Personal Teaching Research Articles

I was a good classroom teacher, why do I feel so lost now? Examining a doctoral student’s transition with becoming a teacher educator during and post pandemic

Employing self-study methodology this work examines not only the transition from classroom teacher to teacher educator but also the increased complexity of this experience while teaching online during the pandemic, and the transition back to some sense of normalcy with teaching in person. Data sources include Author One’s reflective journal, recordings of meetings with critical friends providing feedback throughout the process, and student artifacts from different activities applied from year 1 to year 2. From our coding of the journal from year 1, several codes were identified about Author One’s identity as a teacher educator being tied to the types of interactions he fosters in his classroom.  As he transitions to teaching in person in year 2 (Fall 2021) we look to see how he takes what he learned about fostering these interactions in an online environment and applies them to his in-person teaching. Techniques learned from his semester 2 experience of online teaching guide him in this process and critical friend meetings will focus on attending to the transitional moments in his identity as he makes yet another shift in developing who he is as a teacher educator.

THE ROLE OF MOODLE IN EDUCATION: A BIBLIOMETRIC REVIEW

Moodle is a trendy digital learning platform in education widely used to create online courses. Moodle's role in education is crucial because it provides many benefits, including facilitating distance learning, increasing student participation, increasing teaching efficiency, enabling easy assessment, enabling personalized teaching, and so on. There have been many studies on Moodle in the form of articles from year to year. Therefore, in this research, a bibliometric study will be carried out on the roles of Moodle in the world of education, mapping research results, looking at research trends, and looking for possible gaps that can still be studied more deeply. The method used in this research is a Systematic Literature Review using bibliometric analysis with the help of VoS Viewer. The study results show that Moodle is widely used to benefit learning in various fields, especially STEM. Moodle is generally used to digitize learning, including, in this case, the assessment and gamification process in learning.

The Existing Problems of Questioning Teaching Method in Elementary Chinese Language Teaching in Cambodia

This article thoroughly investigates the application and issues of questioning-based pedagogy in primary Chinese language teaching in Cambodia and proposes practical solutions to address these issues. Drawing on a comprehensive review of previous research findings and personal teaching experience, this article delves into the strategies and forms of classroom questioning in Chinese language teaching and provides a detailed analysis of the actual challenges faced by Cambodian learners of Chinese when asking questions in class. Through contextual analysis, this article comprehensively describes and deeply analyzes the current status of questioning in Chinese language classrooms in Cambodia, and puts forth a series of specific recommendations to address the existing issues in questioning practices in primary Chinese language classrooms in Cambodia. The aim is to provide practical assistance to Chinese language teachers and researchers in this field and to promote continuous improvement in Chinese language teaching in Cambodia.

Exploration of Micro Skills for High School English Continuing Writing after Reading

With the advancement of the reform of English curriculum based on core literacy, the idea of proposition and question type structure of college entrance examination are also changing, and the teaching of continuing writing after reading has attracted much attention. The new question type of college entrance examination can organically combine the input and output of language. In practical teaching, it can improve students' reading and writing ability quickly to carry out micro skills teaching after reading and writing. Based on personal teaching practice, this paper expounds the micro-skill teaching of each aspect from the three aspects of clarifying the main idea of the article, expanding the story plot and language expression training, and explores the continuance of micro-skill after reading high school English, in order to improve and develop its teaching.

Design and Application of Hybrid Personalized Effective Teaching Strategy based on Learning Style Classification

With the continuous advancement of information technology in vocational education, personalized learning teaching models are deeply integrated with mobile teaching platforms. The online and offline blended teaching model has become a new perspective for higher education teaching reform. However, blended teaching has not yet achieved the expected teaching results in practical applications. How to further improve the effectiveness of blended teaching has become a problem to be solved. After analyzing the necessity of integrating learning styles into effective blended personalized teaching, this article draws on the Felder-Silverman learning style model to guide blended personalized teaching strategies. From four aspects: learning content organization, learning tool support, learning resource organization, and learning evaluation organization, teaching support strategies are designed for different types of learning styles, Finally, taking the task of calculating internal rate of return of investment management project in the course of financial management as an example, this paper introduces the specific application of this teaching strategy in hybrid teaching.

Teachers’ Perceptions of the Utilization of Alternative Assessment in the Virtual Classroom in Trinidad and Tobago

This study sought to investigate teachers’ perceptions about the use of alternative assessment in the virtual classroom. The population selected for this cross-sectional survey was teachers from five (5) schools in Trinidad and Tobago. Purposeful sampling was used to select the participants and the instrument used was a questionnaire comprising closed and open-ended items. The findings revealed that teachers are aware of alternative assessment and they utilized some alternative assessment strategies during the pandemic. Teachers acknowledged the need for them to develop additional competencies and be provided with the necessary resources to effectively utilize alternative assessment. They suggested that more professional development workshops should be conducted in schools and that teacher training institutions consider revising their approach to the teaching of student assessment. Further research should be conducted to determine if alternative assessment is being used as face-to-face/in person teaching has resumed.

In Defense of Facelessness

Abstract Christy Tidwell reflects on the shift from teaching in person to teaching online asynchronous classes during COVID-19. This shift involved a combination of labor-based grading and using Discord as a central space for the class, both of which aimed to center and engage students and relationships with students rather than further automate the class. Tidwell concludes by commenting on ways that these tools and techniques remain useful even when returning to the in-person classroom.

Research on the implementation status and improvement strategies of cloud classroom personality teaching in elementary schools

Currently, the development of students' personality and the cultivation of innovative talents are regarded as an important task of education for each country, the personalized teaching has become the goal of the new curriculum reform in China. With the continuous development of cloud computing technology, network cloud platform education resources are being used more and more in the teaching process, the " personalized teaching of the cloud classroom" in primary schools has gradually become the highlight for the reform and research of the basic education in Nanjing. Since it was officially launched in 2010, Nanjing has 1380 high-quality courses in the cloud classroom, trained 775 backbone teachers, explored new teaching models, accumulated a wealth of teaching cases. At the same time, in the implementation process, it also faces many problems and challenges related to educational concept, technology and application. This study use the literature design and case study method to define the relevant conceptss in analyze the teaching. The result of this study shown that the use of cloud classroom teaching can provide teachers visual expression tools for the smooth implementation of teaching, reduce the teaching burden of teachers, and provide students with a teaching environment rich in pictures and texts, stimulate learning interest and improve learning efficiency.

Evaluation of the effect of changing the management mode of psychotherapy combined with education on anxiety and depression of college students

BackgroundThe teaching support work of normal school students is a key step to improving students’ personal teaching abilities. It can help students understand the current situation of education in China and is a necessary way to enhance students’ sense of responsibility and mission in teaching. However, a large number of students will have significant mental symptoms such as depression and anxiety during teaching. Therefore, doing a good job in students’ mental health is not only conducive to teachers’ psychological construction, but also can promote students to develop a good outlook on education.Subjects and Methods118 voluntary students in a university were taken as the research objects, and all the students were divided into an experimental group and a control group, with 59 students in each group. The intervention means based on the transformation of the management mode of psychotherapy combined with education were proposed. The students in the experimental group used the combined treatment means, while the students in the control group only used psychotherapy for intervention. The intervention lasted for 12 months, and the changes in anxiety and depression symptoms of students during the intervention were evaluated.ResultsThe differences in anxiety and depression scores of students before and after the treatment are shown in Table 1.Table 1.Changes in scores of psychological depression and anxiety in two groups of studentsTime (month)Anxiety scoreDepression scoreBefore interventionAfter interventionBefore interventionAfter interventionExperimental group65.57±2.3124.54±2.1966.98±2.2922.67±1.89Control group64.32±2.1148.42±1.9965.73±2.2247.33±1.62P>0.05<0.05>0.05<0.05ConclusionsThe psychological condition of the students is the key to deciding whether their voluntary activities can be carried out normally. It can be seen from Table 1 that the depression and anxiety scores of students in the experimental group are significantly lower than those in the control group after the intervention. Therefore, it can be seen that the transformation of the management mode of psychotherapy combined with education can significantly reduce the current situation of psychological depression and anxiety of students in the support education, which is of great significance to the comprehensive development of students.AcknowledgementThe research is supported by: The key commissioned project of Higher Education Teaching Reform of Heilongjiang Province in 2021: “The Research on the Effective Connecting Mode and the Implementation Path of Local Application-Oriented Universities’ Assistance in Poverty Alleviation and Rural Revitalization in Border Underdeveloped Areas” (the Fund Number: SJGZ20210047); The key project of Education Science Planning of Heilongjiang Province in 2021: The Research on the “Cross-border Integration” Talent Training Path of Specialty Groups of Tourism, Trade, Economy and Management of Special Application-oriented Undergraduate Demonstration Universities to Russia (the Fund Number: GJB1421625).

Scientific work and writing not purely seen academically, but in a practical and real-life way

The author regards integrity as a mandatory part not only of scientific research and scientific writing, but also as an integral part of the activities of people who, due to their social function, have a great influence on shaping the worldviews and working approaches of their “godchildren”. The author bases his conclusions on his analysis of certain phenomena in the field of politics, academic life and personal teaching experience.

Conditions of distance learning and teaching and their relation to elementary school children’s basic number skills after the suspension of face-to-face teaching during the COVID-19 pandemic

The suspension of face-to-face teaching, due to the COVID-19 social distancing regulations, raised serious concerns about the impacts on children’s academic learning. Because the implementation of distance education in Germany was entirely the responsibility of individual schools, and because the home learning environments varied across households, school children had very different learning conditions during the pandemic. This fact raises questions whether the conditions of distance learning has impacted children’s development of basic number skills. In this paper, descriptive information on children’s home learning conditions and teachers’ distance teaching approaches during the pandemic, socio-cultural capital, and basic number skills of 484 third and fourth grade students (51.2% girls) in the state of North Rhine-Westphalia (Germany) are assessed. The data revealed risk factors such as not having a tablet/laptop, lack of access to the internet, or a learning environment with siblings without an adult family member present. A negative association was found between multiple risk factors (at-risk levels) in home learning and basic number skills. This link was partially mediated by socio-cultural capital and moderated by teachers’ distance teaching approach. Children whose teachers applied a more personalized teaching approach showed fewer negative relations between at-risk levels and basic number skills. While no evidence was observed for positive effects of videoconferencing, school-based emergency classes, or private tutoring on basic number skills, children whose learning was supported by learning management systems showed better skills than their peers. The findings highlight the differential impact of home-based learning conditions during the pandemic and provide practical implications for realization of distance teaching.

Impacts of the COVID-19 pandemic on life and learning experiences of indigenous and non-Indigenous university and college students in Ontario, Canada: a qualitative study

BackgroundThe years people spend attending university or college are often filled with transition and life change. Younger students often move into their adult identity by working through challenges and encountering new social experiences. These transitions and stresses have been impacted significantly by the COVID-19 pandemic, which has led to dramatic change in the post-secondary experience, particularly in the pandemic’s early months when colleges and universities were closed to in person teaching. The goal of this study was to identify how COVID-19 has specifically impacted the postsecondary student population in Kingston, Ontario, Canada.MethodsThe Cost of COVID is a mixed methods study exploring the social and emotional impacts of the COVID-19 pandemic, with a focus on families, youth, and urban Indigenous People. The present analysis was completed using a subset of qualitative data including Spryng.io micronarrative stories from students in college and university, as well as in-depth interviews from service providers providing services to students. A double-coded phenomenological approach was used to collect and analyze data to explore and identify themes expressed by postsecondary students and service providers who worked with postsecondary students.ResultsTwenty-six micronarratives and seven in-depth interviews were identified that were specifically relevant to the post-secondary student experience. From this data, five prominent themes arose. Impacts of the COVID-19 pandemic on the use of technology was important to the post secondary experience. The pandemic has substantial educational impact on students, in what they chose to learn, how it was taught, and experiences to which they were exposed. Health and wellbeing, physical, psychological and emotional, were impacted. Significant impacts were felt on family, community, and connectedness aspects. Finally, the pandemic had important financial impacts on students which affected their learning and their experience of the pandemic. Impacts did differ for Indigenous students, with many of the traditional cultural supports and benefits of spaces of higher education no longer being available.ConclusionOur study highlights important impacts of the pandemic on students of higher education that may have significant individual and societal implications going forward. Both postsecondary institutions and society at large need to attend to these impacts, in order to preserve the wellbeing of graduates, the Canadian labor market, and to ensure that the pandemic does not further exacerbate existing inequalities in post-secondary education in Canada.

Design and Application of Personalized Teaching Model Based on Learning Styles and BOPPPS

Personalized teaching is the future development trend, and learners have their own characteristics and talents, so teaching that meets the characteristics of learners can give full play to the “learner-centered” teaching concept. Although the research on learning styles has confirmed that it is not correlated with teaching interaction, the value of learning styles has not been fully explored, and there are still few studies on effectiveness. According to Kolb’s experience and learning theory, this paper analyzes the personality characteristics of learners with each learning style. Based on the characteristics of learners with various learning styles, the teaching model of four different learning styles was designed in combination with the BOPPPS teaching model to realize personalized teaching. According to the designed teaching mode, the corresponding teaching mode is applied to the high school IT course “Processing and Handling of Picture Information” as an example, which fully reflects the application of personalized teaching in the secondary school classroom.

A Study on Distance Personalized English Teaching Based on Deep Directed Graph Knowledge Tracking Model

Despite the continuous development of online education models, the effectiveness of online distance education has never been able to meet people’s expectations due to individual difference of learners. How to personalize teaching in a targeted manner and stimulate learners’ independent learning ability has become a key issue. In this study, the multidimensional features of the learning process are mined with the help of the BORUTA feature selection model, and the DKVMN-BORUTA model incorporating multidimensional features is established. This optimized deep knowledge tracking method is combined with graph structure rules. Then, an intelligent knowledge recommendation algorithm based on reinforcement learning is used to construct a fusion approach-based model for distanced personalized teaching and learning of English. The results show that the research proposed fused deep-directed graph knowledge tracking with graph structure rules for remote personalized English teaching model has the lowest AUC value of 0.893 and the highest AUC value of 0.921 on each dataset. The prediction accuracy of the research model is 94.3% and the F1 score is 0.92, which is the highest among the studied models, indicating that the proposed model has a strong performance. The fusion model proposed in the study has a higher accuracy rate of knowledge personalization recommendation than the traditional deep knowledge tracking model, and it can help learners save revision time effectively and improve their overall English performance.

Taboos, Censorship, and Student-Centered Learning: A Critical Review of the Melayu Islam Beraja and its Implications to Liberal Education

This paper critically reviews the Melayu Islam Beraja (MIB) national philosophy of Brunei and its implications to student-centered learning (SCL) paradigm. It uses Ralph Tyler’s Basic Principles of Curriculum and Instruction in reviewing SCL teaching and learning assumptions in relation to that of MIB’s national philosophy. In this paper, I present my personal teaching experiences in a private higher education institution in Brunei. Reflexivity is given focus by presenting my experiences as a student in a teacher-centric and learner-centered setting, and from being a teacher in a learner-centered setting in the Philippines and the adjustments I had to make in my first year of teaching in Brunei. I pointed possible issues in the integration of SCL and MIB and its implications to higher education pedagogy. Ultimately, this reflexive account aims to generate discussions about SCL as a paradigm its adaptability in different contexts, and the importance of academic freedom.

The Impact of University English Teachers' Personal Teaching Styles on the Formation of Students' English Learning Habits

The Impact of University English Teachers' Personal Teaching Styles on the Formation of Students' English Learning Habits

Personality component of professional competence of future specialists in physical culture

The research is aimed at definition of the essence and content personality component characteristics of future specialists in physical culture, which is formed in higher educational establishments.
 Taking into account theoretical developments of researchers and our personal teaching experience, motivational gnoseological, creative and activity, personality components have been pointed out in the structure of professional competence of master students at physical culture secondary education, which is formed in higher educational establishments.
 Starting directives at structuring of professional competence of master students at physical culture secondary education lied in the fact that each component overall characterizes a certain feature, ability or capability of a person, which indirectly or directly determines effectiveness of a pedagogical specialist’s professional functions realization.
 It has been revealed that personality component of professional competence of future specialists in physical culture, which is formed in higher educational establishments, is determined by person’s capabilities that ensure effective professional activity in both higher educational and secondary education establishments.
 Focus has been shifted to the fact that effective activity of future professionals in the sphere of physical culture is feasible if professionally-important personal qualities have been formed.
 It has been substantiated that indices of professional competence personality ent of future professionals in physical culture are as follows: ability to empathy, communication and organizational skills, leadership qualities, and stress resistance.

Telling tales: sharing humorous education stories to enhance teacher wellbeing and learning

ABSTRACT Sharing personal teaching stories provides opportunities for enhanced wellbeing and learning for both experienced and pre-service teachers. This paper shares the results of a qualitative pilot study that used narrative inquiry to collect and share teacher stories. The research was conducted in two phases. The first phase collected humorous stories from experienced teachers recalled from the first years of their teaching career. Thematic data analysis investigated the wellbeing and learning impact on those teachers when sharing their stories. The second phase invited pre-service teachers to read and evaluate the impact of humorous stories when preparing for their first school placements. Thematic data analysis investigated the wellbeing and learning impact on pre-service teachers reading these stories. The analysis from both phases demonstrated recurring themes regarding the importance of teacher-student relationships for teacher wellbeing. The results also showed that the sharing and reading of stories had beneficial outcomes such as enhanced wellbeing and enhanced learning for both the teacher storytellers and the pre-service teacher readers. This study provides evidence that the inclusion of real-life stories offers a valuable addition to Initial Teacher Education programs as a way of developing professional and reflective practice.

예비유아교사를 위한 음악교수 프로그램의 효과

Objectives This study designed a music teaching program that can enhance the pre-kindergarten teachers’ personality characteristics and teaching efficacy in the music teaching class for pre-kindergarten teachers and examines the effects of the music teaching program through the results of applying the process. Methods To develop a music teaching program for pre-school teachers, starting with literature research, it is a composition that can be used in the teacher training process. It is designed as a 15 week educational program to be applied in the course. This program was conducted for 15 weeks for 120 students in the 3rd grade of early childhood education in Seoul and Gyeonggi area. The program was implemented mainly by instructors who have an understanding of the program and have experience in teaching and managing early childhood music education. Before and after the implementation of this program, the happiness and music teaching efficacy of pre-school teachers were measured. Results Through the music guidance program for prospective infant teachers, the post-test score was improved compared to the pre-test score of the happiness and musical teaching efficacy of the pre-infant teachers who participated. As a sub-factor of happiness, post-scores of internal happiness and self-regulated happiness were improved, and post-scores were improved in both sub-scores of general teaching efficacy and personal teaching efficacy, which are sub-scores of music teaching efficacy. The effect of this program could be confirmed as the score of happiness and music teaching efficacy increased. Conclusions This suggests that it is necessary to continue educational attempts to improve teacher competency and personality skills by combining music personality programs that can enhance the happiness and music teaching efficacy of prospective infant teachers in early childhood music guidance subjects.

Building personalised homework from a learning analytics based formative assessment: Effect on fifth‐grade students' understanding of fractions

AbstractThis study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th‐grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi‐experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA‐based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes. Practitioner notesWhat is already known about this topic Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics. Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties. Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments. There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms. What this paper adds Empirical evidence about how LA‐based formative assessments can enable personalised homework to support student understanding of fractions. Personalised homework based on an LA‐based formative assessment improves the students' comprehension of fractions. Using ARS for the teaching of fractions has a positive effect in terms of student motivation. Implications for practice and/or policy Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction. Researchers should continue exploring these potentially beneficial educational implementations in other areas.