Specific Teaching Research Articles

Analyzing and Discussing the Evolution of Arabesque Movement According to Dance Elements and Aesthetics

The present paper examines the different types and variations of arabesque dance movement from ancient times until today. The study analyzes and discusses the elements of arabesque dance, its common cultural elements as visualized through a chronological lens, its choreography, and its aesthetics in order to explore its development in terms of needs that arose from period-specific trends and dance stereotypes. The meaning of the term “arabesque” has changed from simply “a group of dancers,” now representing a delicate and highly masterful art. The gradual refinement of arabesque by dancers and instructors evolved an adept dancing system that positions the body in equilibrium by distributing its weight equally. The physical coordination, posture, and grace inculcated through arabesque movement benefit individuals' strength, posture, focus, and performance. Specific dance teaching styles, methods and strategies are also discussed based on outdoor and indoor modern setting, to create innovative education patterns for dancers, schools, academies or companies. Stakeholders, teachers, and instructors in performing arts should ensure the widespread distribution of these methods and their benefits to share their positive impacts with the world. 
 
 Received: 08 August 2023 / Accepted: 20 October 2023 / Published: 5 November 2023

Does it occur or not? – A structured approach to support students in determining the spontaneity of chemical reactions

Abstract Thermodynamics is a central topic of chemistry as it holds a crucial role in understanding chemical processes. Due to its complexity, level of abstraction and amount of “mathematics”, chemical thermodynamics is one of the most challenging subjects resulting in a huge number of inappropriate conceptions. To determine whether a chemical reaction is spontaneous in a particular direction, students need to apply a huge amount of chemical knowledge when completing a complex, multi-step thinking process. In a Design-Based Research project, we developed “unmathematical” instructional material that aims at supporting students in accomplishing this demanding task. By providing a step-by-step instruction and incorporating scaffolding measures, students are guided through four successive tasks. The material was implemented in more than ten upper secondary chemistry classes and four teacher education courses and was proved to be proper for independent work, supporting students in connecting thermodynamics to basic chemical knowledge. Working on the material enables students to overcome barriers in the field of chemical thermodynamics and to successfully complete tasks in the area of thermodynamics and physical chemistry. Teachers can easily adapt the material to specific contents, levels, and teaching requirements. Further, the supportive material can be applied to offer differentiated and individualised learning paths.

“TIME COMPETENCE” AS A DEVELOPMENT TOOL OF PROFESSIONAL IMAGE OF APPLICANTS OF EDUCATION IN INSTITUTIONS OF DIFFERENT LEVELS OF ACCREDITATION

It is analyzed in the article “competency in time” as a means of developing the professional image of applicants for education in institutions of different accreditation levels. There are highlighted characteristics of the “professional image”, “competence in time”. They will enable future specialists of socionomic professions to effectively carry out their professional activities. Scientists interpret “image” differently, focusing on its polysemantic category. It characterizes the style of professional and pedagogical activity, the manner of communication, the ability to individualize one’s image, to give it aesthetic expressiveness.There are summarized definitions of the terms “image”, “professional image”. It is defined “professional image of a specialist in socionomic professions” in the context of the study of the raised problem. It is an integrated image that combines internal and external characteristics. It also arises in the minds of other people in the communication process with him. It was established that “temporal competence” involves the effective organization of professional activity in accordance with the challenges of time and space. It creates conditions for professional self-realization. “Competence in time” is defined as the presence of knowledge, abilities and skills, experience in organizing one’s time resources, adequate perception of temporal reality.The development of the professional image of applicants for education in educational institutions (colleges) and higher education will take place more effectively if the case method is used. Attention is focused on three aspects of the case method: as a specific teaching method, as a paradigm of activity and way of thinking, and as a field of creative activity. It has been established that the simplest are “choice cases”, “closed” cases that contain all the necessary information ‒ a description of a situation that has two solutions. It is presented an indicative scenario of organizing a lesson on the development of “time competence” according to the case method, consisting of four stages (organizational, preparatory, analytical, final).
 Keywords: time competence; image; professional image; case method; professional training; development; education seekers; specialists in socionomic professions; professional preliminary educational institutions; higher educational institutions.

The making of a (new) surgeon: Opportunities for repeated messaging on NOTSS in the Canadian medical system

Proficiency in nontechnical skills (NTS) contributes to reduction in critical safety incidents and improvement in patient safety outcomes. Despite evidence demonstrating the importance of NTS in patient safety, there remains limited NTS specific curricula and formal teaching in Canadian surgical programs. We propose a three-stage longitudinal approach to education surrounding NTS using the Nontechnical skills for surgeons (NOTSS) framework.

Pemanfaatan Generatif AI dalam Pembelajaran Bahasa untuk Siswa SD: Pendekatan Inovatif dalam Meningkatkan Kemampuan Menulis

This research explores the importance of utilizing Generative Artificial Intelligence (AI) in language learning for Elementary School (SD) students. The research aims to identify whether the use of Generative AI can enhance the writing skills of elementary school students. The study was conducted with elementary school students from two different schools as the research population located in the Nanga Pinoh District, Melawi Regency. The research sample consists of two classes that used Generative AI in language education, while the other two classes served as the control group. Data analysis techniques included evaluating the students' written work, considering completeness, structure, and creativity. The results of the study show a significant improvement in the writing skills of students who received education with the utilization of Generative AI, demonstrating a substantial enhancement in the completeness, structure, and creativity of their writing compared to the control group. In conclusion, the use of Generative AI in language education for primary school students represents an innovative approach that can significantly enhance their writing skills. The findings of this research provide concrete evidence that Generative AI technology holds great potential for enriching the language learning experience and writing skills of primary school students. Suggestions for further research include the development of more specific and contextual teaching strategies, as well as expanding the range of subjects that can benefit from Generative AI. In this rapidly evolving technological era, further research on the use of AI in primary education will contribute to creating a more innovative learning environment that supports the development of students' language skills.

Application of Physical Animation and Simulation Technology Based on Multimedia Technology in the Interpretation of Physical Complex Concepts

This paper discusses the application effect and value of physical animation and simulation technology based on multimedia technology in the interpretation of complex physical concepts from the perspectives of theory and teaching practice. First of all, through analysis, understand the application status, advantages and limitations of physical animation and simulation technology in teaching; Secondly, through specific teaching cases and practical experience, this paper discusses how to use multimedia technology reasonably to improve teaching effect and students' understanding ability. Finally, according to the research results and teaching practice experience, some targeted teaching suggestions and application strategies are put forward to provide useful reference for physics education. Its research significance and value lie in: on the one hand, through in-depth discussion and analysis of the application of multimedia technology in physics education, it reveals its mechanism in improving teaching effect and students' understanding ability; On the other hand, it provides effective teaching methods and means for physics teachers to help them better explain the complex concepts of physics and improve the teaching quality and effect; Finally, it provides new ideas and methods for the future research of physics education and promotes the continuous innovation and development of physics education.

A Systematic Review: criteria and dimensions of learning experience

There has been an increased interest in evaluating students’ learning experiences in various academic domains. Some authors consider it an important aspect of education to assess the effectiveness of instructional methods, while others aim to enhance the quality of teaching and learning. Various perspectives can be highlighted, as many articles refer to the learning experience and its evaluation differently. However, few studies provide an explicit dimension to characterize it. Therefore, this study investigates how the learning experience is described in scientific literature, and what criteria are used to characterise learners’ learning experiences. This work aims to answer the following questions: Are there any theories used to examine the learning experience? What are the principal dimensions of a learning experience? How did the studies evaluate the learning experience? This literature review aims to provide an overview of research related to the learning experience and its evaluation. The study includes journal articles published in ScienceDirect, Springer, Wiley, IEEE Xplore Digital Library, and Google Scholar from January 2012 to November 2022. The PRISMA method was used to conduct a systematic review for this work. After identifying, screening, and synthesising relevant literature (Moher et al., 2009), 68 articles were selected, of which 20 will be addressed in this research stage. The selected studies employ various methods to evaluate the learning experience, including questionnaires, surveys, and scales, and they are conducted in various educational contexts, such as medical education, biology, language teaching, etc. The review analysis shows three principal dimensions of learning experience: the learner's perception of the learning environment, their attitudes and behavior in learning, and the learning activities. The study’s findings also highlighted that “learning experience” is used as a broad concept to describe specific teaching and learning scenarios or activities. Furthermore, few references from educational sciences have been identified to characterise it. This article delineates the dimensions characterising the learning experience, which helps develop and design new teaching and learning solutions.

English for nurse anesthetists in Indonesia: The needs analysis

ESP is a language teaching approach that targets the current and future academic or work needs of students, focusing on language, skills, discourse, and genres needed to meet the needs through specific teaching and learning methodologies (Anthony, 2015). Thus, the most prominent feature in the design of ESP course is the syllabus based on the students' needs analysis (Basturkmen, 2010). This study aimed to find out the needs of students and lecturers in the Diploma IV of Nursing Anesthesiology also nurse anesthetists in hospitals to design the ESP syllabus for students of Nursing Anesthesiology course in Indonesia. The needs analysis was conducted by distributing a set of questionnaires to all participants. The collected data were analyzed with descriptive statistics and further analyzed based on the comprehensive concept of needs analysis by (Dudley-Evans, T., & St John, 1998). The results revealed that the skills most needed in the target career are speaking and listening. In addition, all the twenty-four topics listed in the questionnaire were regarded as important, including some materials on cultural topics. Based on these findings, it is necessary to develop the ESP course for Indonesian nurse anesthetists with the integration of some cultural materials to help the students developing their communication skills to achieve effective cross-cultural communication in their current academic and future career as nurse anesthetists. English educators teaching this ESP course are recommended to have a fair knowledge about nurse anesthetist and anesthesia-related topics and implement a suitable teaching method emphasizing on teaching effective cross-cultural communication.

Finding The T and E In STEAM: A lesson taught and learned

We have seen students struggling with understanding and defining technology during years of educating pre-service teachers. This study describes lessons with pre-service technology teachers as we try, for us, a new way of scaffolding their understandings. By teaching technology through STEAM, we aimed to get our students thinking about technology and exploring what technology is for them. We chose aesthetic learning processes as a tool to reach this aim. The concept of aesthetic learning processes has been developed within Scandinavian educational research and is often used in our specific teaching environment within higher education. Students were introduced to the stop-motion movie technique and asked to express what technology meant to them. We analysed the student's movies through inductive analysis. Even though it was the aim of the students' task, we discovered that little technology content knowledge did transfer to the stop motion movies. On the other hand, from an aesthetic perspective, they were great. The movie gave us something to consider as teachers. It taught us what could be made better when trying to understand technology this way. We learned that in a STEAM setting, we lost the T and E and discuss the implications of interdisciplinary teaching.

Coherent lives: Making sense of adoptees’ experiences in education through narrative identity

AbstractChildren adopted from care become part of a hidden, but no less vulnerable, group in the education system and may be overlooked for allocation of additional support and guidance. Adoption is a relatively unique experience and adds layers of complexity, difference and vulnerability to young people's lives that are poorly understood and under‐researched. Adopted adolescents face significant challenges in social, emotional and behavioural aspects of school life. An attainment gap persists throughout their educational career. Adoptees are strikingly absent from many conversations regarding care‐experienced young people yet their needs and challenges are comparable with those of their peers remaining in the care system. Assumptions are made about adoptees’ opportunity and capacity to recover, concealing challenges faced in adjusting to adoptive life, including education. The impact of adoptees’ early experiences could lead to complex identity formation processes during adolescence, with potential implications for education experience and performance. This paper explores the potential of applying a narrative adoptive identity perspective to answer questions about how adopted children and young people experience school as an adopted person, i.e. how does their lived experience as an adopted member of a school community impact on their engagement with school, schoolwork and peer networks? The concept of ‘communicative openness’ is used to illustrate the vital role the school community plays in enabling adopted children to transition into and thrive in school. Taking a narrative adoptive identity approach may enable teachers to better meet adoptees’ specific learning and teaching needs as dictated by their unique experiences and enhance opportunities for better educational progress.

Awareness and Knowledge of Physiotherapy among Secondary Students in Kuala Terengganu

Physiotherapy is a healthcare profession concerned with human function and mobility, as well as the maximisation of potential. In recent days, though the awareness about the Physiotherapy profession is increasing, maybe still the complete awareness is not achieved. There is a high percentage of students who hold incorrect beliefs, necessitating the inclusion of specific teaching about it during undergraduate training. The purpose of the study was: (1) to examine the level of awareness regarding physiotherapy among secondary students in Kuala Terengganu, (2) to identify level of knowledge regarding physiotherapy among secondary students in Kuala Terengganu and (3) to determine the relationship between the level of awareness and knowledge regarding physiotherapy among secondary students in Kuala Terengganu. This is a quantitative cross-sectional study and conducted by online survey. The survey instrument for the study was a four sectioned, self-administered questionnaire. Section A was on demographic data (4 questions), while section B was on level of awareness regarding physiotherapy (12 questions). Section C required information on level of knowledge about physiotherapy practise (6 questions) while section D was on physiotherapy as a career (5 questions). A total of 388 of student’s form four and form five from 23 of SMK in Kuala Terengganu participated in the study. The method for sampling applied was convenience sampling. The respond of this study is 100% (n=338). Majority of respondents is form four (n= 205, 60.7%), with age 16 years old (n=205, 60.7%), female gender (n= 208, 61.2%) and Malay race (n=187, 55.3%). The level of awareness of physiotherapy is (n=145, 54.3%) and the level of knowledge of physiotherapy is (n= 65, 24.3%). The relationship between level of awareness and knowledge is (r= 0.189, CI=1.2449, 1.2744, p value= 0.002). The result shown there is a statistically significant, positive and weak correlation between level of awareness and level of knowledge regarding physiotherapy among secondary students (r=0.189, p=0.002).

The Role of Motivation in Second Language Acquisition of English

English learning is a typical second language course, so there are many challenges in the implementation of teaching activities and curriculum arrangement. From the perspective of second language acquisition theory, for second language teaching, whether it is in the curriculum design, teaching content arrangement, or specific teaching methods. This article attempts to investigate the role of motivation in second language acquisition of English. For students who are not inherently strong in language ability, there are many problems and obstacles in the process of language acquisition, which are much more difficult than other students. Therefore, these students not only lose confidence in language acquisition, but also lose motivation for English learning, ultimately affecting many students' English proficiency and application abilities. English speaking competitions, English gatherings, and other activities can be held to enrich their English learning life, stimulate and enhance students' interest in learning.

Profiles and developmental pathways of beginning teachers' intrinsic orientations and their associations with effective teaching behaviour

Prior research has highlighted the importance of intrinsic motivational-affective characteristics in empowering teachers to excel amidst professional complexities. This study sought to move beyond the prevailing focus on cross-sectional relationships between individual motivational-affective factors and specific aspects of effective teaching, seeking to understand their cumulative significance in shaping the longitudinal development of effective teaching. By proposing teachers' intrinsic motivational-affective orientations as profile indicators, this study profiles teachers during their initial two career years. Through surveying and observing 274 Dutch beginning teachers over three data collection waves, the results of latent profile and transition analyses identified two distinct profiles and four developmental pathways. A favorable profile exhibits positive correlations with stimulating learning climate and differentiated instruction. Moreover, the desirable pathways contribute to the development of differentiated instruction, offering valuable insights into sustainable professional growth for beginning teachers. Educational relevant statementThe present study holds significant educational relevance as it contributes to the theoretical understanding of teacher motivation, identity, and professional development. By identifying distinct profiles and developmental pathways of beginning teachers' intrinsic motivational-affective orientations, the study offers valuable guidance for targeted support strategies in teacher education and professional development programs. Furthermore, the recognition of non-linear associations between teachers' intrinsic orientations and specific effective teaching behaviours highlights the importance of cultivating desirable orientations to enhance teachers' capacity for establishing inclusive and stimulating learning environments. In general, this study carries practical implications for school leadership and educational institutions, offering avenues to foster positive and sustainable learning experiences for both teachers and students.

The three most important words in faculty workload: transparency, transparency, transparency

Among the most contentious topics between faculty and administration in higher education is defining what constitutes fair and equitable faculty workload. The provost, as chief academic officer, oversees the faculty workload policy, yet implementation is typically carried out at the department level. Specific teaching assignments for each faculty member are determined by the department chair, who must address the needs of the faculty and the department, with oversight from the dean. Like the real estate adage about location, location, location, we suggest that transparency is a critical factor for chairs in assigning faculty workload. Individual faculty sometimes feel that they are doing more work than their colleagues, and a lack of transparency regarding teaching assignments can cause suspicions of favoritism and inequity. Transparency leads to increased trust and a sense of accountability between faculty and academic leaders (O’Meara et al. 2019). Here we discuss three strategies for increasing transparency and, thus, faculty satisfaction in workload matters.

“Wait, I can’t do that anymore!”: pandemic teacher immediacy in college communication classes

IntroductionThe stress and strain due to various aspects of the pandemic affected teaching and learning. Relating between instructors and students, and between students, may never be the same. Adjustments to teaching and learning may still need to be made due to the lingering effects of the pandemic, especially as zoom classrooms continue to be used within communication and other disciplines.MethodsIn this study, the researchers interviewed 15 communication instructors, using indepth semi-structured zoom interviews, about their experiences in the pandemic classroom and how they attempted to build relationships and connections with students during the COVID-19 pandemic.ResultsThe researchers found specific immediacy strategies used by instructors, with participants indicating they attempted to use the more traditional teacher nonverbal immediacy behaviors such as eye contact, facial expressions, physical distance, and touch, but were hampered by the wearing of masks, practicing social distancing, and moving to online teaching modalities where student engagement was limited at best. Instructors also adapted verbal immediacy behaviors, as they used various strategies for inviting participation, providing feedback, and being real to develop connections with students, as well as building in specific teaching structures into their pandemic classrooms. In addition, participants indicated they used a variety of additional immediacy-related strategies and behaviors to build relationships once moving to blended HyFlex or online teaching. These strategies were used consistently, as instructors seamlessly moved between the online synchronous classroom, the blended classroom, and the face-to-face classroom with masking and physical distancing required.DiscussionOur research revealed that there were unique ways relationships were built, typically using different types of media to enact teacher immediacy in nuanced ways. We argue that looking at such teaching using both media multiplexity and embodied pedagogy perspectives can enhance the teacher immediacy literature by demonstrating how teacher immediacy was changed during the pandemic, as media richness increased the likelihood of developing relationships between teachers and students through an embodied pedagogy of caring using technological tools.

110 Identification of Urinary Incontinence through Comprehensive Geriatric Assessment among an integrated care programme of older persons population

Abstract Background Urinary incontinence (UI) is an under-reported and treatable condition, associated with reduced quality of life. The Integrated Care programme of Older Persons (ICPOP) supports people with complex care needs in their home. There is no available research on the rate of UI among the ICPOP population. This study aimed to assess UI in this group. Methods A convenience sample of 100 patient records selected randomly from an ICPOP serving approximately 30,000 people from 2017 to present were retrospectively reviewed; including patients charts, Comprehensive Geriatric Assessments (CGAs) and outpatient letters. As part of the CGA each person was assessed for UI on domiciliary visit. Irish geriatric medicine trainees were surveyed to assess their self-reported confidence assessing and treating UI. Results Of the 100 patients CGAs reviewed, 62% were female. 11% had UI reported on their referral to ICPOP. 56% reported UI during their CGA. Only 18% of those with UI had UI generated on to their problem list. Of those patients with UI, polypharmacy (≥5 medications) was noted in 89%. 77% of those with UI were on a medication associated with worsening UI, while only 18% of those with UI were on a treating medication for UI. 25% had their UI assessed at clinic, including 7% who were referred onwards to urology for management of their UI. 80% of geriatric medicine trainees said that they did not feel confident managing UI and 100% said they would like to receive further teaching on UI. Conclusion CGA is an excellent method for identifying UI. This data suggests that UI is more prevalent among the ICPOP as compared with an inpatient population and the general population in the same age group. Further specialist teaching is needed to improve trainee confidence in this area.

Hvordan tilrettelegge for læring av yrkesteori?

The aim of this study is to investigate how teachers facilitate the training in vocational theory that can motivate students for learning in the Restaurant and Food Science (RM) education programme. By using focus group interviews of vocational teachers and a survey of students, the study seeks both teachers’ and students’ experiences of teaching and learning vocational theory respectively. Students who choose vocational education expect a lot of practice in the education and may therefore experience challenges when the training consists of theory. This can have consequences for the students’ motivation for learning and for completing the education. The results from the interviews show that the vocational teachers emphasize teaching theory in a classroom context before the theory is translated into practical work. When the teachers link theory to practical tasks, vocational guidance and differentiation are prominent, but no specific methods are presented for the preparation of vocational theory. The results from these interviews are compared with results from the survey of students and what they think motivates them for learning occupational theory. The students’ experiences mainly coincide with the teachers’ statements, but the students’ answers also refer to specific teaching methods that motivate them to learn.

Intergenerationology: The Scientific Study of Circular Movement Between Generations.

In this article, we propose a new term, "intergenerationology." Intergenerationology is proposed as a unified term to describe the numerous research and practice models concerning many aspects of circular movement between generations. We define the term intergenerational, with historical context related to research, practice, and policy in the social, behavioral, and health sciences. We also describe how different disciplines have interacted with regard to generations from different yet complementary points of view. Having the term intergenerationology will (a) enable the acceleration and unification of intergenerational studies and practice across disciplines by promoting easy communication among disciplines, (b) encourage more research from diverse science disciplines by giving a name to a popular area of study within them, and (c) provide a recognized term for researchers and practitioners to define their specific teaching, practice, and research interests.

Faculty Development Program in Nepalese Medical Schools: Past, Present, and Future Perspectives.

Teaching medical students is an art that requires expertise in the core content of the subject and specialized teaching techniques. Learning to teach medical students and teachers learning from those teachings themselves is a lifelong process. Short medical teacher training courses in various specialized teaching techniques lay the foundation for a positive teaching experience that can substantially impact medical education. The Faculty Development Program is one such training course for medical teachers, designed to be an essential step toward becoming a student-centered facilitator. This article sheds light on the current status and significance of the faculty development program in Nepalese medical education. It also offers suggestions and critical strategies to improve the program in the future with available resources and to integrate it further into medical education. Keywords: Faculty development program; medical education; Nepal; teacher training.

Telehealth in paediatric physical therapy education: Strategies and perceptions of interns and caregivers of children with disabilities in Brazil.

To describe the implementation of paediatric rehabilitation telehealth at a physical therapy (PT) unit in Brazil during the COVID-19 pandemic and to describe the perception about this modality by two groups: (1) undergraduate PT students using telehealth during their clinical rotations in this unit and (2) the caregivers of children with disabilities receiving the services. Twenty-one PT interns (19 females; 25±2years of age) and seven caregivers (seven females; 40±6years of age) of seven children with disabilities (five females; 10± 4years of age; five children diagnosed with cerebral palsy) responded to an online questionnaire about their experience with the telehealth programme. Participant attendance and frequency of objective responses were reported descriptively; open-ended responses were analysed qualitatively and grouped according to broad themes. 71.4% of interns rated telehealth as an excellent or good experience, and 28.6% did not appreciate it. In addition, 28.6% of them thought that telehealth should be part of the mandatory internship. Regarding caregivers, 85.8% judged the telehealth programme as excellent or good. Both interns and caregivers cited pros and cons related to technology, professional resources, communication skills and caregiver-related aspects, among others. Specific teaching strategies had to be utilised for implementation of telehealth. Despite being a novel modality for interns and caregivers, telehealth was well accepted.