Role In Teaching Research Articles

Особенности самопрезентации российских учителей с разным уровнем эмпатии

Introduction. The modern educator needs to master new forms and methods of effective communication in his or her professional life. The problem of teachers' self-efficacy and successful self-presentation tactics is very relevant. In this regard, it becomes productive to study the relationship of empathy with self-presentation strategies and teaching styles among school teachers. The purpose of the article was to determine the relationship of empathy with the tactics of self-presentation of teachers. The main research methods are the “Teacher Empathy Scale” (Wang, et al, 2022), the questionnaire “Teacher Roles Scale” (Stojiljković, et al, 2012) and the questionnaire “Scale of self-presentation tac-tics” (Lee, et al, 1999). 116 teachers from the regions of Russia took part in the survey, 94.5% of them were women. SPSS 19.0 programs were used for data processing. Re-search results: the most common tactics of self-presentation among Russian teachers are apology, role model and renunciation. Among the least popular are bullying, negative evaluation of others, exaggeration of their achievements. The tactics of self-presentation were associated with the level of empathy: the closest relationship was revealed with the tactics of “attractive behavior” and “request/ plea”. The tactics of self-presentation turned out to be interrelated with the teaching roles: the pedagogical role is intercon-nected with the tactics of “hindering oneself” and “communicating one's achievements”, as well as “an example to follow”. The motivational role is interconnected with the tac-tics of “hindering oneself”, the cognitive-diagnostic role is interconnected with the tac-tics of “role model”. The role in affective interaction is interrelated with the tactics of self-presentation: “justification with denial of responsibility”, “justification with ac-ceptance of responsibility”, as well as with “desire/effort to please”. Conclusions: the most preferred strategies of self-presentation among Russian teachers are avoidance as evasion of responsibility and avoidance of decisive actions and attractive behavior as behavior that causes a favorable impression of the subject of self-presentation. This should be taken into account when building work with teachers in the school system.

Model-based learning towards environment in cross-cultural communication: a mediating role of technology innovation acceptance in culture congruence and English language teaching for environmental education

The effectiveness of English language teaching is a significant issue, especially in countries where English is the second language, like China, and this aspect needs researchers’ emphasis. Hence, this study deems to analyze the model-based learning toward a green environment and how it can impact green culture congruence and effective green culture adoption. It also examines the green culture congruence, and innovation technology acceptance role in the English language teaching for the environment, in the institutions of China. The study also examines the mediating impact of green culture congruence and effective green culture adoption among model-based learning towards the environment and English language teaching for environmental education. Also, it checks the mediating impact of innovation technology acceptance among green culture congruence and English language teaching for the environment in China. This article has used the primary data collected from students of English language institutions using survey questionnaires. The study has also employed the SPSS-AMOS to analyze the linkage among the variables. All hypotheses were significant to the designed framework. Further, this study will help guide the policymakers while making the policies related to improving English language teaching using model-based learning towards environment and technology innovation acceptance.

Empowering Teaching Assistants to Support Students: Impact of Training and Experience on Perceptions and Practices

Teaching assistants (TAs) have a major impact on the undergraduate science student experience, and therefore training TAs is critical to support engagement and learning. We ran a one-day TA training program for two years and found that participation in the program increased TAs’ reflective practice and student-centered teaching over a semester of teaching. Open-ended pre-survey responses indicated that in addition to wanting to learn pedagogical approaches, TAs sought help managing challenging situations and student behaviour. Post-surveys confirmed that the program fulfilled most learning goals of TAs and they subsequently applied the new teaching approaches. Participants indicated high levels of empowerment within their teaching roles across the cognitions of impact, competence and meaningfulness, but low self-determination. All aspects of empowerment increased with experience.

Exploring the Key Predictors of Instructional Quality

Classroom instruction became a popular topic due to its crucial role in teaching and learning activities. The teacher plays an essential role in providing quality classroom instruction. This study tries to explore the key predictors of instructional quality. This study was conducted on 283 teachers taken randomly. We used an online questionnaire to reach the research participants in east java, Indonesia. Structural equation modelling (SEM) was utilized to examine the relationship between the variables. The findings revealed that the teacher competencies, including cognitive and motivational aspects, positively affected instructional quality. This study also revealed that teachers' cognitive aspect is not the only predictor of instructional quality. The motivational aspect also plays a crucial role in predicting instructional quality. This study provides several insights for related stakeholders (such as teachers, policymakers, and universities) in making efforts or policies to improve teacher instructional quality.

Employing alternative constructive methods of teaching English

This paper zeros in on the use of effective teaching and learning strategies. Traditional forms of teaching are changing rapidly with the advancement of technology. Technological innovations have begun to play a more important role in language teaching and learning, changing the presentation and perception of educational material. Thanks to these trends, the teaching process is becoming more focused on the real needs of students. There are many qualitative methods of English language teaching, but it is important to use the ones that will act as a stimulus to students’ lateral thinking development, encourage their creativity and improve their learning ability. The utilization of constructive methods of knowledge acquirement and sharing encourages students to collaborate, i.e., they study English with pleasure and maximum comfort, and make good progress. The article also mentions the role of the teacher in the educational process, which can be successful only if she/he appropriately understands the students’ learning capacity and interests and utilizes a multimedia approach to teaching.

Social Media Use in Higher Education During the COVID-19 Pandemic: A Systematic Literature Review

This study reviews the literature to gain an in-depth understanding of the pedagogical role of social media in higher education institutions (HEI’s) during the COVID-19 pandemic. A systematic search in the Web of Science, Scopus, and EBSCO databases yielded 34 relevant empirical studies published between January 2020 and April 2021. The findings reveal that: a) the innovative possibilities furnished through social media facilitated the transition to a complete online learning setting, b) the majority of studies are oriented towards the perspectives of students, c) the lack of well-defined policy hinders the effective utilization of social media in the pedagogical process, and d) questionnaires were the mostly used data collection method overlooking the significance of digital tracing as a rich source of data. This article provides a research agenda to advance the knowledge of the pedagogical possibilities of social media, especially that these platforms were not used to their full potential for teaching and learning during the pandemic. This study also has practical implications for HEI’s and policymakers to recognize the significance of social media in maintaining educational sustainability

Instruction Librarians’ Perceptions of the Faculty–Librarian Relationship

This study investigates instruction librarians’ perceptions of their relationships with teaching faculty. Respondents to a survey of U.S. instruction librarians indicated that they tended to agree that their teaching was valued and they had autonomy in what they taught. However, the often one-time nature of library instruction limited their effectiveness as teachers, and respondents felt that faculty did not view librarians’ teaching as equivalent to their own. Respondents also reported a disconnect between their professional identities and others’ viewpoints, describing having their teaching role minimized or misunderstood by others, especially faculty. Additionally, a relationship was found between some aspects of librarians’ perceptions of the faculty–librarian relationship and three separate factors: formal, non-library teaching experience; length of time as an instruction librarian; and librarians’ amount of teaching. This research sheds light on the complexities of this important relationship and helps instruction librarians understand how others’ views impact their professional identities.

A continuing professional development imperative? Examining trends and characteristics of health professions education doctoral programs.

Despite the long-standing faculty development initiatives for improving teaching skills in the health professions, there is still a growing need for educators who are formally trained in educational theory and practice as health professions schools experience dramatic demand and growth. Graduate programs in health professions education (HPE) provide an avenue for health professions' faculty continuing professional development to enhance their knowledge and skills for teaching and curriculum leadership roles. There has been a proliferation of certificate, master's, and doctoral programs in HPE over the last two decades to respond to the growing need for well-prepared faculty educators and program leadership. The purpose of this study was to identify and describe current HPE doctoral programs in United States (U.S.) and Canada. The study first examined doctoral programs in HPE identified in earlier studies. Next, we searched the literature and the web to identify new doctoral programs in the U.S. and Canada that had been established between 2014, when the prior study was conducted, and 2022. We then collated and described the characteristics of these programs, highlighting their similarities and differences. We identified a total of 20 doctoral programs, 17 in the U.S. and 3 in Canada. Of these, 12 programs in the U.S. and 1 program in Canada were established in the last 8 years. There are many similarities and some notable differences across programs with respect to degree title, admission requirements, duration, delivery format, curriculum, and graduation requirements. Most programs are delivered in a hybrid format and the average time for completion is 4 years. The workforce shortage facing health professional schools presents an opportunity, or perhaps imperative, for continuing professional development in HPE through certificate, master's, or doctoral programs. With the current exponential growth of new doctoral programs, there is a need to standardize the title, degree requirements, and further develop core competencies that guide the knowledge and skills HPE graduates are expected to have upon graduation.

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

Multi-dimensional Optimization of Outward Bound Training Courses in Chinese Colleges with Further Discussions

This paper studies the multi-dimensional optimization of outward bound training courses in Chinese colleges with further discussions. Training plays an important role in physical education teaching, and teachers should follow the requirements of quality education and take the new curriculum reform as an activity to develop comprehensive quality development curriculum construction and optimization when carrying out teaching activities. Expansion training with its "first to know" experiential learning approach, breaking the traditional sports teaching model, by allowing participants to experience activities to achieve the purpose of stimulating potential, refining the will, strengthening the body, as well as further melting the team. We designed the novel ideas and consider the novel applications to improve the performance of the traditional teaching modes.

A CASE STUDY UTILIZING PODCASTING FOR EDUCATIONAL PURPOSES IN ONLINE TEACHER EDUCATION

This paper presents the results of a case study conducted at a university in Indonesia, which aimed to investigate the feasibility of using student-created podcasts for online interactive formative assessment in a pre-service teacher education course. The research was conducted as part of a larger, first-year initiative that aimed to record, refine, and spread efficient and original methods of using the internet for teaching and learning. Interviews with course instructors discussions in student focus groups (FGs), and overall course assessments all point to the podcasting assignment as a means by which the instructor, and students might gain new knowledge and insight from one another. Students gained the knowledge, competence, and assurance from the experience to do further independent research into technology for pedagogical reasons. This research helps us understand what future educators need to know to be successful in classrooms where digital tools like the internet and mobile devices play a central role in both teaching and learning.

Pengaruh Budaya Organisasi dan Disiplin Kerja Terhadap Kinerja Guru Sekolah Minggu Buddha Se-DKI Jakarta

Educational institutions or schools are complex institutions. Teachers are educators who have a direct relationship with their students and therefore play a very large and important role in teaching and learning activities. Therefore, to produce quality students, teachers must have good performance. The performance of Buddhist Sunday School teachers can be declared successful if they have achieved the work target. Factors that can have an impact on the performance of Buddhist teachers include: how to practice organizational culture, teacher discipline when carrying out their duties, and the results achieved by teachers in carrying out their roles.

IMPORTANCE OF EVALUATION IN TEACHING LEARNING PROCESS

Evaluation is an integral part of any teaching and learning program. Evaluation is the essential and important part of this program. In the teaching and learning program main two parts are the most important part i.e. student & teacher. So in the evaluation process also. There should be active participation of students in teaching- learning process. Evaluation plays an enormous role in the teaching-learning process. It helps teachers and learners to improve teaching and learning. Evaluation is a continuous process and a periodic exercise. It helps in forming the values of judgment, educational status, or achievement of student. Evaluation in one form or the other is inevitable in teaching-learning, as in all fields of activity of education judgments need to be made. Evaluation tools & techniques play an important role in teaching- learning process. They are a great tool to evaluate teamwork of students and individual contribution to group tasks in school. Evaluation tools are useful to teachers and students it also facilitate peer-review by setting evaluation standards. In this article, we discuss importance of evaluation in teaching-learning process

Research on College English Micro Course Teaching under the Guidance of Second Language Acquisition Theory

Under the background and premise of the continuous development of modern information technology, micro course plays an important role in teaching and has become a powerful assistant for educators. This informationbased teaching channel has attracted extensive attention in the educational field. Nowadays, micro class platform has become a powerful helper of College English teaching. The rise of micro class provides a stage for teachers to realize their own ideas. This new educational idea and method can open a new window for College English teaching, bring new reform and upgrading, and play a good role in reforming and alleviating the disadvantages of traditional teaching. Under the influence of second language acquisition theory, the application of micro class will embark on a new road, which is more in line with the development trend and needs of education in China. This paper focuses on the research of College English micro course teaching under the guidance of second language acquisition theory, hoping to provide some references and suggestions for relevant workers.

The Processes of Memory, Forgetting, and Transfer and Their Implications in the Learning and Learning Process: A Literature Review

The issue of transfer of learning that emerges in the context of education cannot be separated from the problem of remembering and forgetting in learning. Teachers must genuinely anticipate these issues. Each student has unique traits, and they are all unique both physically and psychologically. The goal of this study is to investigate memory, forgetting, and transfer issues in the learning and learning process. It is implied that a teacher shouldn't apply a generalization to all students. A teacher needs to know how to relate to and comprehend his students. However, in practice, teachers have not given this issue their full focus in classrooms. Because teachers play such a crucial role in the entire teaching and learning process, improving the quality of teachers in the teaching and learning process is one of the efforts being made to improve the quality of education. Thus, the topics of memory, forgetting, and learning transfer will be covered in this study.

A paradigm shift in studio pedagogy during pandemic times: An international perspective on challenges and opportunities teaching design online

This study advances the debate over the role of technology-enhanced teaching in the practice-based design studio. Framed by the exigencies of the early stages of the COVID-19 pandemic, a detailed survey and follow-up interviews illuminate the transformative experiences among 90 experienced design educators from seven countries. At the heart of this study is the question: where did design educators succeed in trying to approximate a physical studio using online technologies and where did technology-enhanced teaching fall short? Content analysis of qualitative data and reflective remarks provide a window into what educators see as the concrete pedagogical challenges and opportunities they have encountered. Their responses are analysed using the four major characteristics of the practice-based design studio: dialogical learning, the critique, studio culture and studio class size. The results clearly demonstrate that the social aspects of the physical studio with its informal learning opportunities are difficult to replicate online and dialogical learning could not be effectively established online unless classes were smaller. There were also positive responses, particularly using online collaboration platforms for online critiques. Design educators can now prototype a new studio pedagogy that incorporates online elements that potentially enhance the learning and teaching experience in the physical design studio, while rejecting those that do not work for their domain.

Measuring service quality delivered to undergraduate students at a public university in South Africa

Abstract The conceptualised and critically examined the thinking behind the quality of services rendered to undergraduate students at a state-owned institution in South Africa. The population was 106 and 106 questionnaires were administered and 87 were returned. The approach used for this study was a quantitative and a survey research method using a questionnaire to elicit information from the third-year undergraduate students of the Business Management Department at the University was followed. Findings from the study revealed that modern facilities were used to deliver quality services of teaching, research, and supervision of students. Many respondents attested to study guide materials at the Department of Business Management. Some of the students have issues with languages such as isiZulu, isiXhosa, and isiNdebele. Several recommendations were made which include: the need to have efficient, effective, and quality services delivered on a regular basis. The need to have more recent and diverse materials that could meet the broad needs of the students. The study made credence on effective and efficient services rendered by lecturers at different intervals in teaching, learning and supervisory roles. Improved consultation hours of lecturers and tutors could assist students’ inadequacy in study and materials required.

The role of explicit teaching of reading comprehension strategies to an English as a second language learner

Background: Reading comprehension is one of the most important skills a learner needs for academic achievement and is something which many South African learners lack. Studies suggest that explicit teaching of comprehension strategies has the potential to improve literacy. Aim: The aim of this article is to determine the role of explicit teaching of reading comprehension strategies to an English as a second language (ESL) learner. Setting: This study was conducted at a dual-medium quintile 5 primary school in the Western Cape. Quintile 5 are affluent schools (fee-paying schools) which receive less funding from the government. This is a single case study with a Grade 4 ESL learner. The medium of instruction was English. Methods: This is a qualitative interpretive study in which the researcher used an observation and interview schedules to collect data. Pre- and post-tests were conducted before and after the intervention programme (IP). Results: It was evident from the findings that the explicit teaching of three reading comprehension strategies and one-on-one interactions and guidance from the teacher enabled the learner, who is in Grade 4, to acquire critical thinking skills. The learner’s literacy improved, which boosted her self-confidence. Conclusion: As the three reading comprehension strategies were constantly and explicitly taught throughout the IP, these collaborative, multitiered approaches began to develop the learner’s habit of thinking in a higher-order manner. She began to develop a mindset of critical thinking, even in her second language.

Common mistakes in pronouncing English consonant clusters: A case study of Vietnamese learners

Pronunciation plays a significant role in English teaching and learning around the world and this particular field has received much attention from several scholars. The study was conducted to investigate common mistakes made by Vietnamese university learners while pronouncing English consonant clusters. This is a quantitative study with the participation of 39 English as a Foreign Language (EFL) learners. To collect data for the study, a pronunciation test was employed. The results show that the common mistakes made by the learners varied, depending on the types of consonant clusters. Specifically, clusters containing voiceless plosives led to the highest mispronunciation. There was also a tendency to simplify the complex clusters of three-consonant by deleting the first, second consonant, or in some cases, both. Accordingly, this study suggests pedagogical implications for teachers and learners in similar contexts in Vietnam in acquiring the pronunciation of English.

Emotions in artistic and physical education with university students of therapeutic pedagogy

This study describes and analyses a practical-formative experience session focusing on the identification and management of emotions with university students. The aim was to design, apply, and assess the proposal (emotions in musical and artistic pieces as well as their corporal expression) and give university students the tools to carry out similar sessions in their future teaching practice. The practice was valued by the students as useful, innovative and satisfactory. Pre-service teachers should be made aware of these types of sessions and taught how to deliver them in their future teaching roles.