Student Teachers Research Articles

Universalizing the particulars: neoliberalizing English language teaching (ELT) through outcome-based education (OBE)

Abstract Universities, once regarded as places for producing organic intellectuals and critical thinkers, now are targets of neoliberalism, where managerialist discourses and lexis are dominant in various forms. Students and teachers are transformed into entrepreneurs, consumers and customers through such discourse and lexis. As a neoliberal variant used in education today, outcome-based education (OBE) – focus of the present study – can be viewed as one such discursive attempt on the part of the universities with an aim to perpetuate neoliberal market rationality. Through in-depth semi-structured interviews with teachers at engineering universities in Pakistan, this study examines OBE-driven ELT pedagogy using Gramsci’s hegemony as a theoretical framework. We aimed to understand how OBE-based ELT tends to transform teachers’ subjectivities into neoliberal ‘selves’, the way it impacts pedagogy and learning of the English language, and how these subjectivities are resisted. It appears that OBE-based ELT circulates market logics in the ELT pedagogy and learning by viewing English language as a skill/commodity. Student learning and teachers’ pedagogical performance indicators are based on achievement of specific outcomes. Some teachers, however, argue that OBE-led ELT deprives them of their pedagogical experiences, freedom, and conceptualizations appropriate for their pedagogical approach. We therefore advocate de-centering and deconstructing neoliberal logics in pedagogy and suggest pedagogy of becoming, critical/dialogic language pedagogy and translanguaging as possible alternatives.

«Любование стариной» в эпоху «великого перелома»: Н.И. Воробьев и преподавание этнографии в вузах Казани (1920-е – начало 1930-х гг.)

The paper examines the teaching activities of the famous ethnographer, geographer, researcher of the ethnography of the Tatars and other peoples of the Volga region, Nikolay Iosifovich Vorobyev, at Kazan University and the Eastern Pedagogical Institute in the 1920s – early 1930s. His role in organising special departments of these universities, where ethnography and related disciplines (anthropology, anthropogeography, ethnology, etc.) were taught, is shown. The views on ethnographic education of the Kazan teaching community, students and authorities at various levels are described. The paper shows that in the first years of the Soviet rule, ethnography was taught in large quantities at several Kazan institutes of higher education – Kazan University, North-Eastern Archaeological and Ethnographic Institute, and Eastern Pedagogical Institute. The main initiators of including ethnographic disciplines in the curriculum of institutes were employees of Kazan University, including N.I. Vorobyev. However, officials of the RSFSR People’s Commissariat for Education considered ethnography as a discipline that studies ‘backward peoples’ and ‘relicts’, and did not see it as a means of ideological education of students. Therefore, the number of hours assigned to this subject was reduced quite quickly. N.I. Vorobyev and his colleagues proposed a number of educational departments projects (geographical and museum-ethnographic sections of the Eastern Pedagogical Institute) in order to preserve ethnographic education in Kazan. As a result of their efforts, students of the Physics and Mathematics Department of Kazan University and the Eastern Department of the Eastern Pedagogical Institute studied ethnography and related subjects until its ‘defeat’ on the cusp of the 1920s and 1930s.

Does Monitoring Change Teacher Pedagogy and Student Outcomes?

Does Monitoring Change Teacher Pedagogy and Student Outcomes?

Grensekryssing i yrkesfaglærerutdanningen: Betydningen av studentenes utviklingsprosjekter

This article aims to explore how vocational teacher students’ work with development projects can create coherence between learning in the university and learning in teaching practice. Previous research indicates that students often perceive a lack of coherence between the academic knowledge culture in the university and the experiential knowledge they encounter in teaching practice. The study uses boundary crossing as a theoretical approach, and the results are based on interviews with vocational teacher students. The results reveal that their work with development projects strenghten programme coherence by linking the learning arenas university and teaching practice. The development projects also acted as boundary objects, facilitating the integration of the different knowledge cultures and practices. This study contributes to understanding the potential of development projects to create coherence between university and teaching practice in vocational teacher education. The results suggest the need for closer collaboration between universities and schools in supporting vocational teacher students’ work on development projects to enhance boundary learning.

E-formative feedback in emergency remote learning: First-year student teachers' experiences and challenges

This study examined the role of e-formative feedback in emergency remote teaching and learning for first-year student teachers. Numerous scholars have acknowledged the pedagogical value of formative feedback in teacher education. However, there is a pressing need for significant improvement in the quality and accessibility of e-formative feedback provided to student teachers in online learning environments. This study explored the nature of e-formative feedback, technological challenges, and pedagogical practices employed by teacher educators when implementing formative assessment in emergency remote learning contexts. The study is underpinned by Interactive Tutoring Feedback model as the theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing a case study methodology as a means of inquiry. The empirical investigation involved 20 first-year student teachers selected purposively from a large public university in South Africa. Data were collected through semi-structured interviews and analysis of learning management system logs, with thematic analysis employed to analyse the data. The findings revealed that meaningful e-formative feedback could have been enhanced by addressing contextual factors such as limited internet connectivity and a lack of familiarity with online learning platforms. While student teachers valued the quality of e-formative feedback, they expressed concern regarding their ability to consistently access and engage with feedback to improve their learning in the isolated online environment. This paper recommends providing both student teachers and teacher educators with the necessary technological support and training to effectively utilise e-formative feedback and enhance student teachers' academic achievement and professional development during emergency remote learning.

Towards embedded academic language development in a teacher education programme

ABSTRACT This study explored contextual factors of student teachers’ weak academic language (AL) performance in a pre-service teacher education programme at a university in Namibia. The aim was to capture their experience in the BEd programme in which English as a second language is the medium of instruction. In interviews with the students (n = 15) and their lecturers (n = 6), as well as analyses of curriculum- and policy documents and students’ writing artefacts, it was evident that the students did not have enough opportunity to practice AL skills, which were introduced in the English for academic purposes (EAP) course and in subsequent courses. Data from interviews, documents and students’ written artefacts showed that the AL interventions had not been integrated across the curriculum. The main suggestion emanating from the study is that programme designers should embed AL across the diciplines in disciplines, with academic staff and the writing centre colleagues working together.

English as a Second Language teacher training practicum – exploring Polish university students’ experiences and perceptions – in search of supportive strategies

This study examines the experiences of Polish university students during their English as a Second Language (ESL) Teacher Training Practicum. By examining the challenges and transformations they undergo, we aim to understand their journey towards becoming educators. Beyond students’ reflections, we explore strategies to improve their practicum experiences. Using the Inventory of Experiences and Perceptions at Teaching Practice (IEPTP), we evaluate key aspects: learning and professional growth, socialisation in professional settings, socio-emotional facets, support and supervision, and vocational development. The research highlights shifts in perceptions, emphasising areas like vocational and professional development. It suggests strategies to enhance learning and support for student teachers, emphasising the crucial role of supervisors. The findings guide institutions in refining teacher training and ensuring students become adept ESL educators.

Compare the teaching effectiveness and student satisfaction between native Japanese language teachers and non-native Japanese language teachers

This study examines the comparative teaching effectiveness and student satisfaction between native Japanese language teachers (NJLTs) and non-native Japanese language teachers (NNJLTs). Utilizing a sample of 740 students from various educational institutions in Japan, the research employs a quantitative design, including structured questionnaires adapted from established scales. Advanced statistical methods, including factor analysis and multiple regression, were used to analyze the data. The findings reveal no significant differences in student satisfaction and language proficiency between students taught by NJLTs and NNJLTs. Additionally, regression analysis showed that cultural relatability and empathy were not significant predictors of teaching effectiveness, suggesting that factors beyond nativeness influence student outcomes. These results challenge the native-speakerism ideology, highlighting the importance of pedagogical skills, teacher-student rapport, and effective teaching strategies. The study underscores the need for inclusive hiring practices, comprehensive teacher training programs, and collaborative teaching models that leverage the strengths of both NJLTs and NNJLTs. Implications for educational policy, curriculum design, and teacher professional development are discussed, advocating for a balanced approach that values the contributions of both native and non-native teachers. Limitations include the reliance on self-reported data and the specific cultural context of Japan. Future research should explore additional variables, employ longitudinal designs, and utilize mixed-methods approaches to provide a more nuanced understanding of language teaching effectiveness.

Pengaruh Model Pembelajaran Contextual Teaching and Learning (CTL) Terhadap Hasil Belajar dalam Sub Materi Media Sosial di Kelas VII pada SMP Negeri 2 Darma

The low learning outcomes of Information Engineering (ICT) students in grade VII of SMP Negeri 2 Darma are caused by several factors, including students who are less motivated to learn ICT and also the factor of teachers who still use conventional methods or lecture methods so that in the teaching and learning process students tend to be passive. This study aims to find out whether there is an influence of the Contextual Teaching and Learning (CTL) learning model on learning outcomes in social media sub-material in grade VII at SMP Negeri 2 Darma. The research approach used is a quantitative approach with an experimental research design type. The population in this study is 35 students with a sample of grade VII of SMP Negeri 2 Darma. The data collection technique uses a test. Data analysis using t-test. The results of the study showed that the pretest results had a mean of 46.42 and a posttest result of 68.71. Contextual Teaching and Learning (CTL) learning media has an influence on the learning outcomes of information technology (ICT) social media sub-materials. This is shown from the results of data analysis that the value of, t count = 10.911 > t table = 2.650, so that the hypothesis proposed in the study is accepted, so that there is an influence of the Contextual Teaching and Learning (CTL) learning model on learning outcomes in social media sub-material in grade VII at SMP Negeri 2 Darma

Group Rapport Building in an Institutionaized Face-To-Face Interaction: a Case Study

When people are engaged in any interaction, they are likely to respond to each other's verbal and nonverbal cues. This responsiveness is a critical factor in the notion of rapport. In this paper, the author argues that the same human dynamics that govern everyday conversations are at play between participants in institutionalized conversations such as classroom discourse. The purpose of this study is to develop critical aspects of "conversational involvement" (Duranti, 1986; Goodwin, 1986; Gumperz, 1982; Tannen, 1985) as rapport-building devices and to provide observable phenomena that characterize rapport with participants' verbal and nonverbal cues in informal and formal conversation. In this study, nine people participated: a Korean professor of an elementary Korean language class at a major US university and eight undergraduate students whose first language is English. Three fifty-minute classroom sessions were videotaped, and segments that illustrated the teacher's and students' behaviors that facilitated rapport were transcribed and qualitatively analyzed. The author recorded the frequency of the teacher's verbal and nonverbal cues that appeared to foster rapport. This study found that the teacher shared small talk in informal before-class conversations by bringing up insignificant details about daily life. The teacher played the role of teacher during class by directing a lesson. However, she continued to utilize various rapport-building devices through selected verbal and nonverbal cues to engage her students in the conversation. In this classroom, as in everyday conversation, the participants demonstrated their desire to listen to, be responsive to, and be influenced by individuals in a certain way. The participants were part and parcel of achieving their goals in the classroom. The participants created a certain alignment to achieve their goals and signal that they were involved in the interaction. Then, the students would be able to learn the target language more through the involvement of the classroom activity, which is one of the outcomes of good rapport.

The Impact of Teachers' Classroom Behavior Management Strategies on Learning Behavior among Chinese Art Students

Previous studies have examined teachers' classroom behavior management strategies (TCBMS) and students' learning behavior (SLB) from a static perspective, particularly outside the realm of art education. This mixed-methods study aimed to comprehensively explore the detailed correlation between each dimension and the dynamic elements of TCBMS and SLB variables. Eighty-seven teachers and 453 students from Chinese art universities completed an online survey on TCBMS and SLB. Additionally, in-depth interviews with five art teachers were conducted to examine the dynamic aspects of learning behavior. Quantitative data were analyzed using structural equation modeling (SEM) to explain the impact of TCBMS on SLB. The research findings reveal that all aspects of TCBMS positively contribute to SLB. Three components of TCBMS were particularly dominant in improving SLB: feedback, the student-teacher relationship, and the use of traditional writing on the whiteboard. Teachers' feedback emerged as the most effective method for encouraging students' attention in art classroom learning. The study also examined how teachers provided input to their art students and the subsequent impact on their learning.

Saber-toothing the University In–service Curriculum for Zimbabwean Primary Schools: The Contestations

In this study, the authors argue that ‘saber–toothing’ the university in-service curriculum is a critical success factor in building an impact educational programme for Zimbabwean primary schools. By saber-toothing the in–service curriculum, the authors propose that the education curriculum at university should continue to develop in order to address and serve the purposes and needs of the time. It explains how some unexamined habits and practices can result in resisting the much-needed curriculum reforms. The new global and national conditions demand a paradigm shift to chat new in–service curriculum discourses that develop the Zimbabwean education system. The study uses an interpretivist qualitative case study of one Zimbabwean university, purposively sampled five experienced and senior lecturers teaching the in–service programme and ten in–service student teachers. Data were collected through semi–structured interviews in respect of lecturers, focus group discussions within–service students and document review of module outlines. The main finding is that the in–service curriculum has remained stagnant in the changing times and failed in its highest end to develop a reflective and responsive in–service product that can ‘saber–tooth’ the knowledge and skills to solve challenges and realities of their time and contexts. The study recommends that universities re-vision the largely existing in-service academic curricula and practices to adopt a practically–oriented, knowledge generation training and skills-based model that equips teachers with the proper knowledge and skills to change educational fortunes in their unique local school contexts.

The emotional profile of Slovak freshmen in teaching English as a foreign language.

The article focuses on tracing changes in Slovak pre-service TEFL student teachers' emotional states over the first semester of their university study and detecting possible factors inciting their emotions. It highlights the importance of understanding these emotional states as they significantly impact students' perceptions of their suitability as educators. A mixed-methods approach was employed to collect qualitative and quantitative data through questionnaires, reflections, and interviews. The sample consisted of 67 non-native Slovak first-year TEFL students. It was found that the students experienced a range of emotions, from initial confusion and worry to eventual joy and contentment. Negative emotions were mainly triggered by the flood of new information and study-related factors, while positive emotions were associated with the supportive attitude of teachers and the freedom of university life.

The Impact of Epistemological Beliefs and School Climate on the Sustainability of Critical Thinking Dispositions in Middle School Students

The objective of this study is to ascertain whether school climate and students’ epistemological beliefs serve as predictors of sustainable critical thinking dispositions in middle school students. This research is designed as a correlational study. A total of 585 students from four middle schools in Çanakkale, Turkey, participated in the research. To this end, the researchers administered the Critical Thinking Disposition Scale, the Middle School Students’ Epistemological Belief Scale, and the School Climate Survey, gradually collecting the raw data. Following the collection of the data, they were subjected to analysis using multiple linear regression. The results of the statistical analysis demonstrated that the students’ critical thinking dispositions were significantly predicted by both epistemological beliefs and school climate. In other words, belief in the omniscient power of authority and quick learning were found to have a negative correlation with critical thinking, whereas belief in simple knowledge was observed to have an inverse positive relationship. The dimension of the school climate, relating to positive student–teacher relations, appeared to constitute a prospective positive predictor, while authoritarian student–teacher relations and the lack of resources were identified as the main negative classroom environment factors. The study highlights the complex mutual influence of individual beliefs and the learning environment in the development of critical thinking dispositions.

Realizing a Child Friendly School Through Anti-Bullying and Environmentally Friendly Strategies at Tk Aisyiyah Bustanul Athfal III Candi

In order to move towards better education, a new initiative has emerged to create a safe and comfortable school environment for all children. The goal of this service is to create a safe and comfortable school environment for children through anti-bullying strategies and clean and green environmental efforts. The methods used include teaching students about bullying prevention, as well as school greening and cleaning programs. The expected results are increased awareness of bullying, reduced incidents of violence in schools and the creation of a beautiful school environment. The outputs of this service include anti-bullying educational videos, articles in online media and books that invite all educators to do the same activities, and through this program it is hoped that a generation will be created that is intelligent, has strong character and cares about the environment.

Systematic Review of Adapting Immersive Technology in Enhancing Teaching and Learning for Students in Higher Education

The integration of immersive technology into educational settings has garnered substantial interest as a potential means to improve teaching and learning (TnL)experiences. The dynamic landscape of education demands innovative approaches to engage, motivate, and empower both educators and learners. Immersive technology, including Virtual Reality (VR), Augmented Reality (AR), as well as Mixed Reality (MR), provides uncommon probabilities to transcend traditional classroom boundaries and provide interactive and immersive learning experiences. However, to harness the full potential of immersive technology, a clear understanding of the conceptual frameworks guiding its implementation is essential. This study utilizes the PRISMA approach. Furthermore, the systematic search of academic databases using the Web of Science (WoS) as well as the Scopus database resulted in an extensive selection of studies, reviews and articles related to immersive learning. Following the implementation of an advanced search approach utilizing keywords (1. Immersive learning, 2. AR, as well as 3. Technology Impact on TnL), the systematic review process yielded a diverse array of articles. These articles were identified and included in the review due to their exploration of the conceptual frameworks that underlie the integration of immersive technology in the field of education. Additionally, the review reveals common themes and emerging trends within the field, shedding light on the diverse approaches to leveraging immersive technology for TnL. The final finding data is (n: 29), which reviews identified key themes. Expect validation to be divided into three themes, which are (1) Immersive learning, (2) AR, and (3) Technology Impact on TnL. Meanwhile, the findings emphasize the importance of well-defined theoretical foundations and best practices when implementing immersive technology for educational purposes. The review underscores the importance of ongoing research as well as innovation in the domain of immersive technology to fully exploit its potential for enhancing TnL experiences. In essence, this systematic review adds to the continued conversation about the efficient utilization of immersive technology in education and paves the way for further exploration and advancement in this field.

A INCLUSÃO DE ALUNOS COM TDAH NAS INSTITUIÇÕES DE ENSINO SUPERIOR NO BRASIL

This study analyzes the inclusion of higher education students with Attention Deficit Hyperactivity Disorder (ADHD), the possible repercussions on the interaction of the process of instruction and knowledge acquisition, its implications on the process of inclusion in higher education institutions from the legislation and scientific articles. The central problem investigated consists of researching the legislation that supports the inclusion of students with ADHD in higher education institutions. The progression of the inclusion process for students with ADHD is evaluated. The traits expressed by students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) stand out. It addresses the understanding and vision of educators regarding the elements that facilitate and hinder the teaching and learning process for students diagnosed with ADHD.

Finnish primary school student teachers’ systems thinking regarding sustainability in connection with reproduction, biodiversity and sustainable development

Systems thinking is considered an important skill when teaching biology and sustainable development in the 21st century. The key to understanding biodiversity and thus sustainability in biology is understanding reproduction as a phenomenon. The aim of this study is to analyse student teachers’ systems thinking levels regarding sustainability in connection with reproduction, biodiversity and sustainable development. Second-year primary school student teachers from one Finnish university (N = 174) participated in a questionnaire, and their open-ended answers were categorized using content analysis. The results indicate that most of the student teachers had a relatively low level of systems thinking concerning sustainable development and its relation to the concepts of biodiversity and reproduction. The study also showed that student teachers with higher interest towards biology had a more sophisticated level of systems thinking. For developing sustainability understanding, teaching focusing on the specific systems thinking skills concerning processing and understanding of wholes is crucial.

Educational research in physics teacher education: the role of mathematics in physics teaching

Abstract Do student teachers benefit from contact with research, as required in our national teacher education curriculum? This paper describes the experiences of two pre-service teachers, who learned about common challenges encountered in the intersection between mathematics and physics. After a literature survey, they decided to try out a few questions with second-year high-school students (age 17). One of the student teachers constructed a pre- and post-test, confirming earlier results that students perform better on computational tasks. The second pre-service teacher included a few additional questions on a test given by another teacher. Based on the results on the test, four students were selected for interviews. The students interviewed all stated that they spend the majority of their time on calculations, whereas none of them had the habit of reading the textbook to understand the concepts. The interviews also revealed that solving a problem does not guarantee that the student understands the calculation. All students described a strategy of looking for a suitable formula on the sheet provided and just inserting numbers given. Through the test and the interviews, the student teachers gained training in assessment and an increased awareness of conceptual challenges and also of what Physics Education Research can offer.

The role of school management in ICT implementation on student achievement and teacher attitudes in the Arab sector in Israel

This study aims at evaluating the effectiveness of school management in the integration of ICTs within the schools with emphasis on students’ performance and teachers’ perception. The data were obtained from questionnaires and interviews conducted on 11 high schools in the Arab and Bedouin localities of Israel. This study shows that strategic management, structural design, and leadership enhance students’ performance especially in Mathematics and English. The schools that have well defined policies on ICT and good leadership achieved high levels of student engagement and better academic performance. However, the study reveals that some inequality prevails in the system; the northern schools are in a better condition as compared to the Bedouin schools in the south where inadequate resources and cultural barriers are also seen. Leadership was found to be the most important variable affecting the teachers’ perception on ICT use in teaching and learning process; particularly the hybrid leadership practices positively affected the teachers’ involvement and student achievement. The findings imply that more leadership and specific strategies are required to support effective integration of ICTs in the underprivileged areas