Professional Practice Teaching Research Articles

Políticas Educativas Neoliberales: trabajo académico y salud de profesoras

Neoliberal educational policies have been implemented for more than three decades in Latin America, which have altered teaching practices. Likewise, the educational reforms have not considered the characteristics or idiosyncrasies, in this case, of Mexico, since they have been a copy of the European and U.S. educational models. Based on these problems, the main objective was to: make evident some problems in professional teaching practice, as well as the health repercussions of high school and university teachers as a consequence of neoliberal educational policies. There was the participation of 10 teachers who work at different educational levels: High School and Higher Education; in the State of Mexico, Hidalgo and Chile in South America. The research was divided into three phases: before, during and after the pandemic. The methodology used was qualitative, with a descriptive and interpretive approach. The results were presented as a “novel” constructed from the participants' narratives. Their problems related to teaching work, trigger a series of sickness at a biopsychosocial level. Definitely, the educational institution is going through a crisis and a rethinking of teaching work is urgently needed so that, the meaning of the teaching role does not die and along with it, the educational institution.

Becoming a visual arts teacher with a/r/tography

Examination practice in art teacher education in Sweden is a part of the development of professional practice in compulsory, secondary and upper secondary education. Visual arts as a school subject entails a hybridity of artistic and didactic perspectives. In art teacher education, a double didactic perspective involves the learning of the student teacher and their future teaching of students in the visual arts. This article focuses on an examination of student teachers in the visual arts. An entry point is the methodology of a/r/tography, which entails exploring different subject positionings as artist, researcher and teacher in student teachers’ examination projects. Three examination projects were presented exemplifying how the use of art-based methods supports an understanding of subject didactics in the process of becoming a visual arts teacher. The examinations consisted of written academic texts and art-based explorative investigations in different visual media. The study also elaborated on how student teachers’ artistic production supports an understanding of the subject’s theoretical and practice-based content. The results indicated how a/r/tography can be used for reflected learning in becoming-teacher through student teachers’ efforts to encompass their future professional roles. The results also showed the challenges of student teachers in confronting their desires, doubts and fears in their learning processes during art teacher education. Photo and artwork: Pseudonymized Student "X" (with permission)

Precarity and informal workplace learning: changing employment regulations and professional practices of teachers*

ABSTRACT This research explores how precarious recruitment regulations are reflecting on the experiences and practices of teachers in line with their informal learning experiences. I utilised theoretical sampling to select participants for biographical narrative interviews, which were interpreted using the documentary method. The findings unearth a distinct disparity while precarious hourly-paid teachers perceive their roles as transitory, lacking a sense of belonging, their tenured counterparts exhibit a profound dedication to their educational institutions. Tenured teachers actively engage in informal learning experiences to enhance their teaching prowess. Hourly-paid teachers view teaching as an innate talent, rarely engaging in critical reflection on their professional journey. The results of the study reveal that job security provides an essential foundation for teacher professional development, while in its absence, precarity poses a significant barrier to their growth and progress.

ВИКОРИСТАННЯ ТВОРЧИХ ЗАВДАНЬ У ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ІСТОРІЇ

The article, based on the analysis of the theory and practice of professional education, outlines the methodological features of training future history teachers for the organization and implementation of creative activities of students in the New Ukrainian School. It is noted that the implementation of the «New Ukrainian School» Concept actualizes the need to train a competent creative teacher who will produce rational consequences of various problems, capable of self-development and self-training in further life and professional activity.The implementation of the Concept is aimed at revealing and developing the abilities of students, which requires the creation of a modern educational environment that will stimulate the release of the creative potential of both education seekers and teachers. It is indicated that the training of the future history teacher should contribute to solving the tasks of continuous education and the formation of a creative personality capable of self-development and lifelong learning.The article defines and characterizes the components of the professional training of future teachers of history in the implementation of the process of organizing and conducting creative activities of students. The specifics of modeling of various types of training classes are specified, the forms, methods and means of training are highlighted. Emphasis is placed on the fact that the method of teaching history should provide for the design of a gradual and consistent development of students' abilities, a special aspect of which will be a set of tasks that involves the acquisition of not only formal and logical, but also operational knowledge, involvement in independent research of information, generation of a creative product.The features of the use of creative tasks in the process of training future history teachers are characterized. It is emphasized that the history teacher’s preparation for creative activities of schoolchildren should be complex and creative, which will contribute to effective preparation for professional activities.

An Analysis on the Reform and Innovation Path of Research-based Teaching of Philosophy Major Courses—Taking Jaeggi's Critical Theory of Life Form as an Example

With the advent of the era of artificial intelligence, the traditional humanities are facing unprecedented challenges and impacts, especially philosophy as a strong foundation, without the characteristics of practical function, facing a particularly severe disciplinary development dilemma. This topic aims at the problems faced by the construction of philosophy professional courses in local colleges and universities, and focuses on the topic of Marxism for graduate professional courses Taking Jaeggi 's critical theory of life form as an example, this paper attempts to explore new teaching methods from daily professional teaching practice, fundamentally changing the traditional single teaching mode of basic philosophy theory courses, overcoming the mechanical rigidity of the binary teaching and research between teachers and students, so as to correct the poor interaction between teachers and students In particular, it has a good effect on stimulating students' initiative and originality of thought, and promotes students to enter the research track as soon as possible. In order to fundamentally form a philosophy academic community with clear boundaries, it provides research exploration experiments in philosophy teaching.

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.

Online availability of antibiotics from within the UK: shifting patterns from 2016 to 2023.

We previously reported a cross-sectional analysis of online pharmacy practices and processes. Since then, the demand for and context of online healthcare has changed. However, the current state of access to and usage of antibiotics obtained online remains poorly understood. This study aimed to: (i) determine the legality of online pharmacies selling antibiotics in the UK; (ii) describe processes for obtaining antibiotics online; (iii) identify antimicrobial stewardship (AMS) and patient safety issues; and (iv) compare data with those obtained in 2016 to understand changes in context, and set priorities for targeted research in antibiotic access and usage. Searches for 'buy antibiotics online' were conducted using 'Google' and 'Yahoo'. The first 10 websites with unique URL addresses for each were reviewed. Analyses were conducted on evidence of pharmacy registration, prescription requirement, whether choice was 'prescriber-driven' or 'consumer-driven', and whether information was required (allergies, comorbidities, pregnancy) or given (adverse effects) prior to purchase. Twenty unique URL addresses were analysed. Those evidencing UK location (n = 20; 100%) required a prescription and were appropriately registered. For 11 (55%) online pharmacies, decisions were initially consumer-driven for antibiotic choice, but not for dose or duration; contrasting with 2016 when for most (n = 16; 80%), decisions were consumer-driven for antibiotic choice, dose and quantity. Variation continues to exist in relation to antibiotic practices online. We make several key recommendations for lawmakers and stakeholders. Targeted research, improved public engagement, professional education and new best practice guidelines are urgently needed for online UK antibiotic suppliers.

The impact of a comprehensive neuroscience program on prospective teachers' neuroeducational literacy: An exploration of practice

The aim of this study is to investigate how comprehensive neurobiology training influences the neuroeducational literacy of prospective Kazakhstani teachers. This study used mixed methods. The study had 216 participants. The findings indicated that the study participants found it difficult to identify the factors influencing the development of their neuroeducational literacy which indicated a lack of understanding by prospective teachers of the meaning of neuroeducation as well as the essence and features of neuroeducation. The neuroeducational literacy of the participants developed linearly and was integrated into the educational practice of the pedagogical university during the experiment. The use of the author's comprehensive instructions on neurobiology significantly increased neuroeducational literacy and also contributed to the professional development and successful educational practices of prospective teachers. These results make a practical contribution to research on the development of neuroeducational literacy among prospective teachers and can be implemented in pedagogical universities representing a new direction in preparing future specialists for neuroeducational activities.

Physical Education Administrators’ Instructional Leadership Affecting Their Leadership Efficacy

This study explored the impact of teaching leadership on leadership effectiveness of sports managers at Hunan Normal University. Through teachers' evaluation of sports managers in promoting professional learning, building relationships, collaboration, organizational skills, and teaching practices, their effectiveness levels in content knowledge, teaching knowledge, classroom management, evaluation, and technology application were analyzed. The results show that there is a weak positive correlation between the teaching leadership practices of sports managers and their leadership effectiveness. Based on the research results, this paper puts forward suggestions on improving the leadership of sports managers, aiming to promote the professional development of teachers, strengthen collaboration, improve teaching quality, and ultimately improve students' learning outcomes.

Research on the Integration of Ideological and Political Education with Professional Practice Teaching for Undergraduates

Ideological and political education is a valuable tradition and unique political advantage of our country. It is also a crucial tool for universities to maintain the correct political direction, accomplish the fundamental task of cultivating moral character, and train youth with the "Four Virtues" in the new era. In the context of unprecedented changes in a century, with increasingly complex internal and external environments, it is urgent to further strengthen ideological and political education for undergraduates. Ideological and political education is not an abstract concept; it must be closely integrated with professional practice teaching to maximize its effectiveness. How to better promote the in-depth integration of these two aspects in terms of concepts, content, carriers, and models, and how to find effective entry points and integration paths, has always been a challenging issue in the field. Based on this, this paper explores the relationship between ideological and political education and professional practice teaching from a theoretical perspective, outlines the significance of their integration, analyzes current difficulties and issues in teaching, and proposes integration paths focusing on concepts, infrastructure, reform and innovation, methods, and team building. It is hoped that this paper will provide some references for the field.

Analysis of Innovative Ideas for Reform of Accounting Teaching Mode in Applied Universities under the Perspective of Industry-Teaching Integration

The rational development of accounting professional practice teaching in the context of industry-teaching integration has a very important role in promoting the teaching of applied accounting specialties, which can improve the efficiency of accounting professional training to a certain extent. The concept of industry-teaching integration puts forward new ideas and methods for the training of university accounting professional teaching talents, and the use of advanced technology accelerates the integration of modern information technology and the development of the real economy. Strengthen the cooperation between schools and enterprises, fully clarify the relationship between production and education, and establish a university accounting professional teaching mode to realize the self-transformation of university teaching. This paper takes the integration of industry and education as the background, from the current situation of talent cultivation and characteristics, points out the deficiencies of accounting teaching in applied universities, puts forward the feasible path of teaching mode reform, and strives to realize the mode change.

Research on English Teaching of Solar Energy and Photovoltaic Power Generation Technology

As an emerging energy development industry, solar-photovoltaic power generation technology has the problems of inaccurate translation and translation bias, which affects its long-term development. Therefore, improving the English teaching level of solar-photovoltaic power generation technology majors is an urgent problem to be solved. In order to explore the relationship between solar-photovoltaic power generation technology and the professional practice of English teaching, this paper establishes a vocabulary set of English teaching based on the Clicker calculation model to match the needs of solar-photovoltaic power generation technology majors. Then, combined with teaching theory and intelligent algorithm, the translation constraint feature was used to call and extract data, so as to verify the matching accuracy of solar-photovoltaic power generation technology and English teaching practice. The results show that the matching adjustment coefficients t=-2.822 and df=0.23, and the professional adjustment coefficients t=-3.011 and df=0.85 in the proposed model have significant changes, which are significantly better than those of the manual algorithm. Moreover, the matching accuracy of the Clicker calculation model is more than 95%. The results show that there is a positive correlation between solar-photovoltaic power generation technology and English teaching practice, and the Clicker calculation model can provide support for the matching of solar-photovoltaic power generation technology and English teaching practice.

Review of the Australian nurse teacher professional practice standards: An e-Delphi study

AimThe aim of the study was to review the 2010 Australian nurse teacher professional practice standards (‘the Standards’) to see if they were still relevant to current nursing educator practice in any practice setting, such as academia or clinical settings. BackgroundIt has been over 10 years since ‘the Standards have been reviewed. Nurse education practice has met many challenges in the past decade, so it is timely to evaluate whether the Standards are still relevant to nursing educators today. DesignA modified Delphi technique was used for this study. MethodsDelphi surveys were used to obtain consensus on the relevance of the Standards’ statements to any nursing educator. Links to two electronic surveys were sent to an expert panel of nursing educator leaders. Also, two online focus groups of nursing educators from any practice setting or level of experience were held. Results from the first survey and focus groups led to word changes and additional statements, which were included in the second Delphi survey. ResultsForty participants responded to the first survey and 38 to the second. Fifteen nursing educators attended the focus groups. There was ≥85 % agreement on all statements in the first survey. with similar high agreement responses in the second survey. Changes in the Standards included language used around culture, inclusion of ‘sustainability of the program’ and ‘demonstrates knowledge and expertise in teaching and educational practice’. ConclusionsThe Australian nurse teacher professional practice standards remain highly relevant to nursing educators across all practice settings. In response to feedback from nursing educators some changes to language and additional standard statements were included in the revised standards.

Improving The Practice Of Teacher Learning Reflection Through Digital Technology-Based Lesson Study

This research explores the development of a lesson study model integrated with digital strategies, aiming to enhance collaborative learning among teachers. Using qualitative methodology, the study involved teachers from different disciplines in secondary schools. Data collection included surveys, interviews, and analyses of teaching practices. The main focus was on implementing digital tools such as online learning platforms, discussion forums, and collaborative learning among teachers. Data analysis uses Interpretive Phenomenological Analysis (IPA), which aims to determine the phenomenon that is the focus of the research. The results showed significant improvements in engagement, reflection, and exchange of teaching practices. Further analysis revealed that integrating digital technologies enriched the lesson study experience by providing wider access to resources and learning communities while facilitating more efficient data collection and analysis. However, challenges related to technology training and the integration of digital resources in the curriculum were also identified. This research provides new insights into the potential of digital technology in enhancing lesson study and suggests the need for a structured approach to technology integration in teacher professional development. The findings have the potential to make significant contributions to teacher professional development literature and educational practice, particularly in adapting digital technologies for effective collaborative learning.

Professional practice in teacher education: an approach to the conceptions constructed by teacher educators

Las prácticas profesionales en los trayectos formativos de los docentes normalistas han cobrado gran importancia debido a que son espacios de encuentro entre las experiencias generadas en escenarios reales de trabajo. Dada su relevancia, el presente estudio se dirige a dar cuenta de las concepciones que han elaborado los formadores normalistas en torno a las prácticas profesionales, a fin de comprender los constructos que comunican a los estudiantes en proceso de formación docente. Su orientación metodológica es de corte cualitativo, empleando un enfoque interpretativo-construccionista. La recogida de información se realizó a través de la observación participante y la entrevista en profundidad. Se seleccionó una muestra intencionada de dos formadores normalista ubicados en dos escuelas normales del estado de Oaxaca. De acuerdo con los hallazgos obtenidos, se constituyeron dos constructos sobre prácticas profesionales desarrolladas por los formadores: como espacio de generación de habilidades de enseñanza y como espacio de vinculación docente comunitaria. Ambos constructos les otorgaron un sentido fundamental a las experiencias integradas por los estudiantes. El primer constructo dirigía las experiencias en torno a la promoción de habilidades de enseñanza, mientras que el segundo lo enfocaba al fomento de un pensamiento y actuación docente vinculada con las condiciones y necesidades del pueblo o comunidad donde se intervenía. Sin embargo, los dos constructos subrayan el carácter formativo que poseen en la configuración del perfil profesional docente.

Exploration of Practice Teaching Reform Based on Outcome-Based Education Concept: Taking Environmental Design Major as an Example

The concept of OBE (outcome-based education) is more focused on designing and implementing teaching activities around expected learning outcomes than the traditional teaching model and enhancing the quality of education through clear and measurable learning outcomes, which has led to profound changes in the field of education. However, environmental design practice teaching faces a series of challenges in the implementation of the OBE concept, including the complexity of the assessment system, personalized learning and creative learning, and over-reliance on quantitative assessment. Therefore, in order to further deepen the professionalization of the OBE concept, we have conducted research on the design education practice models at home and abroad, explored the practice teaching models and their applications such as project system, studio model, practical internships, and technology-driven interdisciplinary integration, and took the practice innovative teaching models of Stanford d.school and Rhode Island School of Design (RISD) as examples to explore the characteristics of the curricula, cultivation modes, and the development of the environmental design professional practice teaching model. The characteristics of OBE and RISD are discussed to provide a global vision and local contextual reference for the practice teaching reform of environmental design majors.

Jessica Blanche Peixotto and the Founding of Berkeley Social Welfare

Jessica Blanche Peixotto was the first woman to become a full professor at the University of California in 1918 and yet her role in establishing social welfare studies at Berkeley is mostly untold. A social economist and foremost a scientist, she led efforts to infuse evidence-informed practice in professional social work education in the early 1900s, laying a foundation at Berkeley that is still felt today. Of her many efforts, she established a certificate in social welfare at Berkeley in 1917, the first such training on the West Coast. This article describes her personal and professional life and seeks to establish the importance of her role in establishing social work education at Berkeley and in furthering an evidence-informed approach to our professional work.

School-Enterprise Collaboration to Build a Five-in-One Practice Teaching for UAV Application Technology Specialization

Along with the rapid development of China s drone technology, the drone application technology major has become one of the popular majors in the field of college education that has attracted much attention. In order to better cultivate students practical ability and innovative thinking, it is especially important for schools and enterprises to build a five-in-one practice teaching mode for UAV application technology. The interactive integration of school, enterprise and social resources can provide students with richer practical opportunities and professional skills training, and help them achieve success in the future UAV industry. Based on this, the following is a discussion of the five-in-one UAV application technology professional practice teaching method for reference.

ПРОФЕСІЙНА ПІДГОТОВКА ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ ДО ВИХОВНОЇ РОБОТИ В НОВІЙ УКРАЇНСЬКІЙ ШКОЛИ

The article based on a holistic analysis of the theory and practice of professional education, describes the theoretical and methodological principles of training perspective primary school teachers to manage and implement educational work with primary school pupils in the New Ukrainian School. It has been established that in the context of the modernisation of the system of higher pedagogical education in Ukraine, there are significant shifts in the directions, content, and essence of primary school teacher training. The author proves that in the process of studying professional disciplines by future primary school teachers in a higher pedagogical education institution, there is an effective formation and development of their educational competence (professional thinking, emotional intelligence, creative potential, assimilation of educational values and value orientations, experience of social adaptation and socialisation of a growing personality to the challenges and threats of modern Ukrainian society). The elements of such competence are as follows: the knowledge, skills, and practical abilities, experience in designing effective areas of childhood education, communication skills, and abilities to implement, analyse and predict the effectiveness of pedagogical interaction of all participants in the educational process in primary school based on child-centredness, cooperation, co-creation, formed autonomy and responsibility by developing pedagogical thinking, creative activity, and independent improvement of the level of organisation of the educational process in primary school. The article defines and describes the current leading principles of organising and conducting professional training of perspective primary school teachers in the implementation of the strategy of creating an educational process in primary school. There has been highlighted and defined the essence of the basic requirements concerning the content of professional training of perspective primary school teachers for the organisation of educational work in the New Ukrainian School.

College of Education: Tutors’ Perceived Professional Practice and their Well-Being

The well-being of tutors is a multifaceted concept encompassing various dimensions of their physical, emotional, and social health. The study examines the tutor’s perceived professional practice and their well-being. A descriptive research design was used for the study. The accessible population was four out of the seven colleges of education with a sample size of 202 tutors’’. A standardized instrument was adapted with an alpha value of .869. From the findings, it was evident that some of the variables in the well-being factors predicted higher than others. The environmental well-being factors revealed that 7 out of 9 items of respondents believe that their College of Education environment was conducive to effective professional practice. However, 2 out of the 9 items, the respondents were in disagreement with because they were of the opinion that their college of education environment affects their effectiveness and efficiency in their professional practice in 21st-century tertiary education. To this, it was recommended that educational managers, administrators, quality assurance officers and other stakeholders of the colleges should formulate policies that will enable tutors’’ to continuously develop themselves professionally and also improve their professional practice. it is also recommended that tutors’’' personal well-being factors should be factored into their condition of service by stakeholders to enhance their self-esteem to perform their professional practice