Real Classroom Research Articles

The Relevance of Curriculum for Pre-Service Teachers in Addressing Dynamic Classroom Changes in South Africa

In South Africa, the educational landscape is characterised by constant evolution and dynamic classroom changes, driven by technological advancements, diverse student populations, and evolving pedagogical approaches. Pre-service teachers are crucial in navigating these changes and fostering effective learning environments. This systematic literature analysis explores the relevance of curriculum for pre-service teachers in addressing the challenges posed by dynamic classroom contexts in South Africa. Drawing upon a comprehensive review of existing literature, this study examines the alignment between pre-service teacher education curricula and the evolving needs of classrooms in South Africa. Key themes explored include integrating technology, cultural responsiveness, inclusive education practices, and pedagogical flexibility. The analysis also considers the efficacy of current pre-service teacher training programmes in preparing teachers to meet the diverse needs of students in dynamic classroom settings. Furthermore, the study investigates the perceptions and experiences of pre-service teachers regarding the adequacy of their curriculum in equipping them for the realities of South African classrooms. By synthesising findings from various sources, this research aims to inform curriculum development efforts and enhance the preparation of pre-service teachers for the multifaceted challenges of teaching in South African schools.

Facial Expression Recognition for Probing Students’ Emotional Engagement in Science Learning

AbstractStudent engagement in science classroom is an essential element for delivering effective instruction. However, the popular method for measuring students’ emotional learning engagement (ELE) relies on self-reporting, which has been criticized for possible bias and lacking fine-grained time solution needed to track the effects of short-term learning interactions. Recent research suggests that students’ facial expressions may serve as an external representation of their emotions in learning. Accordingly, this study proposes a machine learning method to efficiently measure students’ ELE in real classroom. Specifically, a facial expression recognition system based on a multiscale perception network (MP-FERS) was developed by combining the pleasure-displeasure, arousal-nonarousal, and dominance-submissiveness (PAD) emotion models. Data were collected from videos of six physics lessons with 108 students. Meanwhile, students’ academic records and self-reported learning engagement were also collected. The results show that students’ ELE measured by MP-FERS was a significant predictor of academic achievement and a better indicator of true learning status than self-reported ELE. Furthermore, MP-FERS can provide fine-grained time resolution on tracking the changes in students’ ELE in response to different teaching environments such as teacher-centered or student-centered classroom activities. The results of this study demonstrate the validity and utility of MP-FERS in studying students’ emotional learning engagement.

ASIAB Chatbot for Disaster Mitigation Learning at Madrasah Ibtidaiyah

Learning Disaster mitigation in schools is an essential concern of the government in forming a character of preparedness and resilience for students to face disasters. According to technological developments, adequate learning media is also important for independent learning. Therefore, this study aimed to develop disaster mitigation learning media for Madrasah Ibtidaiyah (Islamic Elementary School) students using AI chatbot technology. The Research and Development method with the ADDIE model was adopted, consisting of five stages, namely Analysis, Design, Development, Implementation, and Evaluation. The product was validated by media and material experts as excellent, with percentages of 98.3% and 93.95% respectively. Product validation was carried out using questionnaires, while assessments were based on several indicators, namely attractive, easy-to-understand, technical standards, and material suitability. Furthermore, practicality and effectiveness tests were conducted on teachers and students, with scores above 80%, suggesting very good usability. Practical and effective indicators were based on attractiveness, ease of use, increased motivation, and ease of assessment. In conclusion, The ASIAB chatbot was found to be highly suitable for learning by providing an innovative method to disaster mitigation education through the integration of AI chatbot technology. In addition, the ASIAB chatbot provided a validated and reliable tool that meets high standards of usability and educational effectiveness, as evidenced by high validation scores from both media and material experts. This technology also showed practicality and effectiveness in real classroom settings, thereby providing a scalable solution that can be implemented widely to enhance disaster preparedness education across Indonesian schools.

Navigating Teaching Practicum in the Real Classroom: Insights from ESL Teaching Practicum Experiences

Teaching practicum is one of the compulsory courses that pre-service ESL teachers have to accomplish prior to the completion of their study. Under the lens of experiential learning theory, this study aims to find out pre-service English teachers’ challenges of teaching practicum and how they overcome them. Interviews were used as instruments in this multiple case study, focusing on three pre-service English teachers who participated in the AJARMI program during the 2022–2023 academic year. The findings of this study were analyzed using thematic analysis. The PSETs faced challenges related to students' behaviour, preparation of instructional materials, and mentoring. They handled them with organizing lessons, acting as an assertive teacher, devising a backup plan, and adapting to the school system. The implications of this study suggest that teacher education programs should provide more comprehensive training on classroom management, instructional material preparation, and effective mentoring strategies to better prepare pre-service teachers for the realities of the classroom.

The Role of Technology in Transforming Classroom Instruction: An Analysis of Blended Learning Approaches

This research explores how technology has changed teaching methods in the classroom through a blended learning approach. The research method used in this study is literature studies, which look for references appropriate to the research context. The study's findings suggest that technology can increase student engagement, facilitate access to a wider range of learning activities, and improve learning outcomes through more interactive and flexible methods. When strategically integrated into the learning process, technology improves teaching efficiency and prepares students with the skills needed for the digital age. The implications of these findings are important for education stakeholders in designing and implementing teaching practices that harness the potential of technology to improve the learning process in the classroom. Further research is suggested to conduct empirical studies involving experiments in real classrooms to measure the direct impact of technology and blended learning approaches on student engagement and learning outcomes.

РЕАЛИЗАЦИЯ НА ПРОЕКТНО-БАЗИРАНО ОБУЧЕНИЕ И БИНАРЕН УРОК ПРИ РАБОТА С МАЛЦИНСТВЕНИ ГРУПИ В ПЪРВИ И ВТОРИ ГИМНАЗИАЛЕН ЕТАП НА СРЕДНОТО ОБРАЗОВАНИЕ

Project-based learning and binary lessons off er innovative approaches to improving the educational process, especially when working with minority groups. They provide opportunities for active participation, collaboration, and integration of cultural diff erences, leading to higher quality and more effective education. By implementing these methods, we can create a more inclusive and stimulating learning environment that encourages all students to achieve their potential. The goal of the implemented innovative project is to create an interdisciplinary link between two subjects – ‘Information Technology’ and ‘Organization and Operation of the Food and Beverage Sector’ to motivate students to learn both inside and outside the classroom. Interdisciplinary learning will not replace individual subjects but will bring them closer, complement, develop, and enhance the education. In the development of a specific project, students use their theoretical knowledge in various practical activities. The lessons that are actually conducted are binary because two mentor teachers unite two classes from the first and second high school stages, two academic subjects from the curriculum, in one real classroom with digital conditions. Finding common ground in solving real didactic cases is a process where students are encouraged to perceive, discuss, and reason from the perspective of multiple disciplines, find answers and present results. Acquiring teamwork skills and building clear logical connections between different thematic units are of essential importance for the subsequent life realization of students from minority groups.

Competitive Team-Based Learning (CTBL): A Revolutionary Approach to Contemporary Language Teaching/Education

This article dissects part of the socio-educational/political background to my innovative approach to Language Teaching/Education namely Competitive Team-Based Learning (CTBL), which he formulated based on his seminal edu-political theories. (See, 2023) It then clarifies certain misgivings regarding integrating the element of competition within cooperative learning settings to pave the way to a to-the-point introduction to CTBL. The article also discusses – at length – distinguishing features and characteristics of CTBL with reference to the present methods and approaches like Communicative Language Teaching (CLT) and particularly Cooperative Learning (CL) methods. It also throws light on the mechanisms underlying the implementation of CTBL in real classroom situations and illustrates presentations and classroom techniques in classes where this approach may be applied by teachers. Moreover, the article highlights the kind of design, objectives, evaluation system, syllabi, materials, tasks, and activities emphasized by CTBL. Importantly, the significance of motivation in CTBL settings has been thrown into sharp relief. Finally, the article gives a glimpse of the importance of CTBL for today (language) classes in our complicated competitive world context, and elaborates the howabouts of its contribution to significant changes in our societies, for peace making and compassionate civilizations building. CTBL makes it possible via bringing that sort of changes in our students’ minds first.

Real Classroom vs. Virtual Classroom: Volunteer Subtitle Translators’ Website as an Example of a Social Constructivist Approach to Translator Education

This descriptive study explores an interrelation between online volunteer subtitle organization and a social constructivist approach in translation training from a pedagogical point of view. The study sets out to test the hypothesis that technology-enabled online volunteer translators’ communities stand as an example of a social constructivist approach to translator training in a virtual context. Through an analysis of the forum section of the website as well as the workflow, similar characteristics of both the online platform and a Social Constructivist Approach in translator training by Kiraly are extracted. The study thus aims to identify if volunteer translator organizations can be an example of a Social Constructivist Approach to translator training in subtitle translation. The case study focuses on an online volunteer translators’ website named www.turkcealtyazi.org. The empirical data collected is based on the analysis of selected samples from the forum section of the website. The data derived is then compared with the model of the social constructivist approach in translator education to discover the similarities in terms of the relations between members, the workflow, the distribution of tasks, etc. The findings map how the online volunteer organization is similar to a social constructivist model applied in translator training in a classroom setting.

Evaluation of a new teaching-learning sequence on the particulate nature of matter using crystal structures

Although there has been extensive research on students’ understanding of the particulate nature of matter (PNM), there is still a lack of research on contexts that can be used to teach this challenging topic. In a previous design-based research study, the authors developed a teaching-learning sequence (TLS) on the PNM in the context of crystal structures based on 40 student interviews using the method of probing acceptance. Data suggested that salt and snow crystals form an effective context for learning the concept of emergence and therefore gaining a better understanding of the PNM. To test whether the TLS also promotes students’ use of the PNM in a realistic classroom setting, a proof of principle study was conducted. In six eighth-grade classes in Vienna, students’ use of the PNM was assessed with a pretest before they were taught the TLS during four lessons. After the intervention, students were given a post-test. Open-ended questions were coded using evaluative qualitative content analysis so that quantitative analysis could be applied. T-tests comparing the means of students’ scores on both tests show significant improvements in students’ use of the PNM in the post-test. The context of crystal structures seems to be helpful to students, as most of them use the PNM when asked about crystal formation. In addition, in the post-test, students more often accepted the idea of empty space between particles and associated particle motion with temperature. However, when asked about phase changes, most students remained in a continuous conception of matter. Published by the American Physical Society 2024

Classroom teacher action recognition based on spatio-temporal dual-branch feature fusion

The classroom teaching action recognition task refers to recognizing and understanding teacher action through video temporal and spatial information. Due to complex backgrounds and significant occlusions, recognizing teacher action in the classroom environment poses substantial challenges. In this study, we propose a classroom teacher action recognition approach based on a spatio-temporal dual-branch feature fusion architecture, where the core task involves utilizing continuous human keypoint heatmap information and single-frame image information. Specifically, we fuse features from two modalities to propose a method combining image spatial information with temporal human keypoint heatmap information for teacher action recognition. Our approach ensures recognition accuracy while reducing the model’s parameters and computational complexity. Additionally, we constructed a teacher action dataset (CTA) in a real classroom environment, comprising 12 action categories, 13k+ video segments, and a total duration exceeding 15 h. The experimental results on the CTA dataset validate the effectiveness of our proposed method. Our research explores action recognition tasks in real complex classroom environments, providing a technical framework for classroom teaching intelligent analysis.

Exploring Pre-Service Teachers’ Cognitive Processes and Calibration with an Unsupervised Learning-Based Automated Evaluation System

In the context of formative assessment in classrooms, the incorporation of automated evaluation (AE) systems and teachers’ interactions with them hold significant importance. This study aimed to investigate the cognitive processes of pre-service teachers as they engaged with an AE system. We developed an unsupervised learning-based AE system, the Scoring Assistant using Artificial Intelligence (SAAI). SAAI calculates scores without relying on predefined labels and generates scientific keywords from student responses to provide constructive feedback. We collected a substantial number of constructed responses from students, and four pre-service teachers evaluated these responses initially without any external assistance and then re-evaluated them using SAAI scores as a reference point. Employing a mixed-methods approach, this study demonstrated a strong level of consistency between human raters and SAAI scores. Pre-service teachers also reflectively recalibrated their assessments and adjusted their rubrics to identify students’ learning more accurately. This study highlights the practical application of AE in real classroom settings and demonstrates how AE can enhance efficiency and accuracy in K-12 science assessments, thus supporting teachers.

Questioning Practices in Indonesian English Language Classrooms: An Analysis of Question Types and Student Engagement

This study examines the question types used by Indonesian English language teachers in high school classrooms and their impact on student engagement. The data were derived from two YouTube videos showcasing English language teaching in real classroom contexts. The questions posed by the teachers during the English language lessons were coded according to two criteria: convergent and divergent questions. Student engagement is measured by the number of responses to the teachers’ questions. The results reveal that the predominant type of questions used by the teachers during the lessons were convergent questions, which seek specific information or recall from students, while divergent questions, which encourage open-ended and varied responses, were used much less frequently. Furthermore, student engagement remained limited across both question types, with only a few students participating in responding. These findings highlight the prevalence of a traditional instructional approach characterized by convergent questions. The article concludes with some suggestions for utilizing alternative instructional interventions that can promote more interactive questioning practices and potentially enhance student engagement during English language instruction.

Measures to Reduce Writing Anxiety in High School Students

Writing is a fundamental skill in modern English language education in China, serving as a means of language output and a crucial criterion for evaluating English proficiency. As teaching reforms progress and the college entrance examination system evolves, the significance of English writing has grown, accompanied by heightened expectations for high school students' writing abilities. However, the reality of high school classrooms often reveals students' apprehension and anxiety towards writing, impeding their progress in this area. Consequently, this study aims to delve into the origins of writing anxiety in high school English classrooms and propose constructive teaching suggestions to alleviate students' anxiety, ultimately enhancing the quality and proficiency of their English writing.

Teachers’ opinions toward implementing affect-focused mathematics teaching in real and virtual classrooms

Teachers’ opinions toward implementing affect-focused mathematics teaching in real and virtual classrooms

The ideal versus the real: Mismatches in reading instruction for emergent bilinguals in secondary science classrooms

AbstractThe emphasis on language and literacy in science education research has urged science teachers to include reading as an integral part of learning science. However, in US secondary schools, the percentage of students reading under grade level is high, and emergent bilinguals (EBs) are significantly represented among this group. While researchers across disciplines have proposed a number of prescriptive reading practices in science classrooms tightly aligned with instructional standards, few scholars have closely examined the starting point of reading instruction in science classrooms, and even fewer have focused on actual instruction for EBs in these classrooms. This study examines the nature of existing reading practices in science classrooms, with a particular focus on EBs. Using a qualitative multiple case study method, this study found significant mismatches between actual classroom practices and the ideal prescriptions about science reading instruction portrayed in educational standards and research. This study also found that teachers were battling numerous obstacles to implementing research/standards‐based prescriptions. With the implications of science reading instruction for EBs' language and science content learning, this article will contribute to developing reading instruction and practices grounded in real classrooms and improving the instructional environment for reading‐inclusive science classrooms.

Technological pedagogical content knowledge for twenty-first century learning skills

The advent of Industry 5.0 marks a pivotal moment in global industry, characterized by the fusion of advanced technologies and human-centred approaches. Embedding Technological Pedagogical Content Knowledge (TPACK) into teacher training becomes imperative in Africa, where the demand for skilled professionals is burgeoning. This study delves into the transformative potential of TPACK for African educators, emphasizing its role in equipping them with skills to prepare students for Industry 5.0 demands. Through a systematic literature review spanning from 2000 to 2024, this research examines TPACK's multifaceted dimensions and its relevance to twenty-first-century learning skills in Africa. It scrutinizes how emerging technologies like artificial intelligence reshape pedagogical practices and content delivery in African educational contexts. Furthermore, it explores TPACK's ability to empower teachers in nurturing critical thinking, problem-solving, and digital literacy among students, essential for navigating the complexities of Industry 5.0. The findings underscore the necessity for tailored professional development programs integrating TPACK into African teacher training curricula. Moreover, the research stresses the importance of contextualizing TPACK within the socio-economic and cultural realities of African classrooms to ensure its efficacy. Additionally, the study highlights the pivotal roles of government policies and educational institutions in providing necessary support and resources for widespread TPACK adoption among educators. This research advocates for a paradigm shift in African teacher education, highlighting TPACK's centrality in preparing educators for Industry 5.0 challenges and opportunities. By equipping teachers with adept technology integration skills, African nations can foster innovative and globally competitive learners poised to thrive in the fourth industrial revolution.

Preservice teachers' learning by design through space construction in the metaverse

AbstractTeachers who know what, how and why to teach are essential for successful student learning. However, many preservice teachers (PSTs) lack teaching experience and the ability to integrate theory and practice. To help bridge this gap, this study employed a learning‐by‐design project approach in which 22 Korean PSTs developed lesson plans for middle school English classes, constructed virtual classrooms in the metaverse based on their English lesson plans, and conducted microteaching in the virtual classrooms. The study used a qualitative research method and focused on an emic perspective with multiple data sets, including the PSTs' reflection papers and post‐interviews as primary data, and their lesson plans, virtual classrooms and recordings of microteaching as secondary data. The results showed that the project supported learning by design, and that it also helped PSTs understand learners and learning, redefine the teacher's role as a designer and facilitator, connect theories to practice and improve their teaching skills. The findings can be used as a reference for future teacher training. Practitioner notesWhat is already known about this topic Teachers' content, pedagogical and technological knowledge and skills are essential attributes for effective performance. Preservice teachers (PSTs) have difficulty transferring their knowledge to real classrooms because their knowledge often focuses on the ‘know‐what’ of teaching, but not on the ‘know‐how’. Microteaching in virtual environments helps PSTs connect knowledge and practice and prepare for real classroom situations. What this paper adds The study applied a learning‐by‐design approach to preservice teachers' microteaching to help them connect their pedagogical knowledge to classroom practice. The study focused on describing how the PSTs' virtual classroom design influenced the way they planned and implemented their microteaching. Implications for practice and/or policy Teacher educators can incorporate the design‐based approach into their teacher training modules to help teachers understand learner needs when planning and implementing English lessons. Teachers can develop technological literacy and positive attitudes about using technology in their classrooms.

Developing Student-Teachers Attitude and Mindset of a Professional Through

This study addresses the need for practical engagement of student-teachers in real classroom environments to bridge the gap between theoretical knowledge and practical application, thereby cultivating a professional attitude and mindset through the School-Based Experience (SBE) program. The research focuses on evaluating how immersive, hands-on teaching experiences within the SBE framework contribute to the holistic professional development of student-teachers, preparing them to meet the demands and challenges of the teaching profession effectively. The aim is to motivate schools to actively support student-teachers in this transformative journey. Professionalism, characterized by a moral commitment to action and a professional attitude in interactions, demands a principled standard of practice. While higher education institutions bear the responsibility of instilling these values, collaborative efforts involving stakeholders, especially schools, are pivotal. The study adopts an Evaluation Research Approach to assess the effectiveness of the SBE program in developing a professional mindset. Randomly selecting five schools and ten student-teachers, along with two teachers and mentors from each school, the researchers conducted interviews to gauge contributions towards fostering a professional mindset during the SBE program. The findings underscore the importance of theoretical and empirical knowledge, emphasizing the need for reciprocal relationships within schools. Trustworthiness and adherence to principled standards emerge as critical components. The study, with a total of twenty participants, presents their responses as an evaluation research report, demonstrating the significance of the SBE program in shaping the attitudes and mindsets of future professionals. This research sheds light on an underexplored aspect of developing professionalism in student teachers, contributing valuable insights to the educational landscape.

Advancing teacher competencies: assessing the influence of faculty development programs (FDP) on embracing modern innovations in teaching

PurposeThe present research aimed to examine the role of FDP in enhancing the teachers' competencies through modern technological tools and innovative teaching methods. And also, to evaluate the impact of FDPs on teachers' attitudes and motivation to integrate modern teaching innovations into their classroom practices.Design/methodology/approachUsing a pre-post study design, the study was conducted in two phases, Phase I was conducted one week before conducting FDP (14th to 20th August 2023) and Phase II was conducted after one week of FDP (15th to 21st September 2023). The data were gathered through structured questionnaires from the participants in FDP and collected data were processed and analyzed through a statistical package for social sciences.FindingsThe study found that undergoing FDP by teachers significantly influences the adoption of advanced pedagogical approaches and technology integration during their teaching practice. This indirectly helps in promoting quality education at large and contributes to the UNSDG-4. The study also revealed that the effective FDP not only helps in advancing teaching methods but also influences instructors' philosophies and attitudes towards students' overall learning and development.Practical implicationsThese findings have several key implications for higher education institutions, policymakers and teachers at large. Firstly, HEIs should prioritize undertaking FDPs that promote in adopting advanced pedagogical approaches. This indirectly equips the instructors with the knowledge and skills necessary to integrate modern teaching methods into their real classroom practices. Further, by adopting FDP as a strategic initiative to improve the quality of education and work by aligning these programs with broader SDG goals.Originality/valueAdvancing education for enhancing the overall quality of learning depends on the competencies of instructors. The competencies of instructors rely upon the involvement of instructors in life-long learning, level of adoption of technology, innovative approaches used, etc. This study may help higher education institutions adopt FDP as a strategic initiative to improve the quality of education and work by aligning these programs with broader SDG goals.

Exploring Education as a Complex System: Computational Educational Research with Multi-Level Agent-Based Modeling

Our study employs multi-level agent-based modeling and computational techniques to explore education as a complex system. With an underlying focus that education should be underpinned by a scientific understanding of student learning, we created computational models that simulated learning dynamics in classrooms, integrating both quantitative and qualitative insights. Through these models, we conducted experiments aligned with real classroom data to address key questions, such as “How can we effectively support the academic progress of underperforming students, who are disproportionately from low socio-economic status (SES) backgrounds, to close their multi-year achievement gap in mathematics?” Our study analyzes various instructional approaches for mathematical learning, and our findings highlight the potential effectiveness of Productive Failure as an instructional approach. Considerations of the broader applicability of computational methods in advancing educational research are also provided.