Classroom Practice Research Articles

How to run a qualitative methods short course in epidemiology: faculty and student perspectives

Abstract Background Qualitative research and mixed methods are core competencies for epidemiologists. In response to the shortage of guidance on graduate course development, we wrote a course development to guide faculty and students designing similar courses in epidemiology curricula. We combine established educational theory with faculty and student experiences from a recent introductory course for epidemiology and biostatistics doctoral students at the University of Zurich and Swiss Federal Institute of Technology, Zurich. Objectives We propose a 1-ECTS, six session long, student-centred course with inverse in-person classroom teaching and practice exercises with faculty input. The overarching course objective is to introduce students to qualitative research and mixed methods. The proposed course covers learning outcomes in comprehension, knowledge, application, analysis, synthesis and evaluation. Results Following an introductory session, the students engage in face-to-face interviews, focus group interviews, observational methods, analysis and how qualitative and quantitative methods are integrated in mixed methods. Furthermore, the course covers interviewer safety, research ethics, quality in qualitative research and a practice session focused on the use of interview hardware, including video and audio recorders. The student-led teaching characteristic of the course allows for an immersive and reflective teaching-learning environment. Conclusions After implementation of the course and learning from faculty and student perspectives, we propose these additional foci: a student project to apply learned knowledge to a case study; integration in mixed-methods; and providing faculty a larger space to cover theory and field anecdotes. Based on: Gille, et al. A guide for a student-led doctoral-level qualitative methods short course in epidemiology: faculty and student perspectives, International Journal of Epidemiology, Volume 53, Issue 2, April 2024. Key messages • Qualitative research methods and mixed methods are core competencies for epidemiologists. • Students appreciate a student-centred course design with inverse classroom teaching and practice exercises.

Voices of Elementary Computer Science Teachers: Computer Science Integration Rationales and Practices

Objectives . Computer Science (CS) education has become increasingly prevalent in elementary schools because of multiple rationales, such as the importance of computational literacy and the growing demand for CS-related workforce preparation. As elementary CS standards continue to be adopted by many states, more examples and voices from the field may help educators understand what effective computational thinking (CT)/CS integration looks like in practice. Method . We employed a descriptive qualitative approach to study eight award-winning K-8 CS teachers and aimed to answer three research questions: (1) What were elementary CS teachers’ rationales for CT/CS integration? (2) How do elementary CS teachers integrate CT/CS into their classroom practices? (3) What are the needs of CS teachers for meaningful CT/CS integration in elementary schools? Data were collected through interviews, a questionnaire, and artifacts and analyzed using thematic analysis. Findings . Our findings of elementary CS teachers’ rationales for CT/CS integration encompassed its essential nature as a literacy skill, its potential to promote equity in education, and its alignment with standards across various disciplines. To support CT/CS integration at the elementary level, CS teachers described important aspects with examples from their instructional practices: (a) Real-world applications; (b) hands-on activities; (c) strategies to scaffold and guide student learning; (d) collaboration with classroom teachers; and (e) support from professional development (PD). Conclusion . The study results shared CS teachers’ voices from practice and shed light on the urgent need for more support and PD opportunities for both homeroom teachers and CS teachers in elementary schools, as well as the crucial need for multiple levels of support within K-12 school systems. Continuous efforts in creating systematic and sustainable PD plans and supporting collaborative professional communities for teachers within the instructional context are a must to help prepare our elementary students with the essential CS knowledge and skills they need to thrive in this technology-rich society.

Norwegian science teacher educators’ views of the master’s thesis and the supervision process

ABSTRACT The aim of this article is to investigate Norwegian science teacher educators’ views of the master’s thesis and the supervision process in connection with the recent change to five-year master’s programmes. Interviews with fourteen science teacher educators from the seven teacher education institutions offering a master’s specialisation in science education were analysed inductively through thematic analysis. The teacher educators’ perceptions were represented by four themes: development of personal traits, academic competence, value for classroom practice and value for the teaching community. Furthermore, they emphasised being project leaders and having competence in science education and relational competence when supervising master’s theses. The science educators are positive about the general features of the master’s thesis, such as developing personal traits and more research-competent colleagues of teachers. However, the study revealed that many supervisors expressed a lack of competence and supervision experience, and we suggest involving teacher educators in research projects in education.

Contextualizing Teachers and Learners’ Perception of Translanguaging Practices in ESP Classroom

The use of the monolingual method in the teaching and learning process has drawn a lot of criticism from education professionals as well as language learners, in line with the growing use of translanguaging in language learning. Translanguaging allows users to use their linguistic resources as a new paradigm for utilising more than one language when learning a foreign language. The current study examined how English for Specific Purpose (ESP) teachers and students utilised and interpreted translanguaging in healthcare learning contexts. This study used a mixed research method using the instruments of observation, semi-structured interviews, and questionnaires, involving 150 nursing students and 5 ESP lecturers as the study participants. The study revealed that nursing students generally have a positive attitude towards translanguaging practice in ESP classes. The five ESP teachers are aware of the efficacy of translanguaging for content instruction to improve comprehension, foster solidarity in the classroom, and produce better learning outcomes, especially for those with lower ESP language proficiency. Most teachers also call for the continuation of the translanguaging philosophy and practice by supporting language policies that relate to its use in ESP learning. This paper also confers the insinuations of the study's findings concerning the requirement for contextualised translanguaging implementation and system construction. It is advised that the use of translanguaging by multilingual learners in ESP learning should be seen by instructors and students from a wider viewpoint.

The impact of a metacognition-based course on school students’ metacognitive skills and biology comprehension

The fast-paced and intricate nature of the current society, coupled with the ongoing changes in educational requirements, calls for the cultivation of higher-order thinking skills. To that end, adopting metacognitive strategies could be instrumental. This paper aimed to evaluate the effects of a 10-week-long metacognition-based biology course on school students’ metacognition and biology comprehension. Employing a mixed-methods quasi-experimental design, the study involved 120 eighth-graders from two public schools. One group was exposed to metacognitive questioning, while the other one continued with regular classroom activities. The results showed that participants who received metacognition-guided instruction achieved higher scores on the biology test and reported improved metacognition as compared to those who followed the standard curriculum. These outcomes were consistent across genders and regardless of whether a student reported a deep or surface learning approach. Qualitative analysis extracted themes of collaboration and understanding among the students. They appreciated the specificity of tasks, which deepened their comprehension, and valued collaborative learning facilitated by metacognitive prompts. These prompts not only enhanced their understanding but also contributed to fostering a positive classroom environment. This research underscores the effectiveness of metacognitive support in enhancing biology education. It advocates for the integration of metacognitive strategies into classroom practices, emphasizing the positive impact they can have on students’ learning experiences and outcomes.

A Model for Collaborative Immersive Classroom Management Development Using Multi-user Virtual Reality

Classroom management has been ­­identified as a key challenge in becoming a teacher, as newly qualified teachers are overwhelmed by the complexity of professional teaching practice. This paper explores the transformative potential of immersive technologies in fostering a collaborative reflection and problem-solving space for the continued development of newly qualified teachers’ classroom management competencies – allowing newly qualified teachers to become better prepared for facing the unexpected, local, and situated challenges of becoming a teaching professional. Through iterative cycles of design-based research, we have developed a model of immersive collaborative classroom management training using multi-user Virtual Reality. The model consists of four phases: (1) 360-degree video recording, creating an immersive version of the classroom and the complex interactions that occur within it. (2) clip selection, giving teachers the ability to select clips that are relevant for them and their practice. (3) Multi-user Virtual Reality training, allowing teachers to get feedback on their selected clips and construct actionable knowledge together with local teaching supervisors (4) Debriefing, for ensuring the joint understanding and transfer of knowledge to practice. Through analysing teacher’s and supervisors’ meaning making processes of 18 selected video clips across five multi-user Virtual Reality training sessions, we uncover three main phases: Analysis, Abstraction, and Actionability. By being able to collaboratively watch, re-watch, and discuss selected video clips and moving between these three main phases, teachers and supervisors co-create actionable knowledge, creating an improved understanding of current practices, and supporting the ability to transform future practices. These findings contribute both theoretical insights and practical implications for educators and learning designers, emphasising the importance of creating social immersive reflective spaces in which real situations may be revisited in order to examine the intricacies of classroom practices, allowing newly qualified teachers to better engage with their profession.

“Innovation in the Classroom: The Importance of Continuous Teacher Training”. A Systematic Literature Review

Teacher training is a widely discussed topic in educational literature, addressing both initial preparation and the ongoing professional development of educators. Key criteria for distinguishing a comprehensive teacher include their pedagogical approach, the theory-practice relationship, and the necessary competencies that set them apart. This scientific article aims to systematically analyze the literature of various studies related to teacher training, its importance in classroom practices, and professional development, contributing significantly to the state of the art. The methodology employed is qualitative and documentary, involving an in-depth review of documents that highlight the importance of teacher training for the effective development of classroom practices.

Transforming Foundation Phase Life Skills Teachers’ Use of Learning and Teaching Support Materials Towards Sustainable Development of Teaching

This paper reports on transforming Foundation Phase teachers’ use of learning and teaching support materials (LTSMs) to sustain teaching and learning in Life Skills classrooms. This paper aimed to comprehend teachers’ perspectives on how they could transform their practices using LTSMs to improve their teaching and learner performance to contribute towards the sustainable development of teaching. The National Policy and Guidelines for LTSM stipulate that teachers must be teaching mediators. The study was informed by an analytical framework for studying classroom practices along the Activity Theory (AT) dimensions through teachers’ and learners’ interactions. The case study design was qualitative with an interpretive paradigm. Purposive sampling gathered information from three Grade 3 Life Skills teachers through semi-structured interviews, structured observations, and document analysis. Data were analysed, and themes emerged from the questions. Findings revealed that LTSMs are ineffective in improving teaching and learner performance due to shortages, overcrowded classrooms, and lack of professional development. We recommend that the Department of Education should provide more classrooms to assist teachers in their practices. Also, there should be more professional development activities for teachers to transform their practices for sustainable development.

Equity in Education: How Classroom Practices Can Promote Social Justice

This paper investigates how classroom practices can actively promote equity and social justice in education by focusing on three core strategies: inclusive teaching, differentiated instruction, and fostering teacher-student relationships. Using a case study approach, the research examines classrooms in underfunded urban schools where these practices have been implemented. Social justice theory serves as the foundation for this analysis, emphasizing how classroom practices directly address disparities in academic outcomes among students from different socioeconomic backgrounds. Findings show that inclusive teaching practicessuch as using diverse curricular materialsencourage greater participation from marginalized students. Differentiated instruction tailored to individual learning needs reduces performance gaps, while teacher expectations significantly impact student motivation and success. Prior studies are reviewed to contextualize these findings, highlighting a gap in the literature concerning real-world application of these strategies in disadvantaged communities. This research uniquely contributes by providing a concrete analysis of how these practices are applied in practice, offering practical insights for educators and policymakers aiming to reduce inequality in education.

“I sit here thinking I can do this”—Developing justice‐centered ambitious science teaching identities in professional learning communities

AbstractExplicitly attending to justice in science teaching and learning is long overdue. Here, we examined the professional teacher identity development of 13 science teachers as they collaborated in networked professional learning communities (PLCs) to implement and revise a culture‐setting unit focused on the science of COVID and engaging in collaborative inquiry cycles to identify and refine justice‐centered ambitious science teaching (JuST) practices in classrooms. These JuST practices are conceptualized as a synthesis of justice‐centered pedagogies and ambitious science teaching. To accomplish our research aims, we drew on qualitative methods, where we relied on transcribed video recordings of 21 PLC meetings and three transcribed end‐of‐year focus group interviews of two PLCs (i.e., 13 secondary science teachers, mostly white) across a year‐long period. As a result of our analyses, we identified how professional learning arranged through PLCs, culture‐setting units, and collaborative inquiries supported professional JuST identity development by, among other affordances, providing space for the critical and emotional work of learning to discuss race, affording teachers strategies for getting to know their students and the assets they bring to classrooms, and recognition and positioning of teachers as professionals capable of identifying or developing, refining, and contributing to knowledge about JuST science teaching and learning. Challenges identified included, among others, identifying how the culture‐setting units could be effectively integrated into existing curriculum maps and the uneven implementation support from administrators. In the end, what is revealed helps better conceptualize how engaging teachers in PLCs around tasks like curriculum implementation and refinement or collaborative inquires support professional JuST identity development and how such experiences can be more carefully negotiated.

Exploring the language-culture-technology nexus through the lens of EFL Teachers in Chile

Modern Foreign Language (FL) instruction has recently called out for a language-culture-technology (LCT) nexus that could engage learners in transnational dialogue and interaction. This study focuses on the views of English as a Foreign Language (EFL) teachers in Chile and their classroom practices in relation to an LCT nexus. The Chilean EFL context was chosen due to a lack of integration between language, culture and technology in the national EFL curriculum that informs classroom practice. The study collected data through an online questionnaire (N=128 participants) that was distributed nationwide. Questionnaire results showed that although teachers recognised the significance of intercultural interaction and identity reflection, they struggled to incorporate these into their teaching practices, especially when using Information Communication Technologies (ICTs). Furthermore, the integration of language and culture as reported by teachers was often superficial, and technology was primarily used to support writing in English. The study suggests the need for a stronger theoretical and pedagogical basis for the national EFL curriculum in Chile and professional development to support a language-culture-technology nexus in FL classrooms.

Middle Leadership in Educational Teams: Practices and Effects on the Development of Learning Communities

In a new context of management and teaching action, framed by the organisation of the school into educational teams, middle leaders can play a key role in promoting learning communities, teacher development and improving teaching. Therefore, it seems relevant to understand the practices of these leaders that make their leadership effective. To this end, we adopted a qualitative research paradigm, operationalised through a case study, combining a quantitative and qualitative approach. Thus, we articulated data analysis processes based on descriptive statistics, which we subjected to structural and semantic analysis and interpretation, with a qualitative approach, essentially based on content analysis, to delve into some unique contexts and the perspective of individual actors. After analysing the data, we conclude that educational team coordinators play a fundamental role in facilitating the interpersonal characteristics of learning communities, involving teachers in a more collaborative and collegial working environment. However, their role in facilitating teacher learning is weaker, which hinders their contribution to deepening teacher learning and changing classroom practices.

Book review: Toward a BlackBoyCrit pedagogy black boys: Male teachers, and early childhood classroom practices

Book review: Toward a BlackBoyCrit pedagogy black boys: Male teachers, and early childhood classroom practices

AS PRÁTICAS PEDAGÓGICAS MEDIANTE AS REPERCUSSÕES DA APLICABILIDADE DAS TECNOLOGIAS

In recent years, the growing emphasis on teacher training and performance has revealed the urgency of critical and necessary actions. The rapid expansion of Information and Communication Technologies (ICTs) in the educational field not only highlights, but also intensifies, the widespread lack of preparation of many teachers in the face of the new possibilities that these technologies introduce into pedagogical practices. This study proposes an in-depth reflection on the impact of digital technologies on teachers' pedagogical practices, focusing on pedagogical innovations that emerge from classroom practices. The bibliographic research undertaken to support this study reveals that teachers recognize the pressing need for training courses that not only provide technical experiences, but also develop pedagogical dimensions in an integrated manner. Thus, teachers are required to master the curricular content and carry out a critical appropriation of ICTs, aiming to promote qualitative transformations in pedagogical practices. This integration makes it possible to combine pedagogical activities with digital technologies, promoting not only creativity and autonomy among students, but also encouraging deeper reflection on the dynamics of learning. However, by establishing this harmony between curricular knowledge and ICTs, teachers can foster an educational environment that truly takes advantage of the potential of new technologies to enrich and diversify the teaching-learning process.

Physics teachers’ views of inquiry and classroom practices

Inquiry-based instruction has been suggested and practiced in national and international reports on science education. Scientific inquiry aims to enhance learners’ engagement in doing science through exploration including asking questions, data collection and analysis, and constructing explanations in an iterative process. One of the crucial problems in science education is whether science teachers integrate their views about inquiry into teaching practices. This study examines 30 experienced high school physics teachers’ views about inquiry and their classroom practices. The mixed methods design explored physics teachers’ views through semi-structured interviews and classroom practices through classroom observations conducted by observation protocols. The results showed less agreement between teachers’ views and practices; teachers tended to teach in traditional ways through lecturing although they possessed transitional or constructivist views of inquiry. The results offer science educators further insight into the relationship between views and practices to design and conduct professional development programs.

Focus on form, forms, or meaning in grammar instruction: a study of Pakistani university EFL teachers’ cognition and practices

Abstract Teacher cognition shapes teachers’ pedagogical decision-making and influences their teaching practices, including grammar instruction, even when their cognition and practices might be inconsistent. This study explores English language teachers’ cognition regarding grammar instruction and analyses (in)consistencies in teacher cognition and classroom practices. The study employed a structured questionnaire administered to over 210 teachers teaching English language to undergraduate classes at various universities in Pakistan. The results of the questionnaire were analysed using descriptive and inferential statistical analyses. The findings reveal that, despite using focus on forms (FonFs) instruction, teachers support focus on meaning (FonM) instruction, but consider focus on form (FonF) as the most suitable choice for language teaching. Moreover, the content and materials used by teachers reveal their actual classroom practices which tend to favour FonFs instruction, conflicting with their beliefs. This misalignment also indicates teachers’ insufficient knowledge of L2 learning theories and the intricate nature of their grammar cognition. The study implies the need for research on mediating factors in teacher cognition-practice and training programs promoting L2 theory and practical strategies.

Utilizing peer evaluation as a collaborative learning tool: fostering autonomy satisfaction in English presentation classes

Abstract The present two-phased sequential explanatory mixed-methods research investigates first and second-year Japanese university students’ perceptions of peer evaluation through self-reflection and its relation to learner autonomy satisfaction in English presentation activities. First, the qualitative data were collected through an open-ended survey questionnaire (n = 17). The findings revealed that students held a positive view of the peer evaluation process, which was facilitated by structured evaluation criteria developed collaboratively with the students using the Leaderful Classroom Practices framework. Furthermore, students’ ownership of the evaluation process enhanced their motivation and commitment to their own presentations. To explore the relationship between the peer evaluation process and students’ autonomy satisfaction, we conducted a survey with advanced-level first-year English major students (n = 87). Despite the small sample size, our multiple regression analysis also supported the qualitative findings, indicating a significant correlation between peer evaluation and learner autonomy satisfaction in English presentation activities. While peer-based activities have been thoroughly studied in the context of academic writing courses, we recommend that the influence of peer evaluation activities on learner autonomy satisfaction be further explored in oral communication activities within the Japanese university EFL settings.

Investments of High School EFL Teachers: Negotiating Professional Identities, Forms of Capital, and Societal Ideologies

ABSTRACT This 1.5-year longitudinal case study explores the investments of four high school EFL teachers, which have been scarcely researched, in China. A qualitative approach with semi-structured interviews, observations, and relevant artefacts, was adopted. The findings reveal that the investments of English teachers were inextricably intertwined with teachers’ professional identities, forms of capital, and societal ideologies. First, in contrast to previous findings, student-assigned identities on English teachers stimulated teachers’ investments in pedagogical practice and educational reforms. Second, teachers’ cultural capital was valued differently by society, institutions, students, and teachers themselves, and it played a critical role in teachers’ investments. Third, an unprecedented finding is that teachers’ enhanced social capital could hinder and undermine teachers’ investments and their desired identities. Fourth, being constrained by prevailing ideologies, English teachers were capable of making investments in reshaping existing structures. The implications of EFL teachers’ investments for their classroom practice and professional development are discussed.

The Teacher as Listener: A Theory of Pedagogical Listening in the Literature Classroom

ABSTRACT Getting students talking about a work of literature — sharing and interrogating their own and each other’s textual interpretations and responses — is vital for the teaching and learning of literature. If a classroom community of readers is constituted by such talking, then responsive teaching involves a lot of listening. What, precisely, might be the role(s) of the teacher as listener? Beginning with three classroom vignettes, and then drawing from psychoanalytic theory, pragmatist aesthetics, and philosophy of dialogue, this article theorises a distinctly pedagogical listening. One role of the teacher as a listener in the literature classroom can be interpreting and intervening in ‘textual problems’ that typically arise in moments of confusion or surprise — students’ and/or their teacher’s — throughout interpretive discussion. Such pedagogical listening can instantiate, among other qualities discussed in this article, a double consciousness or divided attention. This article concludes by suggesting specific classroom practices and conditions for pedagogical listening.

Norwegian pre-service teachers’ understanding of reflective rehearsals and democratic citizenship education: opportunities and challenges

AbstractImplementing democratic citizenship across disciplines in education requires careful consideration of how pre-service teachers are prepared to translate this concept into classroom practice. This study investigates Norwegian pre-service teachers’ understanding of reflective rehearsals as a model in teacher education for enhancing awareness of democratic citizenship education. Findings from focus group interviews with 24 participants reveal some opportunities offered by reflective rehearsals as a model for bridging theory and practice in teacher education. Reflective rehearsals are understood as a safe space for making fruitful errors, attempting change and developing professional judgement. Pre-service teachers express an increasing sense of ownership over their formation as becoming teachers. However, certain challenges are also discussed. Firstly, understanding democratic citizenship primarily as individual knowledge is problematic in teacher education, as it may separate pre-service teachers’ knowledge from their experience. Secondly, explicit dialogue concerning the connection between practice and educational purposes is needed. This article argues that reflective rehearsals could become a foundation for exploring the intersection of practice, theory and purpose, if this connection is made explicit and framed critically in teacher education.