Teaching Practice Experience Research Articles

Lesson Preparation Practices of Pre-service High School Science Teachers: Implications to Science Education

Teacher preparation is a vital factor in the development of effective future teachers. As such, this study tried to determine the pre-service teachers’ lesson preparation practices in one of the Teacher Education Institutions in the Philippines and provided descriptions of their practice teaching experiences particularly on lesson planning/preparation. Quantitative and qualitative methods of research were used wherein data were gathered through questionnaires, documentary analysis and semi-structured interviews. Results revealed that the pre-service science teachers followed the systematic method of lesson preparation with the use of detailed lesson plans. Their lesson preparation practices are good and they are already prepared to face and hurdle the task of a real classroom teacher. Despite these, there are still aspects in lesson preparation that needs to be further developed like the formulation of affective domain objectives as well as the selection of appropriate motivational and assessment techniques. To further develop the pre-service program for science education, the study recommends that Teacher Education Institutions continue to design programs and activities regarding pre-service teachers’ development not only in science but also in other subject areas to enhance their lesson planning skills.

Pengembangan Media Pembelajaran Desain Grafis Berbasis Android Menggunakan Unity 3D Untuk Siswa Kelas X Semarang

Based on the practical experience of teaching in class X SIJA SMK N 7 Semarang, researchers conducted observations and interviews and found several facts, namely the teaching methods used by teachers were still using lecture and dictating methods. The media used is only powerpoint, with the limitations of the media, an interesting learning media is needed to increase students' interest in learning. With these problems, researchers innovate to make JARFIS learning media to learn-based graphic design android. The purpose of this research is to produce JARFIS learning media based on android that is feasible and valid to use, makes it easier for students to learn, makes it easier for teachers to teach. In the process of making this product using research methods Research and Development (R&D) with 6 stages: potential and problems, data collection, product design, design validation, design revision and product testing. The development model uses the model ADDIE (analysis, design, development, implementation, and evaluation). JARFIS learning media was created using Unity 3D and Coreldraw X7 to design the display and buttons. Based on the results of tests that have been carried out by two media validators, an average of 92% is obtained with the criteria of "Very Eligible". The results of the material validator get a percentage of 89.6% with the "Very Eligible" criteria. While the percentage results that have been carried out by 50 respondents get 96% results and are also stated as "Very Appropriate" as a learning method that helps the learning process of class X SIJA students at SMK N 7 Semarang.

Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic

Educator preparation programs experienced extreme challenges during the COVID-19 pandemic, as many universities and K-12 schools moved to fully online or hybrid instructional models. These abrupt changes significantly limited preservice teachers’ opportunities to engage in classroom-based practice teaching experiences, which are a bedrock of educator preparation programs to support preservice teachers in learning how to teach effectively. In this study, we examined the usability and viability of integrating simulated teaching experiences, which occur in an online, virtual classroom environment consisting of five student avatars, into elementary science method courses during the COVID-19 pandemic to prepare preservice science teachers to engage in one critical science teaching practice: facilitating discussions that engage students in scientific argumentation. This study uses qualitative content analysis of survey data and a focus group interview to identify patterns and themes in how four elementary science teacher educators and 49 of their preservice teachers perceived the use of this tool within elementary science teacher education, particularly the opportunities and challenges this tool afforded during the pandemic and possibilities for use in the post-COVID era. Study findings suggest that these elementary science teacher educators and preservice teachers perceived the simulated teaching experience as valuable for supporting teacher learning, addressing COVID-related challenges, and tackling perennial challenges in science teacher education. They also noted challenges related to implementation and concerns with future access. A discussion of key factors that may support and hinder the use of such tools within elementary science teacher education and implications for leveraging lessons learned post-COVID are included.

Pre-Service English Teachers’ Ability in Applying Teaching Skills

ABSTRACT
 
 Basic teaching skills are complex skills, which must be possessed by an educator and be able to apply them in the learning process. These basic teaching skills include opening and closing lessons, questioning skills, explaining skills, variation skills. The purpose of this study was to determine how the application of basic teaching skills during the teaching practice experience exam. This research was conducted using qualitative methods. The subjects of this study were 5 students teaching practice experience. The data collection technique in this study used an observation sheet by viewing the video exam for students teaching practice experience. Based on the results of video observations by researcher regarding the application of basic teaching skills in the teaching practice experience class, the basic teaching skills are quite good and effective because in general the participants in the teaching practice experience have applied the four basic teaching skills well but not all of the points contained in these skills implemented at the time of teaching. But in this case it can be overcome thanks to the cooperation between teachers and students.

Practice Teaching Experience of Prospective Korean Language Teachers

Practice Teaching Experience of Prospective Korean Language Teachers

An Examination of Practice-Based Virtual Simulations and Pre-Service Mathematics Teaching Efficacy and Outcome Expectancy

Authentic practice in pedagogical approaches is essential for preparing teachers to design effective learning experiences that foster student engagement during this digital era. There is an opportunity to explore novel and effective designs of virtual experiences that may augment or better prepare preservice teachers for field placements in physical classrooms. We proffer that virtual classroom simulations can and should be further explored and leveraged, now more than ever. In this paper, we examined a model of the impact of perceptual variables on instructional effectiveness that can enhance teaching efficacy and outcome expectancy when preservice teachers engage in practice teaching experiences in a virtual classroom simulation. The relationships between perceptual variables (presence, instructional time, and engagement) and teaching efficacy and outcome expectancy, as they relate to instructional effectiveness, were analyzed using the structural equation modeling approach. The results supported all of the hypothesized relationships. For example, presence and instructional time strongly and positively influenced engagement. Engagement was strongly related to instructional effectiveness. Instructional effectiveness was strongly and positively related to teaching self-efficacy, as well as outcome expectancy. The results support that virtual world classroom simulations can be an effective space for practice teaching for prospective mathematics teachers. Furthermore, this study provides insights for teacher educators, developers, and instructional designers interested in designing and utilizing practice-based simulations.

Whether Translation in Language Teaching can Promote Learners' SLA in the Second Language Classroom

In recent years, there has been an increasing interest in translation in language teaching (TILT) as a pedagogical method for learning a second language, aiming to improve learners' second language acquisition (SLA) in the second language classroom. The study's main aim is to investigate whether TILT can promote students' second language acquisition, especially in the second language classroom. The paper was completed by previous arguments and challenging issues about TILT with research findings, relevant teaching theories and practical teaching experiences. The essential findings are that TILT plays a significant role in developing learners' SLA in the second language classroom. The results offer the relevant suggestions of TILT in second language classrooms and practical teaching approaches to applying TILT as a tool or skill in second language learners considering learners' requirements.

The Impact of the Continuum of an Education Programme on Pre-service Teachers’ Beliefs about English Language Education

Research background: Teachers’ beliefs play an important role in the way they teach and meet their students’ needs. Researching pre-established pre-service teachers’ beliefs gives evidence that they might impede pre-service teachers’ compliance with pre-service education. Gap in knowledge and Purpose of the study: Many studies have produced contradictory findings in terms of prospective change in pre-established pre-service teachers’ beliefs caused by the impact of pre-service education study programmes. Therefore, this study addresses the gap by enriching this field with research findings reinforcing the potential impact of the study programme on changes in pre-service teachers’ beliefs on effective English language teaching and learning expressed across different years of the study programme. Methods: The study uses the results of questionnaires completed by 99 randomly selected pre-service teachers enrolled in an English language teaching study programme provided by the Faculty of Education, Comenius University in Bratislava, Slovakia. In addition, the study participants’ database was expanded using bootstrapping to enhance the results obtained by applying statistical methods. Findings and Value added: The results showed statistically significant differences among different years of the study programme within the continuum of their English language teacher education thus indicating the potential impact of the programme. The impact of the study programme led to pre-service teachers’ raised awareness and some modifications in their pre-established beliefs based on the learnt and acquired knowledge and gained practical teaching experiences during the practicums in higher grades of the study. The findings suggest that teacher educators and policymakers should be aware of pre-service teachers’ beliefs when adopting new strategies for reconceptualising and/ or modifying language teacher education programmes.

Exploration of the experiment teaching of natural medicinal chemistry for undergraduates

Natural medicinal chemistry is one of the important courses for students in pharmacy majors. Its experimental teaching focuses on fostering comprehensive experimental skills and innovative abilities of undergraduates. Liaoning University has explored ways to promote the experimental teaching of natural drug chemistry based on the graduate employment and practical teaching experience in the past decade. These explorations include three aspects, such as synchronizing experimental teaching with theoretical teaching, fostering students' awareness of experimental safety, and improving experimental teaching methods in natural drug chemistry experiments. The practices showed that the reform has achieved a good effect. A teaching system that can achieve the three expected aspects has been established, which improved the teaching effect and quality of natural medicinal chemistry experimental courses for undergraduates. Furthermore, these explorations may facilitate fostering pharmacy specialists who can meet the opportunities of developing Chinese medicine and natural drug research and meet the requirements of employment.

Implementation of industrial simulators — digital twins at enterprises and educational institutions

New functions in software tools for simulation of dynamic systems are considered. The importance of practical experience in teaching of the control for both industrial personnel and students of educational institutions is shown. Keywords modeling, simulation, industrial simulators, Raspberry Pi, SimInTech, VR- and AR-applications

On the Basic Role in Etiquette Education to Enhance Cultural Confidence

Chinese traditional culture is the key to increase national cohesion. Among them, etiquette culture, as one of the important carriers of Chinese tradition, presents the Chinese nation's confidence and dignified bearing; it continues the influence as well as value of Chinese history. Contemporary higher education not only undertakes the responsibility of teaching professional knowledge, but also should cultivate high-quality talents with good manners. This paper is based on the need to promote excellent traditional culture, and combined with practical teaching experience, it intends to start from the historical process of modern etiquette culture; the relationship between etiquette education and cultural confidence; and how to construct a more systematic etiquette education among schools. It aims to drive the young generation to focus on traditional culture, so that they would inherit national spirit, and inject new vitality into it.

РЕВЕРСНЫЕ ОБРАЗОВАТЕЛЬНЫЕ МЕТОДИКИ ПРИ ПОДГОТОВКЕ ИНЖЕНЕРНЫХ РАБОТНИКОВ

The features of the engineer’s profession are described in various scientific and reference literature and in current regulatory documents related to the requirements for the qualifications of workers in various industrial, transport and other enterprises. There are features of their education in the conditions of modern engineering and technical universities, taking into account the requirements of the federal state educational standards of the new generation, as well as taking into account the current requirements of professional standards. The state, civil society and professional communities expect modern perspectives from the training of engineers in various fields. To achieve the required quality of training of specialists with engineering education, it is necessary to use various pedagogical innovations. Examples of such innovations are the methods of reverse teaching, which take into account the initial competencies of students, starting from which teachers of various disciplines will be able to form both curricula and individual learning trajectories of students, taking into account their forms of learning, classroom load and practical industrial and educational experience. At the same time, reverse technologies can be used both in group training of junior students and in the preparation of student (graduate) projects related to the modernization and restructuring of production. It is the reverse teaching methods that allow the formation and development of general professional and professional competencies that will be in demand at real industrial enterprises. In this case, students learn not only to solve typical problems, but also to prove and implement their ideas on a scientific basis, which will make it possible to achieve the efficiency of production processes and the quality of products.

Research on the Integration of VR Virtual Technology into Nursing Practice Teaching

With the continuous improvement of the modern medical system, the medical technology has been rapidly improved, which can provide patients with higher quality medical services. Nursing is an important part of medical services, and any colleges and universities have opened nursing majors. In order to improve the teaching quality of nursing majors, VR virtual technology has gradually begun to be applied in practical teaching, which has greatly changed the practical teaching mode of nursing majors. On the other hand, it also promote the improvement of the quality of practical teaching. Therefore, this paper will conduct in-depth research and analysis on the integration of VR virtual technology into the teaching of nursing professional practice courses, and summarize some measures based on practical teaching experience to provide reference and experience for other colleges and universities.

CULTURAL ELEMENT IN TEACHING BAND OF VIETNAMESE DIALECT SPECIALIZED IN VIETNAMESE LANGUAGE AND VIETNAMESE CULTURE AT BAC LIEU UNIVERSITY

The article explores the factor culture in teaching Vietnamese Dialect and the scope is the subject of Vietnamese Dialect in the major of Vietnamese language and Vietnamese culture at Bac Lieu University. The article uses the method of synthesizing materials combined with practical teaching experience to help learners grasp the basic characteristics of dialect regions in terms of phonetics, vocabulary and grammar. At the same time, it helps learners to understand the culture of the community in each region through daily activities, culture, society, communication... Learners will know how to use words and expressions to suit each specific context as well as understand the cultural characteristics of each region.

Beyond the Gates: Teaching Race and Politics in Brazil in a Prison Education Program

The project of liberatory education is fraught with complications in a Small Liberal Arts College or SLAC environment. Authors bell hooks and Paulo Freire look to an ethics of care, love, and mutual restoration of humanity through teaching openly and freely. My initial teaching experiences as an assistant professor revealed that this liberatory aim could not be fulfilled at the college campus, so I taught in a prison college education program. The goals of this article are: 1) to elucidate the complicated relationship that a woman faculty of color at the intersections of multiple identities has in adjusting to the SLAC environment; 2) to expound upon my weekly exit from campus and entry into prison education as a vehicle to advance institutional goals for outreach and social justice; 3) to interrogate prison education epistemologies and describe the counternarratives and practical strategies developed in a course on Race and Politics in Brazil to decolonize the curriculum; and 4) to express the realities of teaching a Black-centered, intersectional course in an all-male maximum security prison setting. It was through this practical prison teaching experience that I stretched the limits of my practice of education and found a temporary home in which to do so.

TEACHING WITHOUT STUDENTS: EFL PRE-SERVICE TEACHERS’ EXPERIENCES TEACHING IN PANDEMIC TIME

Since the outbreak of the Covid-19 pandemic, teaching and learning activities have changed dramatically. Within the Indonesian context, for example, beginning March 2020, the Indonesian government applied a social distancing policy. The situation forced both students and teachers to study and teach from home as the schools were closed to prevent the spread of the Coronavirus. This included how pre-service teachers learnt to teach. Intended to explore pre-service English teachers’ experiences related to their teaching practicum in this pandemic time, this paper focuses on gaining in-depth information related to how the research participants view their experiences during a microteaching class at an Indonesian university. The study involved six pre-service teachers who took the microteaching class. The main data were collected from pre-service teachers through written reflection and from an open-ended questionnaire. In addition, recorded videos of participants’ teaching practices were also used to triangulate the data. Data analysis was qualitatively to see the emerging themes. The findings indicates that teacher candidates in the study view their microteaching experiences as both positive and negative ways. They consider it as a positive experience as they could have high confidence in teaching. It is a negative experience because they did not have experience managingthe classroom. Despite their mixed experiences, the participants in the study still consider their teaching practice experiences to be useful in preparing their teaching practicum at schools.

Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience

ABSTRACT The process of reflection is assumed to be important for developing professional knowledge through practical experience in science teaching. However, this claim requires more evidence, based on a clear definition of reflection. The main goal of the present study is to explore how reflection skills influence the development of professional knowledge gained through teaching experience. Before and after a five-month field experience, we have measured pre-service physics teachers’ professional knowledge and reflection skills (N = 94; 133 cases pre and post from four German universities). We also collected data for learning opportunities during the field experience (e.g. the number of taught lessons). The present study uses a novel standardized digital simulation of collaborative oral reflections to measure reflection skills (performance assessment), as a way of increasing validity compared to self-reports. The data have been analyzed using path analysis. The main results show that reflection skills before a field experience impact the development of content knowledge ( β = 0.231*) and pedagogical knowledge ( β = 0.354**) during the field experience. Regarding the learning opportunities during the field experiences, we develop the following evidence-based post-hoc hypothesis: the more pre-service science teachers are enculturated into a community of practical teachers, the less (academic) content knowledge and pedagogical content knowledge they acquire during a field experience. Consequences for science teacher education will be discussed.

A MATLAB‐based educational platform for analysis of slope stability

AbstractThis study presents a computer‐aided educational platform, namely, ErosSSA (Eros‐Slope‐stability‐analysis) developed by the geotechnical group in the Hong Kong Polytechnic University, to provide civil engineering students and young industrial engineers a better understanding of the analysis of slope stability. The platform is developed under the MATLAB environment, with a clear framework and a graphical interface. Using this platform, the rotational landslides can be generally analyzed, considering a circular slip surface and the factors of safety defined with respect to basic and advanced methods with different force and/or moment equilibrium. Furthermore, the minimum factors of safety of different methods for a given slope can be determined. From the practical teaching of the ErosSSA in two courses for Bachelor and Master students, it was found that they were highly satisfied with the accuracy, reliability, and convenience of the ErosSSA according to their feedbacks to a questionnaire. These practical teaching experiences support the ErosSSA to be widely used as a suitable teaching platform in geotechnical engineering.

Teachers’ Beliefs on Students’ Home Language as a Resource in EFL Classroom

This is the age of multilingual turn. It advocates the inclusion of indigenous languages that the children bring to school from home as resource. At present, use of students’ home language as a resource in teaching and learning of a new language has become a vexing issue. The teachers’ beliefs on any issue determine the types of teaching learning activities that they use in the classroom. In this context, this paper aims at exploring the Nepalese English language teachers’ beliefs regarding the use of students’ home language in English as a foreign language (EFL) classroom, and why or how they form their respective beliefs. For this, I collected data from five ‘Grade ten’ English language teachers of different community schools in Kathmandu, taking in-depth interview with them. The data were analyzed qualitatively creating themes. The analysis shows that the English language teachers regard home language as a resource in EFL classroom, and they do so on the basis of their own theoretical understanding and practical experience in teaching.

“I Saw a Change”: Enhancing Classroom Equity through Student-Faculty Pedagogical Partnership

Persistent inequities in access to and experiences of learning in postsecondary education have been well documented. In line with efforts to redress these inequities and develop more just institutions, this study explores the potential for pedagogical partnerships in which students and faculty collaborate on teaching and learning initiatives to contribute to classroom equity. We investigate this issue by drawing on qualitative interviews with students who have participated in extracurricular pedagogical partnership programs in institutions in Canada and the United States, and who identify as members of marginalized groups (e.g., racialized students, 2SLGBTQ+ students, students from religious minorities, disabled students). While much existing research on equity and student-faculty partnership primarily focuses on the outcomes of partnership for participating students, we instead investigate students’ perceptions of the extent to which their partnership efforts contributed to wider impacts—such as developments in faculty thinking and teaching practice and student experiences in the classroom. We also consider challenges students noted connected to power imbalances and faculty resistance, which influence partnership’s capacity to contribute to equity and raise important considerations for those interested in partnership practice.