Quality Of Teaching Research Articles

On the Application of Traditional Chinese Medicine Culture in Ideological and Political Education

Purpose: By analyzing the historical origin and value of Traditional Chinese medicine culture, the article studies the application of Traditional Chinese medicine culture in postgraduate students' ideological and political education, with a view to promoting the deeper inheritance and development of Traditional Chinese medicine culture. Methods: The article explains the importance and feasibility of Traditional Chinese medicine culture in postgraduate students' ideological and political education, and the difficulties in the application of ideological and political education, on the basis of which it proposes to improve the civic system of the course, improve the quality of professional teachers of Traditional Chinese medicine culture and civic teachers, and establish a collaborative educating mechanism with the help of the resource-sharing platform, so as to deepen the postgraduates' understanding of Traditional Chinese medicine culture in the ideological and political education course. Conclusion: Graduate students' ideological and political education courses provide a good platform for the dissemination and development of Traditional Chinese medicine culture, and the two are complementary to each other. By establishing classroom evaluation and incentive mechanisms, the substantive integration of both sides can be better promoted.

On the relationship between students’ overall satisfaction with higher education STEM courses, and university teachers’ didactical practice. An empirical analysis

In this article, we discuss the relationship between students' overall satisfaction with higher education STEM courses (Science, Technology, Engineering, and Mathematics), and the teachers' didactical practice. We analyzed student feedback from 4,683 digital course evaluations which spanned the period from fall 2020 to fall 2021 at the Faculty of Science and Technology (TN-faculty), University of Stavanger (UiS). Additionally, we collected 1854 open-ended written responses in spring and fall 2022, and conducted two focus group interviews in spring 2023 with eight students from the same population. We raise the research questions: What is the connection between students´ overall satisfaction with STEM courses, found in an institutional student evaluation procedure at UiS, and the university teachers’ didactical practice? And what can we learn from students´ evaluations and feedback that is relevant to how we perceive and strive for teaching and educational quality enhancement in higher education? Our analysis shows that there are strong correlations between students´ overall satisfaction, the evaluation questions, and how they understand what being prepared for teaching means.

Research and Practice on the Design of Online Learning Activities for Distance Education Oriented Towards Deep Learning

Based on Five-stage model, Deeper Learning Cycle (DELC), and other related theories, This study focused on the design of online learning activities. It explored and implemented a framework for designing online learning activities aimed at deep learning. The learning process was divided into four stages: preparation, information exchange, knowledge construction, and knowledge development. The activity design was driven by tasks, problems, or projects, with difficulty progressing in stages. It emphasized feedback and reflection, providing necessary learning support to help students in distance education optimize their learning experience, gain a deep understanding of knowledge, and improve higher-order thinking skills. Ultimately, this could enhance the teaching quality of online courses.

Research on the Construction of Practical Teaching Base for Ideological and Political Courses in Colleges and Universities Based on Information Technology

Practical teaching of ideological and political courses in universities faces challenges such as monotonous content, outdated methods, and resource scarcity. The rapid development of information technology provides new opportunities for practical teaching. The research on the construction of practical teaching bases for ideological and political courses in universities based on information technology aims to explore how information technology can facilitate the optimization and upgrading of these bases, thereby enhancing the teaching effectiveness of ideological and political courses. Through literature review, empirical research, and case analysis, this study delves into the innovative applications of information technology in the construction of practical teaching bases for ideological and political courses. Information technology not only enriches teaching content but also stimulates students' learning interest through interactive and situational teaching modes, enhancing effective communication between teachers and students. It promotes the integration and sharing of teaching resources and improves the management efficiency of practical teaching. However, the research also uncovers issues such as technical barriers and uneven resource allocation in the application process of information technology. To address these issues, this study proposes a series of improvement strategies, including strengthening technical training, optimizing resource allocation, and innovating teaching modes, with the aim of providing practical guidance for the construction of practical teaching bases for ideological and political courses in universities. Future research can further explore the diversified applications of information technology in the practical teaching of ideological and political courses to continuously improve teaching quality and effectiveness.

Student-Centered Learning: Some Issues and Recommendations for Its Implementation in a Traditional Curriculum Setting in Health Sciences

This review article discussed the challenges faced during the implementation of active learning methods within the traditional teaching environment at the Complutense University of Madrid. These challenges encompass interactions with colleagues, students, and the classroom itself. It is essential for educators to have confidence that the outcomes achieved through these teaching approaches will not be adversely impacted by the quality assessment system of surveys. The university should adopt a teaching quality assessment framework that differentiates between the instructor’s efficiency and the effectiveness of teaching methods. Students need to recognize the significance of developing critical thinking skills over rote memorization throughout their academic journey and understand the importance of this for their future professional development. Suggestions are also made for improving teamwork in traditional classrooms, which typically follow standard teaching methods.

The Practical Exploration of The Effective Integration Path of Zigong Dinosaur Culture and Kindergarten Curriculum

Zigong dinosaur culture is a valuable natural heritage in China, which contains rich scientific information and educational value, and also carries a profound dinosaur culture. This study explores how to integrate Zigong dinosaur culture into kindergarten curriculum, and puts forward specific implementation strategies. First of all, the article introduces the scientific and historical value of Zigong dinosaur culture, emphasizing its important role in popular science education, tourism development, and cultural exchanges. Then, it elaborates the educational value of Zigong dinosaur culture in kindergarten curriculum, including stimulating children 's interest, enhancing natural science cognition, and promoting interdisciplinary learning and cultural identity. Finally, in the part of implementation strategy, the paper puts forward some suggestions on curriculum planning, teaching activity design, teacher training and home cooperation. The research shows that through reasonable curriculum planning and teaching activity design, Zigong dinosaur culture can be effectively integrated into kindergarten education, so as to improve teaching quality and enhance children 's interest in learning. At the same time, it also provides new ideas for kindergarten curriculum reform.

Learners’ attitudes towards blended learning at Nguyen Tat Thanh University

In many educational settings accross the world, including Vietnam, blended learning has grown quickly due to evidence of its benefits over traditional classroom or online instruction alone. The study examined the attitudes of students at Nguyen Tat Thanh University toward the existing English blended learning course with the overall goal of enhancing the quality of language teaching and learning. A total of 367 students non-majoring in English language participated in the survey conducted at Nguyen Tat Thanh University in Ho Chi Minh City, Vietnam. The 44-item survey was used to collect the data, and SPSS version 20.0 was used for statistical analysis. The results demonstrated that most students had very positive sentiments towards four factors: the course's overall quality, the quality of the instructors, the course material, and the supportive services. However, a few students expressed dissatisfaction with the technology system, as they frequently encounter technical issues when engaging in online learning outside of the classroom.

Multidimensional assessment and analysis of the mental health of teachers and police officers

Abstract Background The years-long COVID-19 pandemic, the proximity of the Russian-Ukrainian war, high inflation, and the economic recession are significant stressors for the Hungarian people. Numerous domestic and international surveys are prepared every year, in which the most stressful professions are ranked. In recent years, based on Hungarian, American and European surveys, teachers and police officers have always been included in the 10 most stressful jobs. They also rank the most valued jobs and highest paid jobs every year. In this relation, police and teaching jobs never made it into the top 10, despite the fact that both professions are very important on a social level. Methods 20 male and 20 female teachers and police officers completed a complex quality of life and psychological assessment using international tests with ethics approval. We measured pain syndromes, such as headache, neck and back pain, joint pain, assessed depression, anxiety, sleep quality, and gastrointestinal symptoms. Results For police officers and teachers, gender differences were not verified with regard to any parameter. None of the parameters differed significantly for male police officers and teachers. Many significant differences were confirmed between female police officers and female teachers, in all of them the results of the teachers were worse: depression (9,4±10,3 vs 2,9±4,3; p = 0.02) anxiety(43,3±12,2 vs 33±4,6; p = 0.01), sleep disorders(32,7±8,2 vs 24,3±7,8; p = 0.01), gastrointestinal complaints(24,7±9,4 vs 17,6±2,3; p = 0.01). Conclusions The sleep quality, depression and anxiety levels of female teachers are worse than those of female police officers who live at least as stressful a life. There is no difference between the mental and psychological state of male teachers and police officers. It is important to pay attention to the mental support of female teachers. Key messages • We consider the assessment of the mental state of police officers and teachers and the creation of primary prevention programs and a mental support network to be an important public health task. • In particular, the mental state of female teachers should be monitored and supported.

A Survey Study on the Current Status of Professionalism of Elementary School Science Teachers in Changsha County

As the main participants in the teaching of science curriculum, the professionalism of elementary school science teachers is very important to the teaching work of teachers, the scientific literacy of students as well as the reform and development of science education. Therefore, the professional literacy of elementary school science teachers in Changsha County was thoroughly researched and analyzed from three aspects: professional affective literacy, professional knowledge literacy and professional ability literacy. Through the questionnaire survey and interviews, it was found that some science teachers have the problems of lack of professional affective literacy, single knowledge structure and low professional ability literacy. These problems are mainly attributed to the teachers’ weak sense of professional development, the limitations of curriculum teaching and implementation ability, the schools’ insufficient attention to the science curriculum, and the insufficient investment in education funding. To address these problems, this paper proposes optimization paths such as clarifying development goals, strengthening practice reflection, deepening the learning and application of the new curriculum standards, raising the importance of science curriculum teaching, and increasing the investment in science education. Through these measures, we aim to enhance the professionalism of elementary school science teachers, improve the quality of teaching, cultivate students’ scientific literacy, and promote the sustainable development of science education.

A qualitative case study on the development of the scholarship of teaching and learning: Centred on primary and secondary school teachers

This study aims to explore the perceptions of the Scholarship of Teaching and Learning (SoTL) of primary and secondary school teachers in C City, China, as well as the challenges they face in developing these abilities. Through narrative inquiry involving five current teachers, the research collected their personal experiences in the development of teaching and academic abilities, with data gathered through semi-structured interviews. The findings reveal that teachers are primarily driven by external forces, professional identity, personal growth, and the need to improve teaching quality in their efforts to enhance teaching and academic abilities. However, they also encounter challenges such as teaching pressures, time management difficulties, insufficient school support, and declining energy. To overcome these obstacles, teachers have adopted strategies such as time management, task allocation, and cognitive enhancement. The study concludes by recommending that through the combined efforts of teachers, schools, and society, a strong professional belief system should be established, and a supportive environment should be created to collaboratively promote the development of teaching and academic abilities among primary and secondary school teachers, thereby fostering their professional growth.

Analysis on the Impact of English Teachers' Continuing Professional Development (CPD) on Teaching Ability: A Case Study of Applied Undergraduate Colleges in Henan Province

Background and purpose: With the rapid development of higher education in China and the rise of applied undergraduate colleges, the continuing professional development (CPD) of English teachers is becoming increasingly important. This study aims to explore in depth the impact of CPD on the teaching ability of English teachers in applied undergraduate colleges in Henan Province, analyse teachers' attitudes towards and participation in CPD and its effectiveness, and examine the role of demographic characteristics and teacher creativity in this process. Method: A mixed research method was used, combining quantitative and qualitative analysis. A questionnaire survey was conducted among 294 English teachers (with a 85.5% response rate) from 10 applied undergraduate colleges in Henan Province. The questionnaire included aspects such as teachers' background information, frequency of CPD participation, attitudes towards CPD, and perceived teaching ability. In addition, 20 semi-structured interviews and four focus group discussions (24 participants in total) were conducted to obtain more in-depth qualitative data. Descriptive statistics, correlation analysis and multiple regression analysis were performed using SPSS software, and Hayes' PROCESS macro was used to analyse moderated effects. Main results: Teachers had a generally positive attitude towards CPD (mean score 4.587/5), but institutional support was lower (mean score 3.326/5). There were significant differences in the frequency of participation in CPD activities: professional reading had the highest participation rate (65.9% participated frequently or very frequently), while industry-university cooperation had the lowest (only 22.8%). CPD had a positive impact on all aspects of teaching ability, especially technology integration (72.5% reported a significant or transformative impact). Multiple regression analysis showed that the frequency of CPD participation was the strongest predictor of perceived teaching ability (β = 0.458, p < 0.001), followed by attitude towards CPD (β = 0.265, p < 0.001). Teacher creativity significantly moderated the relationship between CPD participation and teaching competence (B = 0.087, p = 0.026), indicating that teachers with higher creativity are better able to translate their CPD experiences into teaching practice. Heavy workload (65.6%) and insufficient time (59.5%) were the main barriers to CPD participation. Technical training (64.9%) and reflective practice groups (59.2%) were the most popular types of CPD activities. Conclusions and recommendations: The findings of this study highlight the important role of CPD in improving the teaching capacity of English teachers in applied undergraduate institutions, while also revealing the challenges in the current implementation of CPD. Recommendations for educational institutions are as follows: Increase institutional support for CPD to create more time and resources for teachers to participate in CPD. Design a diversified CPD programme with a balanced mix of activities, with a particular focus on industry-university collaboration and action research. Focus on technical training and reflective practice to improve teachers' digital literacy and innovation capabilities. Develop personalised CPD pathways that take into account teachers' career stages, educational backgrounds and career aspirations. Explore more flexible CPD formats, such as microlearning modules or blended learning approaches, to overcome time and workload barriers. This study provides an empirical basis and practical guidance for the CPD of English teachers in applied undergraduate colleges in Henan Province and even in China, which is of great significance for improving teaching quality and student learning outcomes.

Ideological and Political Exploration for Probability Formulas

Probability theory is an important component of data science, and probability formulas are a key means of analyzing data, occupying a pivotal position in the era of big data. In the context of domestic curriculum ideological and political education, this paper explores the ideological and political elements contained in several probability formulas, seeks the integration of probability formulas and ideological and political education, and makes analogies between the principles, advantages, and applications of these formulas and some ideological and political contents. It not only visualizes abstract probability formulas, but also helps students establish correct worldviews, life values, and moral values. This paper attempts to improve the teaching quality of the courses related to probability and cultivate students’ sense of social responsibility through the ideological and political exploration of these probability formulas.

Analisis Aspek-Aspek Keberhasilan Pembelajaran di Indonesia: Ditinjau dari Studi Observasi

The importance of this research lies in its contribution to the development of educational policy, the formulation of more effective teaching strategies, and the provision of direction to educational practitioners. By better understanding the factors that influence learning success, it is hoped that this research can become a valuable guide in improving the quality of education in Indonesia so that it meets global demands and prepares future generations optimally. Observational analysis research is a research approach in which researchers make direct observations of certain phenomena or events to gain a deeper understanding. In this context, "observational analysis" refers to the process of analyzing data obtained through direct observation. This method is usually used to explore in-depth information about behavior, interactions, or certain situations in the natural environment. Observational analysis research is often adopted in the fields of psychology, sociology, anthropology and education (Moleong, 2010). Based on the description of the research background related to the analysis of aspects of successful learning in Indonesia through observational studies, it can be concluded that education in Indonesia faces complex and diverse challenges. Several obstacles, such as regional disparities, varying teacher quality, access to technology, and the role of parents in education, provide a context that requires serious attention.

The Complexity Of School-Based Management In Improving Teacher Quality

This research discusses the complexity of school-based management as a strategy to improve teacher quality. In the ever-evolving era of education, the role of school-based management becomes crucial in creating an effective learning environment. The concept of complexity is applied to describe the dynamics, interactions and challenges involved in managing teachers together in an educational environment. This study uses a qualitative approach with a focus on the implementation of school-based management and its impact on co-teachers at SD Negeri 3 Tirtanadi. Data were collected through interviews, observation and document analysis related to education policy. The research findings show that the complexity of school-based management includes factors such as leadership, stakeholder engagement, professional development and organisational culture. The results provide deep insights into how schools can effectively manage these complexities to improve teacher quality. The practical implications of this research involve crafting education policies that support the implementation of school-based management, empowering school leadership and strengthening collaboration among stakeholders. As such, this research makes a significant contribution to the understanding of the complexities of school-based management as a strategic endeavour in improving teacher quality in the contemporary education era.

The Organizational Image of The Federal Institute of Maranhão: A Study From The Students’ Perspective

Objective: The objective of this study is to compare the attributes that influence the organizational image perceived by freshmen and senior students of the same educational institution. Theoretical Framework: The study of the organizational image within educational institutions is of fundamental importance to guarantee quality teaching. Education must be something tangible and a right for everyone. Therefore, it is important to have this right to quality education assured. Based on studies by Santos (2016), a structured questionnaire was adapted into 39 (thirty-nine) questions. Method: We opted for a quantitative methodology, with a descriptive and cross-sectional character. Primary data collection was adopted through in-person application of questionnaires. Results and Discussion: The data confirm the hypothesis that the organizational image of freshmen is more optimistic than that of veterans. On average, IFMA students tend to be more discerning. It is suggested that freshmen enter the institution with a formed idea and that over time they tend to change. As a limitation, it is mentioned that responses from 9 campuses in the state of Maranhão were analyzed. However, there are a total of 29 campuses spread across the state. An analysis could be carried out in more institutions in order to obtain more general results of the organizational image at the IFMA institution in a larger portion of institutions in Maranhão. Research Implications: As a practical contribution, the results obtained in this study can provide organizations involved with educational institutions with a holistic view of the traits of a good organizational image, awakening new learning interests in students towards the institution. Originality/Value: This research contributes to scientific literature by advancing themes relating to quality management, organizational image, organizational image in educational institutions and public management

Peran Guru dalam Meningkatkan Minat Belajar Siswa pada Pembelajaran IPS di Sekolah Dasar

Education is closely related to learning activities. In the entire educational process at school, learning activities are the most basic activities, which means that the success or failure of achieving educational goals depends on the learning process experienced by students as students in each school. In social studies learning, teachers are not only required to provide knowledge to students in mastering concepts related to social life and the environment. More than that, social studies teachers are expected to be able to equip students to make efforts to increase their knowledge. Therefore, thr role of teacher in improve social studies learning in elementary schools are very important to build an advanced generation in the future. he aim of this research is to increase students' interest in learning social studies in elementary schools. This research methodology uses a qualitative approach with the type of research being library research. The results of this research show that the teacher's role in increasing students' interest in learning in social studies subjects includes the use of media, organizing the class and stimulating to create an attitude of student participation in social studies subjects from all the teacher's roles above, that what they do is in accordance with the model participatory learning. There are several factors that support teachers when learning, including: the best possible and effective use of technology, good emotional condition of students, supportive environmental conditions, good quality teachers. And some of the inhibiting factors include a distance learning system that is less effective, technological constraints, namely slow internet network, poor emotional condition

Linguistic and Non-linguistic Factors Affecting International Teaching Assistants’ Comprehensibility and Teaching Quality

ABSTRACT Previous studies have examined linguistic and non-linguistic factors affecting the comprehensibility of L2 English speakers. However, there is a relative scarcity of empirical studies specifically investigating how these factors influence the comprehensibility of international teaching assistants (ITAs) as perceived by their undergraduate (UG) students. The current study aimed to fill this gap by examining how linguistic and non-linguistic factors affect American UGs’ judgments of ITAs’ speech comprehensibility and teaching quality. One hundred and ninety-eight U.S. UGs reported their previous experience with and attitudes towards ITAs through a Qualtrics survey, and gave their ratings about ITAs’ speech comprehensibility, segmental and suprasegmental errors, and teaching quality. Results from step-wise regression analyses indicated that segmental errors were statistically significant predictors of UGs’ ratings of ITAs’ comprehensibility and teaching quality, and that UGs who had taken more courses with ITAs had higher ratings of ITAs’ comprehensibility. More notably, UGs’ attitudes towards ITAs were found to contribute to their perceptions of ITAs’ speech comprehensibility and teaching quality. This study concluded with recommendations about how to counter the potential negative effects of biased UG ratings of ITAs so as to promote a healthier environment for ITAs’ professional identity development in higher educational settings.

Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study

Inclusive education faces significant challenges requiring deep understanding and comprehensive solutions. This study aims to establish a holistic framework for understanding the challenges in inclusive education, the core mission of inclusive schools, and the essential qualities of teachers. The methodology employed was qualitative, using the grounded theory method. A total of 59 experts from 13 countries participated in this study. Semi-structured asynchronous virtual interviews were conducted and analyzed using ATLAS.ti software (version 8). The results identified eight persistent challenges to inclusive education. In addition, positive education was highlighted as the fundamental core of inclusive schools, with emphasis on the development of learning, well-being, engagement, resilience, motivation, mental health, affective and social outcomes, creativity, and happiness. Finally, the integral profile of the inclusive teacher was defined based on a four-dimensional model. This groundbreaking study introduces a novel comprehensive framework that revolutionizes our understanding of the enduring challenges in inclusive education. Elucidating the core mission of inclusive schools and defining the essential qualities of inclusive teachers offers transformative insights. This study’s implications, future perspectives, and limitations provide a wealth of valuable information for policymakers, educators, and researchers, paving the way for innovative approaches and enhanced inclusive educational practices.

Identifying At-Risk Factors of a College Course in Blended Mode and a Case Study

A framework was proposed to identify the at-risk factors of college courses in blended mode, offering suggestions for continuous improvement. An indicator system concerning teaching quality characteristics was constructed based on context, input, process, and product (CIPP) model. Subsequently, the group Analytic Hierarchy Process (AHP) algorithm was employed to assign weights to each indicator. Notably, the approach for assessing the consistency of the judgment matrix was improved, with a focus on preserving the initial judgments of the experts to the greatest extent. Finally, results were computed using a fuzzy comprehensive evaluation. Continuous improvements were suggested to enhance the teaching quality of the course and improve student learning outcomes. A typical case study was presented to illustrate the detailed process of the proposed framework. The evaluation results demonstrate its potential as a new tool for understanding blended teaching mode and enhancing learning outcomes across various college courses.

The Life + Death Education Framework: Proposition of a 'Universal' Framework for Implementation.

Life and death education is a distinct field of study that has potential life relevance for consideration (e.g., self-awareness and subsequent improvement of one's own health well-being). Existing research development, situating in different learning-sociocultural contexts, has provided consistent evidence that showcases the differing viewpoints of life functioning (e.g., what is the true meaning of life?) and the intricate nature of death and dying (e.g., a death ritual that closely associates with a particular cultural group). Some of the research studies undertaken indicate the effective use of 'philosophization' or the discourse of philosophical analysis, enabling individuals to philosophize, contemplate, and seek transpersonal understanding of the subject matters of life and death (e.g., can a state of 'spiritual transcendence' help to alleviate a person's fear of death?). Such discourse, interestingly, has offered some informative yields for enriching and meaningful life purposes - for example, the seeking to attain transpersonal understanding of life (e.g., what does a state of self-transcendence actually mean?) and/or transpersonal life experience may assist a senior citizen to cope with his mental health during a temporary health crisis. Our teaching and research interest of life and death education over the past decade has led us to consider one important line of inquiry for development: namely, the proposition of a 'universal' blueprint or framework of life and death education for curriculum development, teaching, and research purposes. We are cognizant of the fact that, to date, there is no clear consensus or agreement as to what one is expected (e.g., specific learning outcome) to teach students who wish to study and learn about life and death education. On this basis, the present theoretical article introduces a theoretical framework, termed as 'The Life + Death Education Framework' (e.g., for universities), to assist educators for their quality teaching and/or research inquiries of life and death education. We firmly believe that the Life + Death Education Framework can be universal and, in this case, apply to different learning-sociocultural contexts.