Professional Courses Research Articles

EMI Teachers' Attitudes and Approaches towards Grammar Error and Professional Development Perspectives in Chinese Higher Education

In the context of Chinese higher education, there is still blank in the English Medium Instruction (EMI) system, particularly in terms of subject teachers' attitudes and behaviors toward teaching grammar in professional courses and their perspectives on the professional advancement of this competency. Based on the existing research, the current study mainly examined how subject teachers perceived their roles and responsibilities in language teaching especially grammar, what strategies they will take to solve students’ grammatical problems, and their feelings and preferences with teacher professional development related to this aspect. Data were obtained from three semi-structured online interviews with three teachers from Beijing Normal University-Hong Kong Baptist University United International College. The findings indicates that EMI lecturers declined to take on the role of language instructors. However, in pursuit of enhancing students' overall understanding of the subject, they did incorporate certain grammar adjustment techniques in their classes and while reviewing students' written work, which is the initial evidence of manifestation of the grammatical Language Related Episodes (LREs). Additionally, the participants recognized the utilization of AI tools to assist students in improving their grammar skills. Furthermore, regarding the professional growth of EMI teachers, they emphasized the importance for tertiary education to stay abreast with current trends that training programs should assist EMI teachers with AI usage for grammar correction, as well as guiding students on the appropriate application of AI in their language learning process.

A professional development course inviting changes in preservice mathematics teachers’ integration of technology into teaching: the lens of instrumental orchestration

Information and Communication Technologies (ICTs) can provide rich learning opportunities in classroom teaching, which requires teachers’ effective instrumental orchestrations. However, there is a lack of research regarding the development of teachers’ instrumental orchestrations. In this study, we designed and implemented a professional development course, aiming to explore whether the course could change preservice mathematics teachers’ instrumental orchestrations. To this end, an analytical framework of instrumental orchestrations within a GeoGebra environment was established. Data were collected from Chinese preservice mathematics teachers, including the videotapes of their simulated lessons, GeoGebra files, written documents, self-reflections, online speaking, etc. In the results, three participants’ changes in instrumental orchestrations were presented as main cases. It was found that the three preservice mathematics teachers’ types of instrumental orchestrations did not change, but the frequencies of those increased significantly. The changes in didactical configurations were mainly reflected in the layout of GeoGebra, and the changes in exploitation modes were mainly manifested in the techniques teachers use and the management of mathematics tasks. In addition, it was revealed that theoretical support (instrumental approach), technical support (knowledge about using GeoGebra), and community support (“Same Content Different Designs” activity and communicating and discussing with others) were useful course elements inviting changes in instrumental orchestrations. In this regard, this study contributes to providing a promising professional development course that can be used in teacher training so as to improve teachers’ instrumental orchestrations.

Multi-method integrated experimental teaching reform of a programming course based on the OBE-CDIO model under the background of engineering education

Under the background of engineering education professional certification, the Outcome-Based Education (OBE) education concept of “output-oriented” has been paid more and more attention. The traditional experimental teaching of programming course often focuses on the teaching of theoretical knowledge, and lacks the cultivation of students’ practical ability and innovative spirit. Engineering education puts forward new requirements for the teaching mode of program design course. The experimental teaching of programming courses requires further reform and innovation to cultivate high-quality technical engineering talents with good social responsibility, teamwork ability, and innovative thinking ability. Guided by the theory of engineering education combined with the educational philosophy of Conceive–Design–Implement–Operate (CDIO) and OBE, this paper carried out the reform of experimental teaching of programming course among students majoring in computer science and technology and information security. This teaching reform aimed to better cultivate students’ practical ability, innovation ability, and knowledge-integrated application ability, considering the course concept, course design, course implementation, and course operation, and exploring the practice of teaching process reconfiguration, teaching content organization, and teaching method integration. This multi-integration experimental teaching reform was found to fully mobilize students’ learning enthusiasm, tap into students’ potential, greatly improve students’ comprehensive practical ability, effectively achieve course goals, and lay a solid foundation for subsequent professional course learning. This teaching mode has been practically applied in current experimental teaching and is widely recognized by students, providing a reference for improving teaching quality.

Role of National Testing Agency (NTA) and its Credibility in India

The National Testing Agency (NTA) plays a pivotal role in India's education system by conducting entrance examinations for higher education institutions and various professional courses. Established in 2017, the NTA aims to enhance the quality and efficiency of the examination process through the implementation of standardized testing and the use of technology. This paper explores the NTA's credibility, focusing on its transparency, reliability, and the effectiveness of its assessments. By adopting a robust framework for exam administration, including measures to prevent malpractice and ensure fair evaluation, the NTA has gained public trust. Furthermore, the agency's initiatives, such as providing a digital platform for application and result management, have streamlined the testing process, making it more accessible to students across diverse socio-economic backgrounds. This paper also examines the challenges faced by the NTA, including issues related to examination centers, infrastructure, and the continuous need for technological upgrades. Overall, the NTA's commitment to upholding high standards in educational assessments significantly contributes to the integrity of India's academic landscape, fostering an environment conducive to merit-based opportunities for students. Keywords: National Testing Agency, NTA, credibility, standardized testing, transparency, examination process, educational assessments, India, merit-based opportunities.

Explore the Craftsman Spirit in the Course Automobile Electronic Control Technology Under the Background of Engineering Education Professional Certification

Under the background of training-applied talents, the assessment methods of various professional courses are gradually in line with international standards. The process of engineering major training is to take craftsman spirit as the goal of talent training. This paper analyzes the matrix relationship between course objectives and assessment links under the background of engineering education professional certification, explores the connection between the setting of each course link between Automobile Electronic Control Technology and the basic content of craftsman spirit, and concretized the craftsman spirit in the course assessment setting so that the assessment objectives are directional.

The Silent Crisis: Understanding Student Suicides, Stress, Anxiety in the Context of Academic Pressure

Stress- a word with quite a huge load. And the word has become synonymous to the situation of almost everyone from the current times. Stress can have a diverse range of possible causes and effects on students' emotional and intellectual development. However, academic pressure is vital for a student's academic achievement since it may have both good and negative effects on productivity. This paper however aims to discuss the various root causes and facets of this word especially for the students pursuing Professional courses. The study found that students pursuing Professional Courses report greater levels of stress. Recent studies show that college students face significant stress in several aspects of their lives."Research has found that excessive levels of academic stress can result in an increased occurrence of psychological and physical issues such as depression, anxiety, nervousness, and stress-related disorders. This study underscores the need for coordinated efforts among parents, educators, legislators, and students themselves to minimize academic pressure and its adverse effects.

Supporting graduate students’ skills with simulated experiences in a professional foundation course

The population’s health depends on a well-educated nursing workforce that includes graduate-prepared nurses. However, the nation’s demand for graduate nurses in advanced practice, teaching, and research roles surpasses the supply. Graduate nursing educators can support student success by creating positive learning experiences for students at the beginning of their study programs. Initially, we created a pilot writing orientation, which was implemented for new students. Although the results of the pilot study showed significance with paired t-tests (p < .000; Cohen’s d = 1.21), the writing skills were not applied in long-term coursework. Therefore, a seven-week course was created to provide students with small-scale assignments, preparing them for complex future graduate coursework. The study aimed to evaluate the effectiveness of the skills learned in the course using student (n = 15) and faculty (n = 9) focus groups. A qualitative design using thematic analysis showed the following student themes: tools to improve scholarly writing, magnitude and feasibility of the project, graduate-level writing and professional presentations, clear expectations of achieving program requirements, and professional development using a digital e-portfolio. Faculty focus groups compared the skills of students who had completed the course and those who had not. Faculty themes included stronger writing skills despite the variation, resource availability, tool use, APA format skills, and writing synthesis skills development. Overall, the participants’ perspectives shared positive feedback with insightful suggestions for future course improvement.

Impact of Distance Professional Development Course on Early Childhood Teacher’s Knowledge, Skills, and Beliefs on Self-Regulation

This study aims to evaluate the impact of a distance professional development course, within the framework of the Preschool Situational Self-Regulation Program (PRSIST), on the knowledge, beliefs, and skills of early childhood education teachers about self-regulation skills. One of the qualitative methods, the case study, was preferred for the current study. The research was conducted with 5 early childhood education teachers, working in a city in middle Anatolia, Turkey. The teachers attended the synchronous distance professional development course 1 day a week for 5 weeks. The total duration of the five sessions was 120 minutes. Interview forms, reflective journals, and documents were used as data collection tools. As a result of the research, it was found that the course had positive impact on teachers' knowledge, skills, and beliefs about self-regulation skills.

Developing A Piano Teaching Model for Music Majors in Chinese Higher Education and Improving Student's Piano Playing Skills

China's economic and social development, cultural industry progress, and improved living standards have led to a diversified society for piano professionals and applied talents. This study aimed to analyze the piano teaching mode in higher schools. Explore the existing piano teaching modes at home and abroad, and analyze the characteristics, advantages, and shortcomings of different teaching modes and evaluate the new piano teaching mode and verify its effect of improving students' piano playing application ability. The current study clarified the related implications under the initial dimensions for a follow-up particular analysis by examining the syllabi of piano teaching models from five universities' music programs using the Research & Development (R&D) theoretical framework. The study examines and contrasts relevant research on domestic piano instruction models through a survey of the literature. This stage seeks to categorize and condense the findings of previous research, comprehend the theoretical underpinnings and real-world application of applied talent training models both domestically and internationally, and offer a theoretical framework and point of reference for this investigation. This study employs various research tools, including literature analysis, structured questionnaires, observation forms, and checklists, to collect comprehensive data to address the research questions. It explored that teaching methods: at present, China's higher education piano teaching methods are diverse, emphasis on skills training, ignoring the cultivation of music literacy. In the process of teaching, teachers tend to focus on demonstration, and students have fewer opportunities to practice, which leads to the lack of students' innovative ability. The Curriculum: China's higher education piano teaching is based on professional courses, and a small number of elective courses in the curriculum to assist. As a result, the content of the curriculum is relatively single and lacks the cultivation of students' comprehensive ability. The Evaluation system: China's higher education piano teaching is mainly based on performance examination, which overly emphasizes technical indicators and neglects musical expression and creativity. In addition, the evaluation standard is too uniform, making it difficult to meet students' individual needs.

Research on the Integration Path of Postgraduate Professional Courses into the Construction of Curriculum Ideology and Politics

The curriculum ideology and politics play an important role in cultivating students’ correct worldview, outlook on life, and values. In recent years, universities and colleges have begun to pay attention to the cultivation of postgraduates’ moral education and the construction of postgraduates’ curriculum ideology and politics. This paper takes the course “Theory of Software Engineering” of Anqing Normal University as an example, discusses the paths of integrating postgraduate professional courses into the construction of curriculum ideology and politics, and puts forward the paths of feeding back from scientific research, connecting with practice and summarizing and condensing, which are aimed at improving postgraduates’ comprehensive quality and innovation ability, and have positive significance for cultivating high-level applied scientific and technological talents who are both moral and talented.

Curriculum Reform Practices in “Cosmetic Product Formulation Design and Preparation Technology” Under the Perspective of Integration of Industry, Education, and Research

With the upgrading of industries, the cosmetics industry has posed new requirements for technical talents. As a professional core course in cosmetic technology, “Cosmetic Product Formulation Design and Preparation Technology” serves as the foundation for cultivating students’ abilities in cosmetic development and preparation. To foster high-quality skilled talents capable of adapting to the rapid growth of color cosmetics and to better promote the deep integration of scientific and technological industries with curriculum teaching, the teacher team embarked on active explorations and practical teaching research for curriculum teaching reform from four dimensions: strengthening top-level design, enriching teaching content, optimizing teaching design, and reforming assessment methods. These efforts have enhanced students’ comprehensive vocational qualities and innovative consciousness, contributing to the teaching reform in higher vocational colleges under the integration of industry, education, and research.

Unveiling the underlying constructs of mobile assisted language learning technological pedagogical content knowledge (MALL TPACK): development and validation of a MALL TPACK scale for EFL teachers

ABSTRACT In the present study, a MALL TPACK questionnaire was developed and validated based on a TPACK framework. Data were collected from 414 EFL teachers. The development of the questionnaire involved a comprehensive review of existing literature, examination of existing questionnaires, and interviews with experts. This process resulted in an initial item pool of 50 questions. The questionnaire was subsequently administered to participants, and its construct validity and reliability were assessed employing various statistical methods. Exploratory Factor Analysis was conducted with a subset of 200 participants, while Confirmatory Factor Analysis was performed with the remaining 214 participants. Additionally, the Cronbach’s alpha method was employed to evaluate the reliability of the instrument. The results indicated that participants were able to identify four constructs from the original TPACK framework: Pedagogical, content, and pedagogical content knowledge, as well as TPACK. However, knowledge of technology was divided into two separate constructs: Knowing technology and using technology. As a result, a six-factor solution with 37 items was developed and confirmed as a valid and reliable instrument for evaluating MALL TPACK levels among Iranian EFL instructors. These findings have important implications for future research and in the design of teacher professional development courses in Iranian EFL contexts.

LEARNING STYLE AND STUDENTS’ ACHIEVEMENT IN ENGLISH FOR PROFESSION COURSE OF IT EDUCATION DEPARTMENT

This research was aimed at investigating students‟ learning style, investigating students‟ achievement on English for Profession Course and seeing whether there is significant difference on students‟ achievement across different learning style. This research used a convergent mixed method design. The data were taken using questionnaire of learning style and achievement test. The findings of this study showed that from 37 students, 17 students were auditory learners, 15 students were visual learners and 5 students were kinaesthetic learners. Further, the mean score of achievement test for auditory and visual learners showed that they can be categorized into good achievement while the mean score of kinaesthetic learners showed that they can be categorized into very good achievement. Here, the visual learners have the lowest mean score of 80.67 and the kinaesthetic learners have the highest mean score of 86.00. Meanwhile, the auditory learners were in between with 82.35 of mean score. Finally, one-way Anova analysis is used to test the hypothesis and it showed that the Fcount < Ftable (0.335 < 3.28). Thus, H0 is accepted and it can be concluded that there is no significant difference on students‟ achievement in English for Profession course across the three learning styles of auditory, visual and kinaesthetic.

Evaluation of the influence of elective postings in accordance with the competency-based undergraduate medical education pattern on the development of research abilities in students

Background: As per the revised competency-based medical education guidelines given by the National medical council of India, students are offered elective posting after the first part of 3rd phase of the medical professional course. This has been started from the year 2023. There will be various postings offered and at end of the posting they will be assessed on various domains. Aims and Objectives: Our study aims to assess the impact of elective posting on the research skills and students’ perception toward it. It also aims to identify the best methods to implement elective postings. Materials and Methods: In the year 2023, using a complete enumeration technique 86 students from the third phase of MBBS at a medical college in Maharashtra, India, were registered for the 2 months of elective and would be questioned twice following consent using a pre-validated questionnaire. The first interview will take place following the completion of the first block of elective posting, and the second interview will take place following the conclusion of the second block of elective posting. Results: We observed a statistically significant difference when two blocks were compared on the domains of efforts. Students have reported higher efforts toward clinical and surgical postings. We also observed that students reported a statistically significant level of frustration in block two. In our study, we found that research work was taken more during the second block as students were sensitized in the first block regarding research. Conclusion: In our study, we have observed that research activities are taken up and processed for presentation using biostatistics in the second block of elective if resource material and support are provided in the block one. Students develop a better understanding of research with proper training.

The influence of supervisory support on clinical learning as experienced by Czech Nursing and health professional students in the context of patient safety events: A qualitative study

AimTo explore the influence of supervisory and mentoring relationships on the clinical learning experiences of Czech Nursing and health professional students in the context of patient safety events BackgroundClinical experience is integral to healthcare education, shaping skills, behaviours, values and professional identity. During clinical placements, students may encounter memorable patient safety events and experience varied reactions from mentors/supervisors/others. Some research has highlighted challenges faced by students on clinical placement. Few studies involve multiple professions, most emanating from Western Europe, the UK, the USA and Australia with little relating to central European countries such as the Czech Republic. DesignTwo stage interpretivist qualitative study based in social constructionism MethodsConvenience sample across 13 undergraduate and 18 postgraduate health professions courses. Stage 1 (2022): using SLIPPS Learning Event Recording Tool translated into Czech. 20 students’ (Midwifery=11, Nursing=1, Paramedic=1, Occupational therapy =7) submitted 21 patient safety learning event narratives. Stage 2 (2022): Focus group with 2 nursing and nine midwifery students. Phased thematic analysis involving multiple researchers. ResultsThree themes illustrate the circumstances and impact of placement mentoring/supervision experiences, conceptualised as: ‘Clinical and Emotional Companionship’, ‘Clinical and Emotional Abandonment’ and ‘Sense of agency - Professional and personal growth’. ‘Companionship’ reflected the students’ feelings of being welcomed, respected, heard, trusted and supported. Conversely ‘abandonment’ emerged from feelings of being unheard, vulnerable, humiliated, afraid, leaving students feeling abandoned, lonely and ‘useless’. Notwithstanding these conditions, students showed the ability to identify patient safety issues with agency evident in reactions such as stepping-in to try to ameliorate a situation, rather than speaking-up. Professional and personal growth was also apparent in their narratives and a conceptual diagram illustrates the students’ learning journeys in a patient safety context. ConclusionThe findings and new conceptualisations around abandonment and companionship emerging from this study expand the evidence base regarding the profound impact of clinical experience and mentorship/supervision on learning and students’ emotional wellbeing. A sense of companionship appears to play a buffering role even in challenging circumstances of involvement in or witnessing compromised patients’ safety. Allowing students a sense of belonging, to vent, grow, feel supported and safe to ask/learn - contributing to ‘emotional safety for learning’, promotes students’ behaviour that may prevent/minimize hazards or ameliorate the aftermath. However, we must not simply blame mentors/supervisors, staff, or the students themselves- they are simply part of a much larger complex environment of professional education encompassing hidden curriculums, power dynamics and professional socialisation.

A Comparison of 2018 vs 2021: “I.C.E. Breakers” Help Improve First-Year BSN Student Responses to a GOB Chemistry for Health Professions Course

A Comparison of 2018 vs 2021: “I.C.E. Breakers” Help Improve First-Year BSN Student Responses to a GOB Chemistry for Health Professions Course

Research of Professional Preferences of Teachers in Kazakhstan: Analysis of Teaching Methods and Training Courses

The study aims to identify the professional preferences and needs of teachers in Kazakhstan in the areas of teaching methods and training courses. The survey involved 41,231 teachers from various regions of the country, providing representative data. The main objective of the research was to determine which professional development directions are most in demand among teachers and how these preferences vary by region, years of experience, and subjects taught. The research methods included quantitative analysis conducted through questionnaires. The analysis revealed that most teachers show interest in courses on teaching methodology for their specific subjects, as well as courses related to the use of interactive and innovative teaching methods, the integration of digital technologies, and the preparation of students for competitions. It was found that teachers' preferences vary depending on their experience: novice teachers are more interested in general professional development courses, whereas experienced teachers prefer specialized courses that enhance their professional skills. Based on the collected data, recommendations were formulated for the development of educational programs for teachers' professional development, emphasizing methodological training, modern educational technologies, and innovative teaching approaches. These findings can contribute to improving the quality of teaching and the overall effectiveness of the educational process in Kazakhstan.

PRACTICAL ASPECTS OF THE DEVELOPMENT OF STEM EDUCATION IN KAZAKHSTAN

The article discusses the importance of STEM education for workforce preparation in the context of Kazakhstan's economic development. The main issue addressed is the need to prove the integration of new technologies into educational programs, as this is crucial for preparing skilled specialists in a rapidly changing world. The aim of the study is to describe new methods of implementing STEM education and to identify successful practices. Research methods include analyzing current educational programs, studying examples of successful STEM methodology implementation, and conducting professional development courses for teachers. The article describes problem-based learning (PBL) methods that contribute to deeper student engagement and the development of critical thinking skills. The research results show that, despite significant progress in integrating STEM into educational programs and successful examples of applying innovative methods, challenges remain, such as unequal access to resources and a shortage of qualified specialists. However, successful initiatives, such as «STEM for All» programs, demonstrate a positive impact on the accessibility and quality of STEM education. The conclusions emphasize that for effective implementation of STEM education, it is necessary to focus on innovative teaching methods, address gender and socio-economic barriers, and adapt education to future technological trends. In this way, Kazakhstan can develop a STEM education system that prepares students for the demands of a rapidly changing world. The future of the country's economy depends on the ability to cultivate a new generation of scientists, engineers, and innovators who will contribute to sustainable development and economic growth.

Knowledge and Practice of Diagnostic Reference Levels, Radiation Protection, and Safety among Dental Professionals and Dental Undergraduate Students in the United Arab Emirates: A Multicentric Study

Abstract Background: Dental radiographic examinations deliver low doses of radiation with low biological risks; however, low doses can lead to a cumulative risk. Diagnostic reference levels (DRLs) indicate typical practice in a country or region. Surveys to establish DRLs can help acquire dose information, and less attention to DRLs can have consequences for the patient and dental workers. This study aims to determine the knowledge and practice of DRLs, radiation protection, and safety among dental professionals and dental undergraduate students in the United Arab Emirates. Methods: A cross-sectional survey was distributed among dental students, general dental practitioners, dental faculty, and radiographers from dental universities in the United Arab Emirates. This study assessed the knowledge and practice of radiation safety of 221 participants. Results: Among the surveyed respondents, 58 (26.2%) had a good level of knowledge, 94 (42.50%) had an average level, and 69 (31.2%) had a poor level. 30.3% of the respondents were aware of the DRLs in dental radiography. Only 10 survivors were able to accurately mention the national DRL for intraoral adult radiography. The level of knowledge is significantly associated with age (P < 0.0001), year of experience (P < 0.0001), and professional development courses (P = 0.024). Almost half had an average level of practice, 30.8% a good level and 22.6% a low level. The level of practice is influenced by age (P = 0.001), qualification (P = 0.034), and experience (P = 0.022). Conclusions: Knowledge of DRLs, radiation protection, and safety is adequate among the sample surveyed. However, translation of this knowledge into practice is lacking, which warrants the need for further training and enhancement of dental health-care workers.

A Study Of Career Aspirations Of College Going Students Pursuing Academic And Professional Undergraduate Courses

ABSTRACT Present study has been conducted on 800 undergraduate students pursuing academic and professional courses in Rohilkhand region. The prime aim of the present study was to explore the impact of nature of course i.e. academic and professional courses on career aspirations of college going students. The results of the study showed the fact that students pursuing professional courses are having higher career aspirations in terms of more clear vision of career goals, higher achievement and leader aspirations and more determination towards their career progression than their counterparts pursuing academic courses. Hence policy makers should take into account while framing policies regarding employability skills in curriculum. Key words: career aspirations, academic and professional courses