Teach Students Skills Research Articles

SỬ DỤNG CÂY QUYẾT ĐỊNH ĐỂ XÂY DỰNG CÔNG CỤ ĐÁNH GIÁ KẾ HOẠCH BÀI DẠY NHẰM PHÁT TRIỂN NĂNG LỰC HỌC SINH

This study explores the application of decision trees - a machine learning technique in the development of a tool for evaluating lesson plans. This is a new approach to conducting educational evaluation tools. The goal is to enhance the lesson design skills of student teachers and instructors through self-assessment and adjustment of their lesson plans. Decision trees are used to simulate the decision-making process, providing accurate and consistent evaluations of the descriptions of appropriate teaching aids and materials in line with educational objectives. The paper describes the construction of a teacher's lesson plan evaluation tool with six criteria, and the initial use of this tool to improve the quality of lesson plans for teachers and student teachers. Initial results indicate that the ability of student teachers and instructors to construct application activities and articulate objectives has been enhanced.

The Effect of the Simulation Method on Creative Thinking Ability and Basic Teaching Ability of Islamic Religious Education Students

This study aims to determine the effect of the simulation method on the ability to think creatively and the basic teaching skills of students majoring in Islamic Religious Education (PAI) at the Ibnu Sina High School-Batam. The approach used in this research is quantitative, using quasi-experimental techniques. The research design used is the pretest and posttest design. The sample used in the study was students majoring in PAI, totaling 23 people who took the Learning Methods and Strategies course. Data collection is done by testing techniques. The test is used to measure students' creative thinking skills and basic teaching abilities. Data were analyzed using the N-gain and correlation test and F test, in this case, it was done with the help of SPSS 16 software. Based on the data and analysis results and statistical tests (N-gain test) it can be concluded that the simulation method has an effect on the ability to think creatively by 56 % and the basic ability to teach students majoring in Islamic Religious Education (PAI) at the Ibnu Sina High School-Batam is 79%. Based on the F test, these results are in the very convincing category. Therefore it can be said that the simulation method can be used as an alternative to developing students' creative thinking skills while improving their basic teaching skills.

Developing a Project-Based Learning Course Model Combined with the Think–Pair–Share Strategy to Enhance Creative Thinking Skills in Education Students

The aim of this research was to produce a project-based learning (PjBL) course model that combines with the Think–Pair–Share (TPS) strategy and to determine its effectiveness in improving the creative thinking skills of education students. The sample of participants comprised 100 students from a university in Bangkok, Thailand. Five main elements comprised the PjBL-TPS course: 1. Project Preparation (including an introduction, pairs formation, and an understanding of the project); 2. Project Pair Cooperation (including discussion, knowledge framework development in pairs, practice analysis, brainstorming, and pair feedback); 3. Project Production (including its development, testing, refinement, and presentation); 4. Project Evaluation (including giving feedback on the work of the other pairs); and 5. Project Conclusion (including reflecting on the overall experience of the project). The results show that, in their post-course exercises, the students displayed enhanced creativity in all areas of creative skills (involving fluency, flexibility, originality, and elaboration). The experimental group demonstrated significantly higher creativity levels compared to the control group. In addition, the post-course assessments of the self-perceived creativity improvements of the students revealed that, post-course, most of the students perceived improvements in every aspect of their creativity.

Analysis of Micro Teaching Course Implementation to Improve 8 Basic Teaching Skills for Accounting Education Students

The aim of this study is to describe the implementation of micro teaching in improving 8 basic teaching skills for future students in the accounting education course and to describe the constraints that accounting students experience during the implementation of the practice of micro teaching. The data processing technique in this study using the interactive analysis miles and huberman, which was afterward analyzed using the NVivo 12 applications. These findings include the following: (1) accounting education students are able to perform the practice of micro teaching with 8 teaching skills, (2) micro teaching was able to raise public speaking accounting education (3) micro teaching was able to provide teaching pictures to accounting education students before going directly into the field, (4) micro teaching was able to enhance communication skills for accounting students, And (5) through practice micro teaching can enhance students' creativity in choosing both learning and media strategies. The study was carried out to see if performing micro teaching in accounting education could improve student teaching skills to prepare students as prospective teachers.

Maintenance Effects for Preschool Students Participating in First Step Next

In preschool settings, ample evidence has long existed that some administrators and educators rely heavily on exclusionary practices to address unwanted behaviors despite evidence they are ineffective. There is a need for evidence-based interventions that provide teachers with skills to foster positive student–teacher relationships, teach students skills that result in positive interactions with teachers and peers, and provide opportunities to practice new skills during daily classroom interactions. First Step Next (FSN) is a short-term, multi-component Tier 2 intervention that helps address these needs. The current study examines the extent to which the immediate post-intervention effects were maintained after the FSN intervention was delivered in U.S. preschool classrooms. Results provide evidence that initial, post-intervention gains reported for social skills, problem behavior, student–teacher conflict, and relational aggression domains were maintained for 2 months post-intervention. The current study adds to the evidence base suggesting that FSN is a promising alternative to exclusionary discipline as its’ implementation addresses several factors contributing to continued reliance on these ineffective approaches such as (a) the escalation of conflicts with students with challenging behavior, (b) failure to anticipate and defuse problem situations, (c) unclear communication of behavioral expectations, and (d) unskilled use of teacher directives.

Towards a Paradigm Shift: Analysis of Student Teachers’ and Teacher Education Institutions’ Readiness on Kurikulum Merdeka

This research is to examine the preparedness and initiatives of Teacher Training and Education Institutes (LPTK) and student teachers in implementing Kurikulum Merdeka. This cross-sectional study employs a phenomenological approach. The study encompasses 448 student teachers from various provinces in Indonesia. Data were gathered through a questionnaire featuring open-ended questions, and the results were analyzed using a multistage descriptive coding and pattern approach. The findings reveal that 82.81% of student teachers are ready to implement Kurikulum Merdeka. However, in terms of understanding, 24.55% of them still need to improve their understanding about the new curriculum. In conclusion, there persists a need to continually enhance the knowledge and skills of student teachers in navigating the implementation of Kurikulum Merdeka. Additionally, LPTK must ensure the provision of competencies adequately.

Perception of Pamong Teacher on Teaching Skills of PAI Educational Field Practices (PLK) in Padang City

The background of this research is that there are still various problems when students carry out Educational Field Practices (PLK), which are related to student teaching skills. The purpose of this study was to find out how the teacher's perception or view of the teaching skills of PLK students of the Islamic Religious Education Study Program, Padang State University who carried out PLK at Air Tawar Barat Padang High School, to be precise at Pertiwi 1 High School and Labor UNP High School. The method used in this study is a qualitative method with a case study approach. The object of research is 6 tutor teachers. Based on the results of the study, showed that the teaching skills of students according to the perception or view of the tutor showed that (1) the skills to open and close lessons in general were good, only that students forgot to put forward indicators and motivate students, (2) skills in explaining material were good, able to use media learning that attracts students, conveys indicators and learning objectives, but in mastering the material is less in-depth and needs enrichment. (3) class management skills are quite good, students are still confused and overwhelmed in dealing with student behavior.

Analysis of Program Development, Benefits, and Challenges of Implementing "Kampus Mengajar" in Improving Teaching Skills of Muhammadiyah Makassar University Students

The purpose of this study is to analyse the development of the Kampus Mengajar programme and its role in improving the teaching skills of students at the University of Muhammadiyah Makassar, as well as the opportunities, benefits, and challenges of the program. This research uses a qualitative case study approach, with the participants being students of Muhammadiyah University of Makassar and the school staff, including the principal, teachers, and staff of SDI Bontoramba in Gowa Regency, South Sulawesi. The results showed that the Kampus Mengajar programme plays a very important role in developing and improving student teaching abilities and skills obtained through implemented programmes and teaching assistance in terms of increasing student literacy and numeracy. In addition, other programmes such as technology adaptation and administrative assistance also provide great benefits to the school, especially training on the implementation of online learning and the development of learning media. Teachers in the school are also able to practise directly and develop the ability to use technology in the teaching and learning process with the help of students at Kampus Mengajar. The role of universities also has a major impact on improving students' teaching abilities through evaluation and student teaching feedback. The program's challenges for students are related to a lack of student ability in terms of using technology during learning, as well as some students' low literacy and numeracy skills, requiring more intensive assistance, and also requiring creativity and innovation in creating learning media that are fun, useful, and on target.

Use of logic for improving the higher-order thinking skills of student teachers

This paper is a report on the results of the intervention program designed for improving the higher-order thinking skills (HOTS) of Israeli Arab student teachers. The intervention program represents a series of webinars on the foundations of the Aristotelian logic, propositional logic, and some of the contemporary models of informal argumentation. Zoom application was used for the implementation of the webinars. This research project was designed as a pre-/post-test quantitative study with a qualitative component. A mixed-item questionnaire with two open-ended items was used to measure participants’ understanding of logical reasoning and argumentation. The results of the pilot showed good internal reliability of the scale (α<0.81). Tests of argumentation were performed to examine participants’ actual argumentation skills. The pre-intervention results indicated that many of the participants from both control and intervention groups had a vague understanding of logical reasoning and argumentation and weak argumentation competence. The post-intervention data suggested positive changes in the intervention group participants’ understanding of logical thinking and argumentation and an improvement in their actual argumentation skills. This study was planned as the first one in a series of studies aimed at using informal and formal logic to foster students’ HOTS.

Beliefs About Secondary-Age Students with Extensive Support Needs Participating in Their Health Care at School

The purpose of this qualitative investigation was to understand the beliefs of parents and school personnel about involving secondary-age students with extensive support needs in their specialized health care procedures at school. Participants included parents, special education teachers, school nurses, one-to-one nurses, and paraprofessionals reporting on nine middle school, high school, and post-high school students for a total of 32 participants. Semi-structured interviews were conducted and then analyzed by case using an inductive coding approach. A synthesis of salient findings across groups generated four themes that describe beliefs about involving students in their specialized health care procedures. These were: (a) student characteristics make it challenging, (b) must be safe, (c) working together is essential but difficult, and (d) involvement promotes well-being. Families and school personnel predominately valued student involvement in health care at school for perceived social-emotional benefits and potential positive adult outcomes but were unsure how to mitigate barriers to teaching students skills needed to participate in their health care. Implications discussed offer guidelines to enhance scientific and practitioner knowledge that promotes student involvement in health care at school for secondary-age students with extensive support needs.

Role of Artificial Intelligence in Future of Education

Purpose: The purpose of this study is to examine that Globalization has radically altered human society in the previous 150 years. With the internet of things, energy, and the cyber-physical systems governed by it coming to an end, conventional education faces an immense challenge. That will associate this tension with internet usage and reward students and teachers alike. It can be claimed that future education is entirely built on the internet of things, energy, and the cyber-physical systems ruled by it. As these systems end, traditional education confronts a massive challenge. This moves increases students' screening time, which influences their mental health. Theoretical Framework: The paper speculates on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes with also evaluating literature available. Design/Methodology/Approach: The classification algorithms SVM, Naive Bayes, and Random Forest benefit from 5-fold Cross-Validation with 206 students from Delhi NCR and outside. Researcher is finding for how are the ages distributed? How many students got mental health care? So, what did they do? Their ages? How many meals did they eat? After the COVID-19 virus spread in Delhi, India, the study looked at factors that led to an increased mental health burden for undergraduate students in the city. The dataset is constructed by combining data from several domains such as age, time, medium meals etc. Thus, researcher pre-processed the data and classified it into four categories based on their location within the Delhi NCR and outside the NCR. The suggested model is evaluated using a K field fold cross-validation test. Findings: The findings have shown that practical implications of technology will positively impact education in the future, but it may also have severe implications. Teachers and students should grasp this chance to encourage greatness and break down the hurdles that keep many children and schools from reaching it. As a result, all countries must develop a more technologically advanced education system in the future. Research, Practical and social implications: The study in advances in technology will have major distractions in the workforce as automation might replace more than fifty percent of jobs. It is crucial to teach students skills to thrive in digital workplace, engage positively with technology to explore its full potential. The contribution of this study about AI systems are technically feasible for instructor-learner interaction. It is important to foster AI literacy in students to break the barrier of misconceptions and make way for imagination, innovation with new perspectives in society. Originality/Value: The value of the study is to educational institutions and related organizations seeking for role of artificial intelligence in education.

The effectiveness of virtual reality technologies on the level of teaching skills for students of the Faculty of Physical Education Sadat City University

The effectiveness of virtual reality technologies on the level of teaching skills for students of the Faculty of Physical Education Sadat City University

Life and career skills of student teachers in Thailand: A factor analysis

Life and career skills of student teachers in Thailand: A factor analysis

Seamless Learning Implementation to Improve Student–Teacher Skills in Lesson Planning

Seamless Learning Implementation to Improve Student–Teacher Skills in Lesson Planning

Development of Better Teaching and Learning Models in the Competence of Basic Teaching Skills of Students

The objectives of this study are: (1) to develop a Better Teaching and Learning model that can foster character, increase student interest, activity, and learning outcomes in teaching exercises, and determine the validity, effectiveness, and practicality of the Better Teaching and Learning model. This research is a research development (RD). The research was carried out in three stages: (1) Theoretical exploration and expert research on the Better Teaching and Learning model. (2) Empirical test to empirically validate the Better Teaching and Learning model. (3) The implementation stage to determine the effectiveness and practicality of the Better Teaching and Learning model. The results showed that the Better Teaching and Learning model was developed to integrate the basic teaching skills and was presented in eight stages of teaching skills. This model is declared valid by the validator and supported by empirically validated results through field trials. This model has also been tested for its effectiveness in fostering character and increasing student interest, activity, and cognitive learning outcomes. The practice of implementing the Better Teaching and Learning model has also been tested through observations of the ability of prospective teachers in classroom learning, learning responses to the ease with which prospective teachers use the Better Teaching and Learning model, and student acceptance responses to the Better Teaching and Learning model applied by a pre-service teacher. The final result shows that the Better Teaching and learning model developed has met the criteria of validity, effectiveness, and practice.

The effectiveness of virtual reality technologies on the level of teaching skills for students of the Faculty of Physical Education Sadat City University

The effectiveness of virtual reality technologies on the level of teaching skills for students of the Faculty of Physical Education Sadat City University

The development of concept development-collaborative decision-making problem solving (CD-CDMPS) to improve the prospective physics teachers’ decision making skills

Developing a concept development model - collaborative decision making problem solving (CD-CDMPS) to improve the prospective physics teachers' decision-making skills has been carried out. This study aims to develop a teaching model that is effective in improving the decision-making skills of student-teachers. The method used in this research is R D (research and development), which includes the following stages: (1) needs analysis; (2) product development (design, development, and product validating); (3) field test of the products produced; and (4) product improvement based on the results of the field test. The research subjects were 23 prospective physics teachers on a limited-scale trial and 76 prospective physics teachers on a large-scale attempt at a university in Makassar, South Sulawesi. The research instrument used was a 5-point decision-making skill test in the form of a description. The results showed that after applying the CD-CDMPS lecture model, most students achieved improved decision-making skills in the high category. Thus, the CD-CDMPS model developed can be effectively used to improve students' decision-making skills.

Evaluative Knowledge and Skills of Student Teachers Within the Adapted Degree Courses

Due to the COVID-19 pandemic, many university initial teacher education courses have been adapted into remote mode. Starting from specific topics of the training curriculum, the work focuses on adapting courses on evaluative knowledge and skills in an e-learning environment; it examined the development of student teachers’ evaluative knowledge (terminology and concepts) and skills (design of paper and pencil assessment tools) who took the adapted courses. A comparative study of two adapted university degree courses (University of Bergamo and Mediterranean University of Reggio Calabria in Italy – initial training of future primary school teachers) in the area of evaluation, was carried out. The study involved 155 primary school student teachers and made a mixed method investigation with sequential system. The first exploratory method collected quantitative data by an “ad hoc” questionnaire on student teacher’ knowledge, the second confirmatory method gained qualitative data through the document analysis of paper-and-pencil assessment tool on student teachers’ skill. The results highlight substantial similarities on knowledge (function of evaluation, difference between evaluation and assessment, object of school evaluation) and skill (ability to refer to real situations and promote situated knowledge) but also differences (construct of school “evaluation processes” and ability to provide different solutions for solving the task) e specific difficulty in implementing the “constructive alignment.”

The Development of a Training Package for Student-Teacher Counseling Skills

The purposes of the study were 1) To develop a training package for counseling skills of student teachers, 2) to study the effectiveness of the developed training package on student teachers’ counseling skills, and 3) to study student teachers’ satisfaction with learning with the developed package. The study was conducted using a combination of the developmental and a quasi-experimental design. Two groups of participants were assigned to the study. Group one consisted of 3 experts taking part in the training package evaluation. The second group consisted of 32 student-teachers majoring in learning psychology who were selected using voluntary random sampling. The instruments include a training package for counseling skills of student-teachers, a training package evaluation form, a pre-post test, and a satisfaction questionnaire. The mean score and standard deviation were used to analyze the data gained from the training package evaluation form and satisfaction questionnaire. A paired-samples t-test was used to study the effectiveness of the developed training package. The results of the study could be concluded that the training package was developed with the potential to improve the participants’ counseling skills. At the implementation stage, the participants’ skills were positively affected after participating in the training program. Moreover, they were satisfied with the learning activities throughout the training package. The results of the study could be implicated in teacher education and research studies aiming to understand how counselling skills could be developed.

A comparative analysis of moral education forms in the digital learning environment within educational settings and students’ preferences

Introduction. The paper is devoted to the problem of comparing the readiness of schools, students and future teachers for moral educational activities in the digital learning environment. In order to solve the research problem, it is necessary to compare forms of moral education activities in the digital learning environment which are offered by modern schools and the expectations of students, as well as the preferences and skills of Education students – future teachers. Thus, the purpose of the research is to compare the preferences of students and the forms actually used in the content of education in the digital learning environment. Materials and Methods. The method of analysis of information from official school websites was applied. Based on its results, a written survey of pupils and future teachers was carried out in order to select / reject the choice of each form of activity for the subsequent ranking of the forms of moral educational work in the digital learning environment. The authors analyzed the websites of selected Chelyabinsk schools where teaching internship of Education students was carried out. The sample included 135 secondary and high school students (59 male and 76 female) and 34 university students (2 male and 32 female). Statistical data processing was carried out on the basis of the Mann-Whitney U- test and the Wilcoxon T-test. Results. The authors summarized the range of forms of moral educational activities implemented by schools, which included online festivals, workshops, shifts, online theaters, thematic meetings, online projects, class hours, memos, educating activities, video lessons, school media channels, online newspapers, promotions, publication of collections, competitions, online forums. It was found that a wide range of activities was offered only in one educational setting. The rest limited themselves to participation in municipal events. Meanwhile, it was emphasized that schoolchildren showed interest in the proposed activities. The authors noted that workshops, online projects, promotions, competitions and shifts aroused the greatest interest. The main research result consisted in comparing the preferences of students and future teachers regarding the identified forms of work. Based on the Mann-Whitney U-criterion (Uemp=116.5 at a significance level of p≤0.01), the authors found that pupils and students had close preferences for the forms of educational activities in the digital learning environment. However, the Wilcoxon T-test (Temp=5.5) showed that students, being prepared to conduct moral educational activities, did not aim at implementing them in the digital learning environment. Conclusions. As a result of the study, the authors came to the conclusion that the preferences of pupils and future teachers basically coincided, which could potentially give a good result of moral educational work in the digital learning environment. However, firstly, schools have not formed such a wide range of moral educational activities in the digital learning environment as they have done in traditional offline education. Secondly, future teachers consider the digital nature of the educational environment as a demotivating factor, demonstrating the desire to educate offline, by their own example. They do not tend to look for a ‘fundamentally different’ organization of education in a digital educational environment.