Teaching Strategies In Education Research Articles

Promoting environmental education in primary school students

In this work, a program has been developed to evaluate and strengthen environmental training. To do so, two work groups were analyzed, one control and one experimental, to which two simultaneous strategies were applied. On the one hand, the control group received traditional support, while the experimental group received the designed program. For information collection, a questionnaire was used to measure the skills acquired. The main results show that the educational program is highly effective for environmental training and allows students to gain significant knowledge over time. These findings show the urgent need to incorporate new educational teaching strategies and to carry out continuous supervision for long-term improvement.

Beyond inclusion: reviewing pedagogical strategies in teacher education on gender and sexual diversity

While the scholarship on Gender and Sexual Diversity Teacher Education (GSDTE) often remains disconnected from broader Teacher Education research, emphasizing the Pedagogy of Teacher Education offers a pathway to bridge these gaps. This scoping review synthesizes findings from 54 empirical GSDTE studies, published in Spanish or English between 2010 and 2023, examining pedagogical strategies and their impact on pre-service teachers (PSTs). Spanning 13 countries, the review reveals a Global North-South divide in research and practices, consistent with previous reviews. Class discussions emerge as central for challenging cis-heteronormativity, while online forums and reflective writing exercises expose PSTs’ tensions and beliefs about gender and sexual diversity. Activities involving practical application, such as role-plays and lesson planning, require significant cognitive and emotional engagement, overwhelming some PSTs but strengthening others’ commitment to anti-homophobic and anti-transphobic teaching. Collaborative projects and practicum experiences further challenge cis-heteronormative beliefs in authentic contexts. The review calls for increased collaboration between institutions, programs, and countries in GSDTE and highlights the importance of fostering critical reflection among PSTs, particularly in the face of rising anti-gender and neoconservative movements.

What is the effect of different interprofessional education teaching strategies on healthcare professions students' interprofessional learning outcomes? A systematic narrative review.

To explore different types of interprofessional education (IPE) teaching strategies used in pre-licensure interprofessional learning programmes and the effective components of these strategies in promoting student learning, IPE skills, behavioural change, organisational practice, or patient health outcomes. IPE is rapidly becoming a core element of health professions preparation programmes worldwide, but the differential effects of different ways of delivering IPE are not well documented. Systematic narrative review. Systematic searches were completed in four major biomedical databases from inception until 2023. The most dominant approach for each study was used to classify the studies. The standardised effect of different IPE interventions on healthcare professional students' interprofessional learning outcomes were extracted and compared. Simulation was commonly used by IPE educators in undergraduate health education settings, changing participants' attitudes toward interprofessional learning. In addition, role-play, group discussion, and case studies showed significant benefits in improving communication and collaboration abilities. Based on the component analysis of the included 24 studies, IPE developers were recommended to consider key elements in designing effective education interventions, including a specific teaching setting, a well-designed strategy, an appropriate guiding theory, and suitable educational outcomes which target the learning elements that the intervention was designed to affect. The available data suggested that no single teaching strategy was superior in improving health students' interprofessional learning outcomes. Controlled intervention studies that randomise similar student populations to different IPE strategies are needed to improve understanding of their comparative effects on different learning outcomes.

Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study

One goal of teacher education is to create learning environments where pre-service teachers can explore and enhance their digital competencies. We aim to contribute knowledge on how these learning environments should be designed. First, our study focuses on examining the changes in pre-service teachers’ Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) over one semester. Secondly, we evaluate the impact of various teaching strategies aimed at fostering these professional digital competencies, as conceptualized by the Synthesis of Qualitative Evidence (SQD) model. Our sample comprised 308 pre-service teachers (30% male students; x¯age = 23.29) from one German University attending different seminars (N = 40). Utilizing latent-change score models and bi-factor exploratory structural equation models, we indicated no significant overall change in TPK and TPACK across seminars. Taking into account the SQD teaching strategies and students’ satisfaction with these, not single teaching strategies but the orchestration of these strategies significantly positively impacted the development of pre-service teachers’ TPK and TPACK across seminars within a semester. These findings highlight the importance of employing various teaching strategies in pre-service teacher education to enhance pre-service teachers’ TPK and TPACK.

The Impact of Football Learning Interest on Learning Satisfaction in University Football Courses

Under the contemporary education system, physical education is crucial to the cultivation of students' physical and mental health, team spirit and competitive awareness, and physical education can better promote the overall development of students. As a global sport, football occupies an increasingly important position in campus physical education. Although there have been studies focusing on university students' interest in learning football, there have been few studies systematically exploring its impact on learning satisfaction in university football courses. This study aims to fill this gap by conducting a questionnaire survey on 377 students at a university in Hubei through qualitative and quantitative methods, analyzing the data using SPSS software, and examining the reliability and validity of the questionnaire as well as the correlation between interest in learning football and satisfaction with learning in university football courses. The study found that university students' interest in football learning was significantly and positively correlated with their satisfaction with the football course, with the four dimensions of positivity of participation in football, performance in football matches, degree of participation in football, and independent inquiry learning football all having a positive effect on satisfaction. The study emphasized that enhancing students' interest in football plays a key role in improving learning satisfaction and teaching effectiveness in university football courses. Therefore, it is recommended that educators and course designers pay attention to cultivating students' interest in football in order to meet students' needs and improve the quality of teaching and participation. Meanwhile, school administrators should optimize physical education teaching strategies based on the results of the study to promote the progress of campus football education.

The purposes of internationalisation – future teachers’ perspectives

ABSTRACT This research investigates the purposes of internationalisation from the perspective of a group of international prospective teachers studying at a Swedish university. The results show that the prospective teachers’ understanding of internationalisation corresponds to three ideologies of internationalisation – idealism, instrumentalism, and educationalism – but there is also evidence of a more complex and multifaceted understanding of internationalisation. We propose that a new internationalisation ideology may be emerging that corresponds to ideas about ‘responsible internationalisation’ and is connected to the COVID-19 pandemic and changing geopolitics. The importance of taking future teachers’ viewpoints into account, as well as a considering changes to global and local educational contexts, is emphasised when formulating internationalisation strategies in teacher education.

Pedagogical Strategies for 21st-Century Classrooms

The book is a dual-purpose resource designed to enhance both teaching and learning processes within contemporary education. This book addresses a significant gap in educational literature by focusing on adaptable pedagogical methods that benefit both educators and students in diverse classroom settings. It is structured in two main parts: the first ten chapters present ten essential teaching strategies for educators at all levels, addressing real-world challenges with practical methods. Topics range from collaborative and cooperative teaching to inquiry-based instruction, visualisation, and technology-based teaching, each promoting inclusive, student-centred learning environments. The second part (Chapters 11-20) guides students in developing self-directed learning skills that are critical for modern education. It introduces various research-backed strategies such as collaborative learning, experiential learning, spaced practice, and imagery, empowering students to enhance retention, adaptability, and critical thinking. Collectively, these chapters provide a foundational framework for learners to approach their studies proactively and with resilience. Therefore, offering a comprehensive "2-in-1" approach, it emphasises a holistic view of education, supporting lifelong learning and positioning itself as a valuable tool for both educators and students in achieving sustained academic growth and adaptability in the 21st century.

테크놀로지통합교육을 위한 체육 교사 교육 전략 탐색

The purpose of this study was to explore and suggest teacher education strategies that train physical education (PE) teachers effectively integrate technology into their teaching. To achieve this, the study first analyzed the various barriers that PE teachers may face when applying technology in PE settings. Next, strategies to overcome these obstacles were thoroughly examined from the perspective of teacher educators. Finally, the study suggested systematic and practical teacher education strategies aimed at developing teachers who are capable of implementing technology into PE class. The barriers to technology integration are broadly categorized into primary and secondary barriers. This paper focused on presenting strategies to overcome secondary barriers and proposes teacher education strategies that take into account various knowledge systems and levels of integration.

Research on Personalized Physical Education Teaching Strategies Based on Personality Differences of Junior High School Students

Research on Personalized Physical Education Teaching Strategies Based on Personality Differences of Junior High School Students

Teacher’s Perspective on Roleplay and Its Positive Impact on Early Childhood Education

Early childhood education focuses on watching children's growth and development during their first five years of existence. To offer early childhood learners a holistic education, educators must meet their needs and promote their mental, physical, and emotional development. To create young generations capable of overcoming all of the issues of the future, instructors and students must collaborate to display rigorous learning that is enjoyable, creative, active interaction, problem solving, and independent decision making at a young age. The primary goal of this research is to investigate the benefits of role-playing in children's development, as well as teachers' perspectives on role-playing in early childhood education. This inquiry employed a qualitative approach. A survey was administered using open-ended questions, teacher observations, and document collecting. The study's survey of early childhood education teachers investigates how role-playing enhances children's cognitive, emotional, physical, social, and language development. The study's findings suggest that role-playing is an effective teaching approach for enhancing children's growth and development, especially in the early years. The study's findings will help not only instructors, but also schools, boards of directors, and Malaysian decision-makers build the best solution for encouraging role-play in early childhood education teaching strategies.

Discussion on Higher Education Teaching Strategies Based on Problem-Oriented Learning

Discussion on Higher Education Teaching Strategies Based on Problem-Oriented Learning

The implementation of Palestine’s national teacher education strategy: a case study

In the Middle East and North Africa region, including Palestine, the current teaching reforming trend toward international accountability and standards adoption is grounded by economic globalization. The Ministry of Education and Higher Education (MoEHE) in Palestine has been committed to attaining such a movement. With the aim of qualifying teachers, the national “Teacher Education Strategy” (TES) has been launched. This study examines the TES implementation process in Palestine. The implementation research is a critical aspect in analyzing the rationality, dynamism, and complexity of policy processes. Based on the case study methodology and utilization of a multi-disciplinary framework, the researcher gathered and comprehended the data. Zoom interviews and document analysis were applied for data collection. Moreover, the developed analytic model enabled the researcher to delve into the implementation process by examining aspects such as communication enforcement, delivery structure, policy objectives, roles and disposition of implementers, and socio-economic and political factors. However, a collective effort to reform teacher education has been hindered by several factors. Neoliberal policies and external influences, alongside political and economic restrictions, as well as the centralized and vertical structure of the MoEHE, have complicated Palestinians’ vision for decentralization in education. These challenges have impeded the development of a modern education system. Despite the many accomplishments, the core element of TES objectives has not been achieved yet. For authentic implementation, this research argues for an interaction of global and local discourses to achieve a higher consistency between the implementation goals and outcomes. It recommends a multiple-case design and comparative future studies.

Why Pursue a Career in Teaching Agriculture?: Application of Self-Determination Theory and the Theory of Planned Behavior

Given the shortage of agriculture teachers across the country, understanding individuals’ motivation to teach agricultural education is critical to developing strategies for teacher recruitment and teacher education. Several studies have investigated factors that motivate preservice and in-service agriculture teachers to pursue a career teaching agricultural education based on the factors influencing the teaching choice (FIT-choice) model. However, little research investigated the topic using a mixed-methods approach and different theoretical lenses, which could provide new perspectives on individuals’ motivation to teach. To address the knowledge gap, we investigated [State] preservice teacher recruitment program participants’ motivation to teach agricultural education using a mixed-methods approach from the self-determination theory and the theory of planned behavior theoretical lens. We found that individuals’ intention to become agriculture teachers was statistically significantly explained by three predictors: attitude toward behavior, subjective norms, and perceived behavioral control regarding a career teaching agriculture. When choosing a career teaching agriculture, the score for more self-determined motivation was substantially higher than that for less self-determined motivation. Furthermore, inspiring ag teachers, positive experiences with SBAE programs, passion for teaching and agriculture, and paying it forward to students were the main factors that motivated them to teach agricultural education. Based on the theoretical frameworks and the results, the model for understanding factors that influence individuals to pursue a career teaching agricultural education was proposed to help our understanding of the multidimensional nature of individuals’ motivation to teach agriculture.

In their Ideal Future, Are Preservice Teachers Willing to Integrate Technology in Their Teaching and why?

Preservice teachers’ beliefs regarding technology integration significantly influence their future teaching practices. This qualitative study examines the beliefs and intentions of 51 preservice teachers within the context of technology integration in their envisioned teaching scenarios. Thematic analysis identified three primary themes. Firstly, participants expressed their intentions to integrate technology into teaching, with 74% exhibiting a high intention, 22% moderate, and 4% low. Secondly, value beliefs encompassed positive perceptions supported by interest and usefulness, including eight roles of technology (e.g., facilitators, quality enhancers) and four concerns (e.g., equity, safety). Negative beliefs such as distraction were also identified. Thirdly, pedagogical beliefs varied, with 49% holding student-centered views, 37% being teacher-centered, and 14% balanced perspectives. Crosstab analysis explored relationships between technology integration intention levels, value beliefs, and pedagogical beliefs. These findings offer insights into preservice teachers’ beliefs on technology integration, informing teacher education programs and strategies to enhance technology integration in classrooms.

Research on STEM teacher education strategies for primary school in China

Over time, the requirements for scientific and technological talent have gradually increased. As a result, STEM education has attracted widespread attention from governments and educators worldwide. Research on STEM education showed that STEM teacher education is one of the critical factors in its development. This paper first analyses the current situation of STEM teacher education in China and other countries through CiteSpace software and finds that there is currently a lack of systematic research on STEM teacher education in China. Then, considering that STEM teacher education majors have not yet been established for primary school teachers in China’s colleges and universities, this paper clarifies the goals of primary school STEM teacher education from three dimensions through the analysis of relevant national policies. Finally, combined with the current curriculum plan for cultivating primary school teachers in China and referring to the STEM teacher education curriculum of the University of Texas at Austin, this paper establishes a core curriculum system for primary school STEM teacher education. Based on these works, we also propose primary school STEM teacher education strategies in three stages: preservice education, induction education, and in-service education.

Implementing Interdisciplinary Teaching Approaches: Challenges and Strategies in Teacher Education under NEP 2020

This paper explores the challenges and strategies associated with implementing interdisciplinary teaching approaches in teacher education, aligning with the objectives of the National Education Policy (NEP) 2020 in India. Emphasizing the holistic development of students, NEP 2020 advocates for interdisciplinary education to nurture critical thinking, creativity, and problem-solving skills.

Visualizing Learning: Evolution of Styles and Pedagogical Strategies in Teacher Education

This study investigates the relationship between learning styles and the teaching-learning process in university students of Primary Education, utilizing the Felder and Silverman model. A descriptive and statistical analysis of learning styles (visual, auditory, and kinesthetic) among 157 students was conducted using Google Forms surveys and SPSS analysis. The results show a predominance of the visual style, suggesting that teaching methods commonly used by faculty may have influenced the modification of students' Learning Styles to include more visual resources. The absence of the kinesthetic style is discussed, thus raising the hypothesis to be tested in ongoing studies that traditional educational methodology may influence the evolution of learning styles. This study highlights the importance of recognizing and adapting teaching strategies to predominant learning styles to enhance the effectiveness of the educational process. The findings suggest the need to integrate more visual resources into teaching while considering the variability and potential evolution of learning styles due to the educational methodology employed.

A study on the relationship between physical education teaching strategies and students’ physical fitness based on big data analysis

A study on the relationship between physical education teaching strategies and students’ physical fitness based on big data analysis

Research on Reforming Physical Education Teaching Strategies Based on Student Needs Perspective

Research on Reforming Physical Education Teaching Strategies Based on Student Needs Perspective

Students’ Psychological Analysis for Classroom Teaching Strategies of Art Songs Based on STEAM Education

Education in today’s society is starting to focus on training in line with the new curriculum concept and curriculum integration concept, paying attention to the change in students’ learning styles and following the law of students’ physical and mental development. In order to cultivate talents more in line with the needs of society and, meanwhile, to improve students’ own quality and comprehensive competitiveness, this paper analyzes and studies the classroom teaching strategies of art songs and students’ psychology under the educational philosophy of Science, Technology, Engineering, Art, Mathematics (STEAM). Firstly, the concept of STEAM education is introduced in detail, and teaching activities under the concept of STEAM education are analyzed. Secondly, the teaching strategies for the teaching of art songs are put forward. Finally, students’ learning psychology is explored to prove the correctness of the teaching strategies. A questionnaire survey is conducted by constructing the evaluation system of the STEAM educational concept. The survey results show that the classroom teaching of art songs under the STEAM educational concept significantly improved students’ “teamwork and interpersonal skills” and “learning interest”. The calculated results of P values are all less than 0.01, which shows that the correlation is significant. Therefore, the STEAM educational concept has positive significance for improving students’ learning motivation and comprehensive quality. This paper provides new theoretical and practical support for current higher education teaching strategies and models by assessing the application of STEAM education in teaching art songs and the blended teaching effectiveness in college English. This paper offers valuable experiences and methodological insights for future similar research endeavors.