themes of psycho-pedagogical practice, education betterment, curriculum or syllabi development, language acquisition, linguistics, applied linguistics, digital education, educational policy and reform, and technology-enhanced teaching and learning. The primary objectives of JEILT are to foster knowledge sharing and intellectual discourse while addressing the challenges in education and language instruction. It aims to reach policymakers, educators, and academic institutions by offering variations of perspectives on emerging trends and best practices in teaching and learning. Additionally, JEILT is committed to supporting initiatives that enhance educational quality, promote multilingual education, educational digitalization, and contribute to sustainable educational development beyond the Cambodian and global contexts.

Something inside so strong: Freedom School, Black Joy, and the baobab tree

ABSTRACT Drawing upon culturally centered practices and tenets of critical pedagogy, our research explores how the Karibu Freedom School (KFS) cultivated Black Joy for its scholars. We use the baobab tree to symbolize our observations at KFS. The baobab tree collects water and nutrients in the wet season and nourishes the people and animals of the region during the dry season. Like the baobab tree, KFS cultivates Black Joy to nourish and sustain our scholars throughout the year. Through ethnographic observations, semi-structured focus group interviews, and endarkened storytelling that forms the composite narrative of a Black girl, we found KFS cultivated Black Joy through humanizing, restorative, cultural, educational, and social practices. Considering our findings, we believe that through intentional design and exemplars like KFS, we can create educational spaces and inform teaching practices that authentically support and sustain Black student populations’ joy and academic success within and beyond traditional educational institutions.