Regular Teachers Research Articles

Motivation to Motivate: Pilot of motivational interview training in a tertiary university hospital

IntroductionMotivational interviewing (MI) is an evidence-based communication style that is effective in facilitating behaviour change and patient engagement. Originally developed in the field of addiction, MI can be applied to address a range of health behaviours including smoking cessation, medication adherence and diabetes and weight management. Given its demonstrated efficacy, training clinicians in medical and psychiatry specialties in MI has potential to enhance patient outcomes.Objectives1. Enhance awareness and understanding of the basic concepts and methods of MI among NCHDs (Non-Consultant Hospital Doctors) and hospital staff.1. Assess the perceived effectiveness of the training and help foster a culture of teaching and learning within the hospital.MethodsMI training was organised by the psychiatry department and delivered by a certified external trainer. The training was structured into 2 sessions, each lasting three hours, with a six-week gap between sessions. The training was integrated into the regular academic teaching for psychiatry trainees and a circular email invite was sent to the medical NCHD cohort and psychology department. Pre and post-training questionnaires were collected from participants with five-point Likert scales used to gather responsesResultsThere were 40 attendees across the two sessions. In total, 25 questionnaire responses were collected for the pre training (62.5%) and 30 responses were collected post-training (75%).Prior to training 48% (12/25) indicated they were familiar with MI, 48% felt confident in using MI and 88% (22/25) felt it was applicable to their practice. Post-training, 73% (22/30) felt confident in using MI, 90% (27/40) felt MI was applicable to their practice and 100% indicated they would use MI in their practice. The perception of applicability (p=0.011) and likely utilisation of MI skills (p<0.001) significantly increased over the course of the training as measured by paired t-test (n=23). Ninety-seven percent of responders stated they would recommend the training and 57% (17/30) indicated that they would use MI on a weekly basis in the future.ConclusionsNCHDs and other staff welcomed this training and indicated the training was relevant to their practice. MI demonstrated a positive effect on staff perceptions of applicability and future utilisation of MI skills. Increasing clinician self-perceived efficacy through training events may help contribute to a culture of learning and teaching in hospital settings.Disclosure of InterestNone Declared

Tantangan Berkelanjutan: Problematika Guru dalam Penerapan Kurikulum Merdeka Pada Mata Pelajaran Sejarah

The Merdeka Curriculum represents an evolution from the 2013 Curriculum, introducing several changes aimed at providing schools, teachers, and students with opportunities to innovate, improvise, and negotiate for independent and creative learning. This research aims to investigate the implementation of the Merdeka Curriculum, highlighting challenges and efforts in teaching history. The research methodology utilized is descriptive qualitative, employing data collection techniques such as observation, interviews, and document analysis. Data analysis involves data reduction, presentation, and drawing conclusions, with validity ensured through measures of credibility, transferability, dependability, and confirmability. The findings reveal that Vocational High School 2 Banjarmasin has adopted the Merdeka Curriculum since 2021, emphasizing learning to generate products and services. Intracurricular learning is categorized into regular classroom sessions and extracurricular learning activities. The Project to Strengthen the Profile of Pancasila Students (P5) is conducted for a month outside regular teaching hours, with teachers independently preparing teaching materials. Teachers encounter various challenges in implementing the Merdeka Curriculum, including difficulties in analyzing learning outcomes, formulating learning objectives, constructing the flow of learning objectives, developing teaching modules, and selecting appropriate teaching media and methods. Additionally, limitations in technology, student textbooks, and classroom space contribute to these challenges. Efforts to address the obstacles in implementing the Merdeka Curriculum involve collective commitment, specialized training such as upskilling sessions and subject teacher collaboration activities, as well as enhancements to educational facilities and infrastructure. In conclusion, teachers must adapt to curriculum changes, overcome implementation obstacles, and possess the flexibility to ensure the effectiveness of curriculum implementation at Vocational High School 2 Banjarmasin.

Assessment of the impact of the implemented learning spaces on science achievement: Building Resilience at General Tomas Mascardo National High School

General Tomas Mascardo National High School is currently facing a significant challenge of classroom shortages, posing a threat to the fundamental principle of "education for all." This study aims to evaluate the impact of makeshift classrooms on the academic performance of science subject to students during the school year 2023–2024, adopting a mixed-methods approach. The analysis reveals variations in mean percentage scores across sections and shifts, emphasizing the need to investigate specific factors influencing performance outcomes. Despite small attendance fluctuations, the overall trend suggests a high level of students’ presence, indicating a generally conducive learning environment. However, the study identifies significant disparities in academic performance, particularly in the Quarterly Assessment (Q.A) variable among makeshift classes. The negative impact on academic performance is evident, highlighted by a statistically significant deviation in Q.A scores, emphasizing a specific area of concern. Irregular attendance patterns during September and October further contribute to the negative effect on academic performance, emphasizing the need for targeted interventions to address attendance issues systematically. Themes emerging from student responses encompass environmental factors, comfort, focus, motivation, adaptation, preference for regular classrooms, teacher impact, external factors, and physical environment. Morning shift students highlight noise and discomfort as significant barriers, while afternoon shift students express mixed feelings, acknowledging spaciousness but preferring regular classrooms for comfort. Both shifts discuss motivation, with morning shift students suggesting adaptive measures and crediting supportive teachers. In contrast, afternoon shift students express various emotions, including decreased motivation due to negative thoughts and noise pollution affecting focus. External factors, distractions, and concerns related to the physical environment are prevalent in both shifts, underlining the complexity of challenges students face in makeshift classrooms. Recommendations include a comprehensive investigation into academic disparities, addressing the quality of answers, targeted interventions for attendance improvement, and a holistic approach to creating a conducive learning environment.

A Mixed-Method Study on the Impact of Movie-Based Learning on Chinese Undergraduates’ Cultural Identity

In the context of higher education in China, this mixed-methods study with an intervention design explores the impact of Movie-Based Learning (MBL) on university students’ cultural identity (CI) within a movie education course. Quantitative findings indicated that MBL significantly enhanced CI, particularly in cognitive and emotional dimensions, while behavioral identity did not exhibit improvement. Notably, the effect of MBL on CI surpassed that of regular instruction in the control group, which improved general CI but not cognitive, emotional, or behavioral identity. Qualitative findings illuminated learners’ acceptance of MBL, revealing emotional resonance and connection with culturally rich and diverse movies. Despite positive perceptions, participants expressed uncertainty about translating cultural knowledge and awareness gained in the classroom to real-world actions and behavior. This research contributes to the understanding of the nuanced impact of MBL on CI development, which highlights the effectiveness of MBL but also underscores the need to address the transferability of cultural knowledge to behavioral actions. Implications include the importance of refining instructional strategies to bridge this gap and enhance the practical applicability of cultural learning beyond the classroom.

Empowering Mathematics Education in Greek Primary Schools: Bridging the Divide through ICT Integration and Interactive Boards for Enhanced Teacher ICT Literacy

This article advocates for a tech-enriched teaching approach using Information and Communication Technologies (ICT) and interactive boards to enhance students’ understanding and problem-solving skills. Overcoming challenges requires systematic planning, progressive policies, dedicated funds, and regular teacher training. The essay also discusses the benefits and limitations of ICT, the key principles of interactive whiteboard application in pedagogy, and the dynamic challenges faced by Greek elementary schools in redesigning mathematics pedagogy with ICT. It proposes blending modern technologies with traditional instructions, emphasizing the need for continuous teacher development and a positive attitude toward technology. The way forward involves leveraging Optical Character Recognition (OCR) systems and interactive boards, necessitating strategic planning, training programs, and infrastructure investment for a tech-enriched teaching future in Greek primary schools.

Influence of the ‘Learning Disability’ label on teachers' performance expectations—a matter of attitudes towards inclusion?

AbstractTeachers' expectations influence students' outcomes. Studies demonstrate that teachers lower their performance expectations of students with learning problems when these students are labelled with a 'Learning Disability' (LD) diagnosis. Our study aims to investigate whether these effects can be replicated in N = 429 special and regular education teachers. We also investigate whether positive implicit and explicit attitudes towards inclusion mitigate the negative effects of the LD label on teachers' performance expectations. Teachers were randomly assigned to the experimental (n = 214) or control group (n = 215). Both groups read the same description of a fictitious student with learning problems. In addition, the student was labelled as ‘learning disabled’ in the experimental group only. Results show that teachers' expected graduation level and school track recommendation were negatively affected by the LD label. It also led to a more frequent assumption that the student has an LD. Regardless of the LD label, special education teachers had lower performance expectations than regular education teachers. A positive implicit attitude towards inclusion reduced the likelihood that teachers believe that the labelled student has an LD. The findings are placed in the context of international research on disability labels and inclusive education.

EXPLORING BARRIERS TO TEACHING SCIENCE TO HEARING IMPAIRED LEARNERS IN LESOTHO SECONDARY SCHOOL

Globally, there is a strong advocacy for including all learners in the education system, irrespective of their disabilities. This initiative, known as Education for All (EFA), is articulated in policy documents across different countries. Lesotho has actively embraced this international protocol by welcoming learners with diverse needs into its educational fold. This inclusivity extends to hearing-impaired learners (HIL), who now have the opportunity to study all subjects, including Science. Science is considered pivotal in cultivating critical skills essential for addressing societal and economic challenges, making it a mandatory subject at the secondary level in most countries among which is Lesotho. However, teaching Science to HIL presents unique challenges.
 Notably, HILs often face language deficiencies, and Science, being an abstract subject, relies on verbal communication for effective learning. This linguistic barrier contributes to suboptimal performance not only among HIL but also among learners without disabilities in various schools. To explore teachers' views on the barriers they experience when teaching science to hearing-impaired learners in Lesotho secondary schools. Semi-structured interviews were conducted with four Science teachers. The collected data underwent content analysis, employing both the opportunities to learn and a capabilities framework to understand teachers' difficulties encountered. The study revealed that language is a primary obstacle to the effective teaching of Science to HIL. In response, teachers employ diverse teaching approaches to facilitate learning for HIL, although these strategies often prove time-consuming. In light of these findings, the study recommends comprehensive in-service training for teachers to enhance their preparation for teaching HIL effectively. Additionally, teachers should be equipped with the skills to integrate Information and Communication Technology (ICT) into their teaching methods, allowing HIL to learn at their own pace. Furthermore, encouraging regular teachers to learn sign language can aid in detecting and addressing misconceptions among HIL. It also appeared that sign language interpreters should receive training in science subjects. In conclusion, addressing the language barrier is crucial for creating an accommodative learning environment for HIL in Science.

The effect of socio-scientific issues-based intervention studies on scientific literacy: a meta-analysis study

ABSTRACT Given little research using meta-analysis for SSI-based interventions and their limitations (e.g. data selection and analysis processes), further study is needed to validate previous findings and provide a broader sense of the effectiveness of SSI-based interventions in promoting scientific literacy. Therefore, this study aimed to meta-analytically investigate the effect of SSI-based intervention studies on students’ scientific literacy. Several keyword patterns were searched for various databases (e.g. ERIC, Springer Link, and Taylor & Francis) to elicit related papers. After applying inclusion and exclusion criteria, the current meta-analysis handled 32 intervention (experimental) studies (k = 33) that implemented SSI-based interventions to improve students’ scientific literacy. The findings showed that the overall effect size for the random-effects model was found to be 1.018, which falls into the large effect. This means that SSI-based intervention studies are more effective in improving students’ scientific literacy than traditional or regular instruction. The findings of moderator variables (educational level, type of intervention, and implementation duration) revealed that only implementation duration is a significant moderator to estimate the students’ scientific literacy along with SSI-based intervention studies. It is recommended that future studies qualitatively examine the design and implementation procedures of SSI-based interventions with extreme values.

Implementation of The Cambridge International Primary Programme on A Mosque-Based Learning Culture

Education is one solution to shape Indonesia into a developed country. Through education, quality and competent human resources can be produced. This naturally stems from designing a quality learning curriculum to foster a generation of high-caliber individuals for the nation. The quality of the international curriculum has gained global recognition and is complemented by teachings following the principles of Prophet Muhammad SAW, implemented through mosque-based learning. This research aims to describe the implementation of the Cambridge International Primary Program, which carries implications for mosque-based learning culture. The research is conducted at MI Al-Akbar Mosque in Surabaya. It employs a descriptive qualitative research methodology utilizing data collection techniques including interviews, observations, and documentation. Six research informants participated, including the madrasa head, curriculum coordinator, Cambridge primary coordinator, regular class teacher, CIP class teacher, and Islamic religious education subject teacher. Data analysis involves collecting, condensing, displaying data, and drawing conclusions/verifying data. The research findings demonstrate that Cambridge Primary was effectively and efficiently implemented under the provisions of the Al-Akbar National Mosque in Surabaya and Cambridge Assessment International Education (CAIE). The program spans grades 1 to 6, focusing on subjects such as science, mathematics, and English, with evaluations tailored to each level.

Video Listening Journals and Enhanced EFL Listening Skills

This study aimed to test the effectiveness of listening journals through videos in enhancing EFL listening skills among students in an English teaching program at a university in Loja, Ecuador. The sample consisted of 62 students, who were divided into intervention and control groups. The intervention group used listening journals during the instruction period for five months, while the control group received regular instruction without the use of listening journals. A parallel mixed-method design was employed, which included a quasi-experimental approach involving pre- and post-tests for both groups. The intervention group also completed a questionnaire about their perceptions of the use of listening journals, and their reflections were collected from the journals. The results revealed that the intervention group demonstrated greater improvement in their listening skills than the control group. Furthermore, the use of listening journals through videos was found to be beneficial, with students reporting that it helped them identify their strengths and weaknesses in listening, learn new phrases and words, become aware of pronunciation errors, and have more opportunities to practice listening skills. However, students also encountered difficulties in understanding some information and learning new vocabulary.

Differences in Subjective Well-being Among Special-school Teachers and Regular Teachers in Ternate

<p><em>Improving the quality of human resources in Indonesia, especially in Ternate, a teacher plays a very important role in the field of education and has a strategic position because it is one way to create competent and quality human resources. The aim of the research was to look at the differences in subjective well-being between special school teachers and regular school teachers in Ternate. The subjects were 58 special school teachers and 61 regular school teachers with a total of 117 teachers. Based on statistical test data, the subjective well-being of regular teachers is higher with a score of 69.59% in 61 subjects and the subjective well-being of special school teachers is lower with a score of 47.46% in 58 subjects. Based on these results, it shows that there is a very significant difference in subjective well-being between special school teachers and regular school teachers, it is found that regular teachers have higher subjective well-being compared to special school teachers.</em><em></em></p>

Forms of Sexual Abuse Prevention Education for Primary School Students Based on Life Skills Approach

This study evaluates various forms of sexual abuse prevention education for primary school students in Phu Tho province, Vietnam, by examining the perspectives of teachers, parents, and students. Participants utilized a Likert scale to rate different prevention approaches, revealing nuanced insights. Integrating prevention education with regular teaching activities and collective educational efforts received positive responses, emphasizing the potential benefits of seamless integration within the curriculum. Organizing dedicated educational activities also demonstrated positive outcomes, emphasizing the efficacy of targeted interventions. Conversely, organizing school counseling and consultation received a lower mean score, indicating a less preferred approach among participants. The use of mass media in sexual abuse prevention education garnered a positive response with some variability in opinions, suggesting the importance of multimedia campaigns. Additionally, opening educational training courses on sexual abuse prevention displayed a slightly higher standard deviation, indicating a more diverse range of opinions. Specialized education topics and meetings revealed nuanced perceptions, with varying mean scores and standard deviations. Establishing a club for sexual abuse prevention showed more varied opinions among participants. Lastly, educational coordination between Family, School, and Society received a relatively uniform response. The overall mean score for the evaluated forms of sexual abuse prevention education was 2.14, with a standard deviation of 0.15, indicating moderate agreement among participants. This detailed evaluation provides valuable insights into the strengths and weaknesses of each approach, contributing to the development of effective strategies to address the critical issue of sexual abuse prevention among elementary school students in Phu Tho province.
 
 Received: 16 December 2023 / Accepted: 19 February 2024 / Published: 5 March 2024

Where is ocean literacy in oceanic islands’ schools? The Azores case

Human life on Earth is possible and sustained mainly due to the ocean’s services that regulate the air we breathe, the climate and weather, and provide water and food. Moreover, the global economy and the regional incomes are based mainly on the resources, energy, transport and navigation, fisheries and aquaculture, tourism, and leisure, provided by the oceans. Ocean omnipresence in our lives is expected to be even more striking in ocean islands like the Azores Archipelago, but is this the case? This study explores the perception of Azorean school teachers on ocean literacy. This study aims to evaluate how ocean-related themes are incorporated into regular teaching activities and how Azorean schools are educating students to become environmentally responsive regarding ocean sustainability. Targeting SDG 14, an online questionnaire was sent to all public schools in the archipelago and distributed to teachers during the 2021/22 school year. A total of 426 answers from a potential target population of 5502 teachers were accepted as valid. We found that the teaching community has a generalised awareness of ocean literacy, which is not reflected in the pedagogical practice, as 58% of the respondents do not integrate ocean-related themes into their activities. Moreover, most schools in the archipelago are not integrated into ocean literacy projects. The results highlight the need to incorporate ocean themes in official curricula and manuals and develop easy-to-access ocean-related learning materials to ensure the ocean’s environmental sustainability.

A Comparative Study on The Perception of Parents and Teachers on Blended Learning Approach in The Division of Taguig City and Pateros

As technology advances and educators recognize the benefits of integrating digital tools with traditional teaching practices, blended learning has grown in popularity in a variety of educational settings. It provides a flexible approach that can be tailored to various subjects, grade levels, and student populations, paving the way for more dynamic and effective learning experiences. Technology is essential in blended learning. Teachers supplement the learning process with a variety of digital tools, multimedia, and interactive resources. This incorporation of technology enhances student engagement and fosters creativity in the learning experience. Students benefit from the flexibility of blended learning in terms of time and location. They can study at their own pace and on their own schedule by accessing learning materials, resources, and assignments online. This adaptability is especially useful for students with diverse learning styles and demanding schedules. The study determined the level of agreement on blended learning among Teachers having a student with special needs and parent having a child with special needs inside the classroom in the Division of Taguig during the school year 2022-2023. The study used a quantitative approach, specifically a comparative analysis, to investigate regular teachers' perceptions and parents of the use of blended learning.

Inclusion, teacher training and digital technologies: reflections from the ProInclude learning object

Inclusive education refers to all people who have been excluded from formal education or quality formal education, whether for ethnic/racial, cultural, economic and/or social reasons. It is about bringing equality of opportunities to the field of education. Our discussion, in this article, focuses on special education from the perspective of inclusive education, specifically on the education of regular class teachers to include students with disabilities with the support of a digital learning object. We present three fictional scenes based on everyday experiences in common schools. We illustrate three situations in which the inclusion of a student with visual impairment is on the agenda and the way in which, in each scene, the teachers constitute the schooling possibilities for this student. The discussion aims to outline some concepts that support an understanding of the relationship between students with disabilities and inclusion and support a subsequent discussion on teacher education, for which we present a proposal for using the ProIncluir learning object (www.proincluir.org), in dialogue with some concepts of OnLife education.

Environmental education and educational technology: the articulation between pedagogical practices in the multifunctional resource room

The objective was to create active and didactic methodologies involving environmental education and educational technology to articulate pedagogical practices in the multifunctional resource room that aim to develop liberating and inclusive teaching. The relevant study addressed emerged through results produced during pedagogical practices aimed at sustainability in interface with processes that permeate a democratic, liberating and, mainly, inclusive environmental education. The activity and pedagogical experience was developed in the multifunctional resource room of a primary and secondary school located in the municipality of Igarapé-Miri, northeast of the Pará Amazon. From observations in the school context, it was found that there was no systematic practice focused on education and environmental citizenship in the regular teaching room and in the space where multifunctional educational inclusion activities were developed capable of enabling interaction between students, aimed at for the construction and manufacture of teaching materials and some toys with reused materials. The speech creates possibilities from the games and games that children go through the development process until they acquire, through experience, values and knowledge, skills and awareness of the importance of taking care of the school space in which they are inserted. Therefore, it is necessary for teachers to change traditional teaching practices, toys and games as a methodological solution for inclusive teaching and learning in interface with environmental education, as they create an atmosphere of admiration, and consequently end up activating and activating the functions neurological and physical, encouraging thought and physical parts.

PROFESSIONAL DEVELOPMENT: INCLUSIVE PRACTICES IN THE TRAINING OF EDUCATORS FOR SPECIAL EDUCATION

The study highlights Special Education as a comprehensive teaching modality, which encompasses all levels, stages and educational modalities. It focuses on Specialized Educational Assistance (AEE), providing resources, services and guidance to improve the teaching and learning process in regular classrooms. According to educational policy, Special Education must be implemented in all teaching contexts, aiming to serve students with disabilities, pervasive developmental disorders (TGD) or high abilities/giftedness.The current approach emphasizes the coexistence and collaboration between Special Education and regular education, moving away from the previous substitutive vision. In this sense, the responsibility for the education of students with disabilities, TGD or high abilities/giftedness is shared between the regular class teacher, responsible for the curriculum, and the teacher specializing in AEE, responsible for creating conditions that meet the specific needs of these students. This approach seeks to overcome barriers to promote inclusive education, ensuring not only access and retention, but also the effective learning of these students, integrating them in a meaningful way in common classrooms. From this new perspective, Special Education is no longer seen as a substitute alternative to regular education, taking on a complementary or supplementary role. This implies a change in the understanding of the role of the specialist teacher, who now works together with the regular class teacher to ensure inclusive and effective education.

Health-related quality of life in hypertensive regular basic education teachers who attend a Cardiology Clinic in North Lima

Introduction: The Health-related quality of life considerably influences the well-being of the person, although when a disease occurs, this well-being tends to decrease and that this modifies the lifestyle of the person, therefore, the objective of the study is to determine the Health-related quality of life in relation to health in hypertensive regular basic education teachers who come to a cardiology clinic in North Lima, Methods: It is a quantitative, descriptive-cross-sectional study, with a total population of 124 hypertensive regular basic education teachers, Results: In their results, we can observe that 13,7 % (n=17) have a very low Health-related quality of life in relation to their health, 26,6 % (n=33) low Health-related quality of life, 9,7 % (n=12) average Health-related quality of life, 43,5 % (n=54) high Health-related quality of life and 6,5 %(n=8) very high Health-related quality of life, Conclusions: In conclusion, evaluations should be carried out in the health of the population, for the detection of risk factors and hypertension in an early stage

Segregation or Integration? German language support teachers’ beliefs about ‘ideal’ language support models in Austria

ABSTRACT In response to the increasing challenge of integrating students with migration backgrounds into school systems internationally, various models to support the learning of the language of education have emerged. In Austria, a model of ‘German Language Support Classes’ (GLSC), introduced in 2018, requires that students be pulled out of regular class teaching and taught German in a segregative context. Critics argue that this approach contradicts evidence-based language learning and principles of inclusive education, and that it diminishes school autonomy. With this in mind, we present a qualitative interview study comprising 25 primary teachers of German language in Vienna, Austria, which aims to capture their beliefs about what constitutes ‘ideal practice’ in language education and to explore the extent to which these beliefs are evidence-based. A typological analysis reveals that there is a ‘segregative type’, an ‘integrative type’, and an ‘in-between type’. Although teachers’ perceptions of language education differ, their understandings are similarly shaped by a monolingual habitus. Our findings provide evidence for the inappropriateness of this language education model and reveal aspects of teacher education needed to lead to better outcomes in language education.

Professional Development Workshop on Global Citizenship Education Experiences of University Teachers

The purpose of the study was to assess the experiences of teachers about professional development workshop on global citizenship education (GCE). The workshop as a research method (Ørngreen & Levinsen, 2017) was used for conducting this study. The workshop was of 04 days duration. Twenty-one regular university teachers were participants of the workshop. No prerequisite experience with GCE was required for attending this workshop. The workshop involved sessions on thematic dimensions and learning domains of GCE, integration of GCE in the curriculum and teaching-learning process at the university level, and facilitating safe and productive dialogue in various learning environments. Field notes and the feedback form were used to collect data about the workshop content and the experiences of the workshop participants. Data were analyzed through descriptive and inferential statistics. The study results showed that the faculty members found the workshop content relevant and useful, and the workshop instructional experiences and the arrangements as helpful and effective. It is recommended to adjust the training content and duration according to the needs of the faculty members in future workshops. The study results may be helpful to arrange professional development opportunities for university teachers in future.