Personal Teaching Research Articles

Reflections on Using Interactive Engagement Applications in Higher Education Accounting Courses

This reflective article explores the use of audience response software (ARS) in higher education accounting courses – namely Wooclap. Based on personal teaching experiences, the article explores the use of ARS to enhance student engagement and active learning. These experiences include teaching in an online environment during the COVID-19 pandemic at Dalarna University and in physical classrooms at Malmö University. Together, these contexts demonstrate the versatility and effectiveness of ARS in different educational settings. The author reflects on the pedagogical benefits of integrating ARS as an interactive application, noting that it facilitates real-time feedback, encourages student participation, and supports a constructivist approach to learning. The article also addresses the limitations of Wooclap, including its unclear impact on student attendance and performance. Although Wooclap and similar ARS have proven effective in enhancing engagement, their long-term benefits may diminish over time, indicating a need for further research and alternative strategies to maintain student involvement. The findings contribute to the broader discourse on technology-enhanced learning (TEL) in higher education, emphasizing the critical role of interactive applications in creating a more engaging and responsive learning environment.

Student physical education teaching achievement test incorporating biomechanics analysis via decision tree algorithm

In the context of China’s economic growth, building a “sports power” is crucial. With the Internet’s development, the nation focuses on physical education curriculum and students’ test results. Currently, Chinese students’ physical education achievements are mainly evaluated by storage, inquiry, and basic statistics. Digital mining is under - utilized, leaving much data unexplored. But digital education’s progress has brought educational data to the fore, enabling schools to find value and patterns for better teaching decisions. In this case, this paper delves into the integration of biomechanics analysis into the assessment of student physical education teaching achievements. Biomechanics offers invaluable insights into the mechanical aspects of human movement during physical activities. By examining biomechanical factors such as joint angles, muscle forces, and movement velocities during various sports, a more profound understanding of students’ physical capabilities and performance can be achieved. Taking the physical test results of students in a specific school as a case study, this research employs data mining technology to explore the rich dataset. The optimized decision tree algorithm is then utilized to analyze the biomechanics - related data. This algorithm enables the identification of key factors that influence students’ physical test outcomes. For instance, it can pinpoint how a student’s running gait mechanics, including stride length, frequency, and leg - muscle activation patterns, affect their performance in track - and - field events. Through this comprehensive approach, the paper not only aims to uncover hidden information within the physical test data but also to elucidate the intricate interplay between biomechanics and students’ overall physical education performance. By dissecting the factors that influence physical test results from a biomechanical perspective, this study provides actionable insights for enhancing physical education teaching methods. Educators can leverage these findings to design personalized teaching programs that cater to the unique biomechanical characteristics of each student, thereby optimizing the effectiveness of physical education and promoting students’ physical development and athletic performance.

Us and Them

This paper delves into the personal teaching journey of the author, focusing on the challenges and transformations encountered while teaching courses in Media Arts. It aims to explore strategies to facilitate active student participation and promote transformative learning experiences, particularly within a diverse classroom environment. Drawing from the educational philosophy of Paulo Freire, particularly his emphasis on dialogic education and the role of students as active participants in the learning process, this study is grounded in constructivist and social constructivist theories. It also incorporates concepts from performance studies, including Augusto Boal's "Theater of the Oppressed," to inform teaching methods that encourage critical engagement and creative expression. The author's teaching approach is examined through a qualitative lens, utilizing reflective analysis and classroom observations to document experiences and outcomes. Interviews with students and thematic analysis of classroom activities provide insight into the effectiveness of strategies aimed at fostering openness, inclusivity, and critical thinking. Through innovative teaching methods, such as project-based assessments and creative exercises, students were empowered to explore diverse perspectives and engage in meaningful dialogue. These approaches facilitated deeper learning and challenged students to confront biases and societal norms, ultimately leading to transformative growth and increased empathy.

Peran Literasi Agama dalam Meningkatkan Maharah Qira’ah di SMP Pahlawan Nasional Kota Medan

This study aims to deeply analyze the role of religious literacy in improving maharah qira'ah (reading ability) at SMP Pahlawan Nasional Kota Medan. Using a qualitative-descriptive approach, this study explores data thoroughly regarding students' ability to read the Qur'an and its relationship to the religious literacy program implemented at the school. Data collection methods include memorization and Qur'an reading tests, observation of reading abilities, and surveys to explore students' perceptions of the importance of religious literacy. The results show that the majority of students still require intensive guidance in reading the Qur'an. In each class, only a few students are able to read the Qur'an and pronounce Arabic correctly, although their fluency is still lacking. Most students are not able to read the Qur'an fluently, and some still struggle to distinguish hijaiyah letters. These findings indicate the need for a systematic and intensive religious literacy program to help students improve their maharah qira'ah skills. Additionally, a more personalized teaching approach is necessary to address the specific challenges students face in reading the Qur'an.

Optimizing learners on direct care teaching services: A qualitative study of hospitalist clinicians at 26 sites

AbstractBackgroundAcademic medical centers are experiencing rapid clinical growth which has outpaced traditional teaching services. Learners such as medical students, advanced practice provider fellows, and residents may be placed onto direct care teaching services (i.e., inpatient services where attendings provide both direct care to patients and supervise learners) creating potential challenges for attending physicians due to clinical demands.ObjectiveCharacterize the hospitalist experience with direct care teaching services.MethodsEmbedded mixed methods study with a 16‐question survey and semistructured focus groups using rapid qualitative methods.Setting and participantsVirtual focus groups in the Hospital Medicine Reengineering Network (HOMERuN). Main Outcome and measures: Qualitative themes.ResultsThirty‐eight hospitalist clinicians from 26 hospital systems across five geographic regions participated in the focus groups. Thirty‐four (89%) of participants responded to the survey and were predominantly physicians (97%). Most participants preferred traditional teaching services compared with direct care teaching services with 82% replying somewhat or to a great extent. Thematic analysis identified three themes: (1) Hospitalists prefer traditional teaching services in part due to a time and workload mismatch in direct care teaching services; (2) Adaptations can support attending physicians in direct care teaching services such as adjusting workloads based on the level of learners; and (3) Direct care teaching services were perceived to serve an important role by providing direct and personalized teaching, and offering teaching opportunities.ConclusionDirect care teaching services pose challenges given clinical workloads, time constraints for educational activities. Addressing these challenges may make these types of services more sustainable.

Differentiated teaching practice in junior high school physical education teaching

This article explores the application and effectiveness of differentiated teaching in junior high school physical education. Through the case analysis of Boya Experimental School in Shenzhen, Guangdong Province, the study found that differentiated teaching can effectively address individual differences among students, enhance their interest in physical education learning and sports skills. Specific implementation strategies include designing personalized teaching plans, innovating teaching content and methods, and diversifying evaluation systems. Case studies have shown that differentiated teaching significantly improves students' physical fitness, participation, and satisfaction. Teachers face issues of increased workload and uneven resource allocation during the implementation process. Future research should expand the sample size and explore how to use technological means to further improve the efficiency and quality of differentiated teaching.

Embracing diversity through differentiated instruction in music education

The article discusses the importance of differentiated instruction in music teaching and learning, emphasizing its role in fostering inclusivity and meeting the diverse needs of students. Drawing from personal teaching experiences, the author highlights how traditional, uniform teaching methods often neglect students’ varied readiness levels, learning profiles, and interests. Differentiated instruction, as conceptualized by Tomlinson, is presented as a proactive and flexible approach that tailors content, processes, products, and learning environments to cater to individual student needs. The article demystifies several myths about differentiation and discusses practical music classroom scenarios, illustrating how differentiation can address real-world challenges faced by music teachers. The conclusion advocates for the implementation of differentiated instruction as a non-negotiable, essential practice in music education, urging teacher educators to prepare future music teachers to engage every student meaningfully. The approach ensures a democratic and supportive music classroom where each student’s potential is recognized, nurtured, and celebrated.

Enhancing Student Engagement and Belonging in Legal Education: The Impact of Personalized Teaching and Continuous Professional Development

This paper explores the development of effective teaching strategies within legal education, specifically in the UK, emphasizing personalized teaching, interactive learning techniques, and continuous professional development (CPD) of the teacher. Drawing on reflective teaching practices, this study investigates how personalized approaches—such as the correct pronunciation of students’ names and tailored feedback—foster student engagement and a sense of belonging. Additionally, the implementation of mock courtroom scenarios and technology-enhanced learning tools like VEVOX and Padlet are analysed for their role in promoting higher-order thinking and inclusivity. Continuous professional development informed the decolonization of the curriculum, challenging systemic inequalities in legal education. The findings highlight the importance of integrating personalized attention, interactive methods, and CPD to enhance student engagement, well-being, and the creation of equitable learning environments.

Enhancing Student Engagement and Belonging in Legal Education: The Impact of Personalized Teaching and Continuous Professional Development

This paper explores the development of effective teaching strategies within legal education, specifically in the UK, emphasizing personalized teaching, interactive learning techniques, and continuous professional development (CPD) of the teacher. Drawing on reflective teaching practices, this study investigates how personalized approaches—such as the correct pronunciation of students’ names and tailored feedback—foster student engagement and a sense of belonging. Additionally, the implementation of mock courtroom scenarios and technology-enhanced learning tools like VEVOX and Padlet are analysed for their role in promoting higher-order thinking and inclusivity. Continuous professional development informed the decolonization of the curriculum, challenging systemic inequalities in legal education. The findings highlight the importance of integrating personalized attention, interactive methods, and CPD to enhance student engagement, well-being, and the creation of equitable learning environments.

Assessing the Utilization of Large Language Model Chatbots for Educational Purposes by Medical Teachers: A Nationwide Survey From India.

Background Large language models (LLMs) are increasingly explored in healthcare and education. In medical education, they hold the potential to enhance learning by supporting personalized teaching, resource development, and student engagement. However, LLM use also raises concerns about ethics, accuracy, and reliance. Understanding how educators leverage LLMs can help assess their role and implications in medical education. Methods This cross-sectional online survey was conducted among medical teachers in India from December 2023 to March 2024. A validated questionnaire with acceptable internal consistency and test-retest reliability was used. It collected data on LLM chatbot usage patterns, as well as teachers' knowledge, attitudes, and practices regarding LLMs for educational purposes. Results A total of 396 medical teachers with an average teaching experience of 4.12±2.47 (minimum six months, maximum 13 years) years participated from different parts of India. The majority of the teachers heard about ChatGPT (OpenAI, San Francisco, CA, USA) (85%), followed by Copilot/Bing (Microsoft, Washington, DC, USA) (53%), and Gemini/Bard(Google, Mountain View, CA, USA) (45%) (p-value < 0.0001). However, 29% of the respondents never used it and 47% rarely use LLMs for educational purposes (p-value < 0.0001). The majority of the teachers use it for making any topic simple (55%), generating text for PowerPoint slides (55%), generating multiple-choice questions (MCQs) (52%), and finding answers to student's queries (35%). Knowledge (3.4±0.47) showed the highest score, followed by practice (3.3±0.81) and attitude (3.14±0.46) (p-value = 0.0023). Conclusion While awareness of LLMs was high among medical teachers in India, their actual usage for educational purposes remains limited. Despite recognizing the potential of LLMs for simplifying topics, generating teaching materials, and addressing student queries, a significant proportion of educators seldom integrate these technologies into their teaching practices. Institutions may provide training to help medical educators effectively integrate LLMs into teaching practices.

The Application of '172' Autonomous Classroom Model in High School Biology Education in China

The "172" autonomous classroom model differs from traditional classrooms in that it meticulously arranges the overall semester learning plan, the design of classroom teaching segments, and the assignment of homework according to modules. By changing the classroom mode, learning processes, and evaluation methods, the aim is to improve teaching efficiency and quality. Based on personal teaching experience, this paper organizes and summarizes the "172" autonomous classroom model and proposes suggestions for its application in high school biology teaching. These suggestions include emphasizing the design of pre-class study outlines, valuing student interactions during teaching, and focusing on post-class learning feedback. The hope is to better exert the positive effects of the "172" autonomous classroom model.

Personalities of professional heroes in the musical pedagogy of the South Urals

The article continues a series of studies by the authors devoted to the consideration of the activities of famous musicians-teachers of the South Urals in the heroic paradigm – as outstanding masters who have achieved impressive results in pedagogical work, have received wide public recognition, are perceived by the professional community as a model of service to their cause and an axiological guideline for the younger generation. The purpose of this work is to present the activities of famous musical teachers of the Southern Urals in an integrative context. In this article, the personalities of outstanding teachers of the P.I. Tchaikovsky South Ural State Institute of Arts (hereinafter referred to as the Tchaikovsky Law School) - E.G. Bykov (balalaika), V.V. Kozlov (guitar), A.A. Heineman (French horn, orchestral conducting) are chosen for study. The methodology consists in using an integrated approach and synthesis of research methods in pedagogy, art history, and cognitive linguistics. The scientific novelty of the article lies in the fact that the heroization of the personality of the teachers-musicians of the Tchaikovsky YUrGII is revealed integratively: in the didactic aspect (creation of their own outstanding pedagogical school), culturological (enrichment of cultural achievements of the region through fruitful and highly productive creative work of professional heroes), communicative (establishment of stable artistic communication with the public through creative activity of students), axiological (formation of reference principles and methods of work of a professional teacher, acting as axiological guidelines for the younger generation of musicians). The theoretical significance is expressed in a systematic and consistent study of the pedagogical heritage of outstanding masters of art of the South Urals, which allows us to enrich the history of the development of the Tchaikovsky School as one of the leading creative universities in the region. As a result of the research, the hypothesis is proved that the activities of outstanding musical teachers should be considered as a phenomenon of the spiritual culture of society in the unity of transformative, cognitive, value-oriented, communicative potential, and only integrative perception allows us to identify aspects of the glorification of personality most fully and in relief.

Study on the Role and Influence of AI in Personalized Learning for Second Language Acquisition

The combination of AI and second language acquisition can help to provide personalized teaching content and adjust learning more dynamically so that students can improve their learning efficiency and learning effect. Therefore, the use of AI in SLA has received widespread attention, but its accuracy and usability are still insufficient. This paper analyzes the particularity of SLA teaching and the application of AI in SLA, especially its potential to meet the unique needs of learners, optimize learning paths, and improve teaching efficiency. This paper concludes that the combination of teacher and AI is more ideal than the use of AI alone. Based on this, this paper proposes a new pedagogy that fully implements teacher-AI collaborative teaching in SLA. These improvements will promote a more effective language learning environment while strengthening the role of technology in supporting education, and these strategies will drive SLA teaching practices in a more personalized and technology-driven direction.

Innovative Research on College English Teaching Model Based on Artificial Intelligence

College English teaching in the digital era faces both opportunities and challenges. Rich digital learning resources provide diverse content for language learning, while intelligent technology enables personalized teaching tailored to individual student needs. Ubiquitous learning allows for flexible learning beyond traditional classroom boundaries, but changing student learning styles presents challenges to traditional teaching methods. The innovative model of college English teaching based on artificial intelligence emphasizes building intelligent learning platforms, developing personalized learning paths, implementing adaptive assessment and feedback, and utilizing intelligent writing correction systems to enhance learning outcomes and autonomy.

Structure and process: A theoretical model of intelligent elementary Chinese vocabulary teaching

With the rapid development of artificial intelligence technology, Chinese vocabulary teaching is gradually entering an era of innovation, offering vast potential for more intelligent and personalized teaching models. Existing research mostly focuses on the auxiliary role of AI technology in second language teaching, with less attention given to the implementation of intelligent second language teaching. To address this issue, this study, based on the perspective of Artificial Intelligence Generated Content (AIGC), attempts to construct an elementary Chinese vocabulary teaching (ECVT) theoretical model, presenting the development process of an ECVT system. From the existing research literature on Chinese vocabulary teaching, a total of 17 viewpoints on teaching structures and 19 viewpoints on teaching processes for ECVT are outlined. Based on this, the study first establishes the fundamental macro-level phases of ECVT, then delves into the micro-level structures and processes of each phase, ultimately deducing a theoretical model for ECVT oriented towards intelligent teaching. Integrating the perspectives of artificial intelligence deconstruction and generation into the research on Chinese vocabulary teaching not only offers front-line teachers a reference for optimizing teaching models but also provides a more forward-looking and scientifically grounded framework for Chinese language teaching, even other language teaching. This hence propels innovation in second language teaching models.

Reflective Story on Diversity and Inclusive Education

This reflective article explores the current scenario of diversity and inclusion through the narration of a deaf ethnic child. Self-reflection is taken as an instrument for behavioural modification since the author is aware of its significance in education. This study aims to explore the experiences and implementation of inclusive education through the author's personal teaching experiences. The article employs a reflective narration of the author working as a novice teacher in a school exercising to incorporate deaf children into mainstream courses. The emphasis is on Krishna, a Dalit youngster with hearing difficulties, who had challenges in adaptation owing to cultural, social and educational obstacles. The results showed the obstacles encountered by such children who had to face social isolation, communication obstacles and insufficient educator training. The author's intervention in Krishna's metamorphosis underscores the necessity of helpful learning environments. The article links Krishna's experiences to wider socio-economic and cultural challenges, indicating that inclusive education is necessary for structural reforms in teacher training, cultural sensitivity and familial support. The results underscore the necessity of embracing diversity and enacting effective inclusive education policies to cultivate equal learning environments for all children.

Internal structure validity of the Self Description Questionnaire II and latent academic self-concept profiles of 9th grade students

The study was designed in two parts. First, we assessed the internal structure validity, measurement invariance across gender, and reliability of scores on the Slovenian version of the Self Description Questionnaire II (SDQ-II) in a sample of 9th grade students from Slovenian primary schools (N = 370). The modified nested Marsh/Shavelson model fit the data best, while measurement invariance across gender was not supported. In the second part, we used latent profile analysis to investigate different profiles of students' academic self-concept. We identified five distinct and interpretable profiles that differed by profile level (high, medium, and low academic self-concept) and profile shape (high academic self-concept in one domain vs. low academic self-concept in another). Subsequent covariate analysis revealed meaningful differences between latent profiles by gender and in overall and three subject-specific school grades (math, Slovenian, geography). The psychometric properties of the SDQ-II and individual differences in academic self-concept are discussed. Educational relevance and implications statementThis study has important educational implications for researchers, teachers and school counsellors. The Slovenian version of the SDQ-II questionnaire was validated, providing a reliable tool for understanding the adolescents' academic self-concept (ASC). The identification of ASC profiles supports personalized teaching strategies and emphasizes the link between ASC and academic achievement, highlighting the importance of fostering students' self-concept. It also expands the understanding of ASC profiles in students by uncovering qualitative, i.e. different patterns of profiles for domain-specific self-concepts, and quantitative differences, i.e. different profile levels from low to high self-concepts.

‘Facilitating change from within’: investigating students’ experiences of using core reflection in physical education teacher education

ABSTRACT Background Reflection plays a pivotal role in professional development, particularly in physical education teacher education (PETE). Research shows that student reflections in PETE often remain at a superficial level, focusing mainly on technical aspects of teaching. However, there's a need for PETE students to engage in deeper reflections, encompassing social, moral, ethical, or political aspects of teaching. Research goal This study investigates how PETE students experience core reflection as a pedagogical intervention for their professional development. Theory Core reflection, a concept developed by Fred Korthagen, bridges the gap between theory and practice in teacher education. It encourages using personal teaching experiences as starting points for reflection, focusing on personality development and the utilization of one's inner potential. This approach is believed to help student teachers find their personal and authentic teaching style. Method The study involved 38 PETE students who participated in both theoretical and practical sessions, including a swimming course. These sessions incorporated tasks for facilitating core reflection, based on personal teaching experiences. The data comprised individual written reflections from these students, analyzed using Eggebø's ‘collective qualitative analysis’ procedure. Results The analysis revealed four key themes: (1) ‘Same Intentions, Varied Experiences’: This theme highlights the differences in depth and detail of core reflection among students, despite similar initial intentions. (2) ‘A Tool for Awareness’: The tool was found to be effective in helping students develop awareness and recognize their personal strengths and weaknesses. (3) Peer Feedback Helps Understanding Core Qualities’: This theme underscores the importance of peer feedback in identifying personal strengths and bolstering confidence. (4) ‘Being Situated in Realistic Context makes Core Reflection (more) Meaningful’: The findings emphasize the value of learning core reflection within realistic settings, such as school practicums and peer-teaching, to facilitate practical understanding and application. Discussion and conclusion Core reflection is an effective tool within PETE for promoting systematic reflection, self-awareness, and professional growth. However, it requires sustained effort and integration into educational programs. Future research should explore the long-term effects of core reflection in PETE, especially regarding the development of professional competencies aligned with individual core qualities.

Research on the Intelligent System of English Teaching from the Perspective of Intercultural Education Based on Deep Learning

In today’s globalized world, cross-cultural communication skills are crucial for English learners. However, traditional English teaching often overlooks cultural differences among students, leading to difficulties in practical communication. The development of deep learning technology has provided new possibilities for English teaching, which can analyze students’ cultural background and learning needs through intelligent systems, and provide more personalized teaching plans. This study focuses on the application of intelligent system in English teaching from the perspective of intercultural education. By analyzing the characteristics of cross-cultural education and the advantages of deep learning technology, an intelligent system model of English teaching based on deep learning is proposed. The model can provide individualized English teaching programs according to students’ cultural backgrounds, learning needs and learning progress. A recommendation algorithm based on a cross-cultural education model comparison is proposed. For each student, retrieve similar teaching cases from the database based on their cultural background and learning needs. Compare the similarity between current students and cases in the database using similarity calculation algorithms. Based on the sustainable development teaching model of college English, the MAP algorithm is analyzed. The experimental results show that the intelligent English teaching system based on deep learning has a remarkable effect on improving students’ English achievement and intercultural communication ability. The model is trained and tested by the measured data. The error of the test results is less than 5%. The results of the experiment prove that the construction of a Chinese college English sustainable development education model can effectively enhance China’s cultural soft power.

The Standardized Application of Data Mining Algorithm Based on Computational Linguistics in English Teaching

With the rapid development of computational linguistics and data mining technology, the field of education is gradually exploring its potential applications in teaching. This paper proposes a standardized application method based on data mining algorithms, aiming to improve the systematicity and effectiveness of English teaching. Firstly, we apply data mining techniques to analyze the characteristics of English computer language in order to construct a data-driven teaching foundation. Subsequently, through in-depth analysis of these data, we designed and implemented an evaluation of the mining effect in English teaching classrooms. To ensure consistency and effectiveness in English teaching, we have established a computational linguistics English teaching model based on data mining algorithms. This model covers multiple aspects such as text classification, sentiment analysis, and semantic understanding, providing more accurate and personalized teaching and learning experiences for English teachers and students. After testing the model, we found that it can meet the requirements of teaching design and usage, bringing significant impact to English teaching. This paper provides a detailed introduction to the standardized application process of data mining algorithms in English teaching, and explores their positive effects on improving the quality of English teaching.