Survey Of Teachers Research Articles

Influence of Contemporary Philosophical Teaching Approaches on Students’ Learning Performance in Selected Universities in China: Basis for an Enhanced Teaching Program

This study explores the influence of contemporary philosophical teaching approaches on students' learning performance in selected universities in China. The research specifically examines the extent to which philosophical approaches like Perennialism, Essentialism, Progressivism, Reconstructionism, and Behaviorism are manifested among educators and how these approaches impact students' engagement, attitudes, assignment quality, and grades. Utilizing a mixed-methods approach, the study involved a comprehensive survey of university teachers, followed by a quantitative analysis of the data. The results indicate that Progressivism and Reconstructionism are the most prevalent approaches, showing significant correlations with enhanced student engagement and improved learning outcomes. However, Behaviorism demonstrated a notable predictive ability in influencing students' performance through structured reinforcement strategies. The study highlights the importance of integrating diverse teaching methodologies to cater to varying student needs and promote holistic educational development. These findings provide a basis for proposing a more enriched and adaptable teaching program aimed at fostering a more interactive and student-centered learning environment.

Strengthening Policies for Education, Innovation, and Digitization Through Teacher Training: Evaluating ProFuturo’s Open Model in Ecuador

Teacher training and a commitment to innovation in teaching are determining factors in the success of technology adoption processes. This article presents a study on the opportunities produced through the collaboration of the Ecuadorian Ministry of Education and the ProFuturo program, which arose during the COVID-19 pandemic. This collaboration resulted in the improvement of digital competency among teachers and pupils and in transference to educational practise. It also strengthened the existing limited capabilities for developing mass training programs for teachers in the country. The research was conducted through an online survey, with a cross-sectional, quantitative, and non-experimental focus from two data sources. A total of 3,565 teachers answered the digital survey for teachers trained using the Open Model in Ecuador between 2020 and 2022. On the other hand, 7,257 teachers answered the ProFuturo Self-Assessment of Digital Skills of Teachers (https://competencyassessment.profuturo.education/?lang=en). The results show an improvement in the competency of teachers following their participation in the program and confirm that they considered digital transformation in the classroom to be of great utility. Teacher training remains a cornerstone of high-quality education and research as this contribution proves a positive impact on learning experiences, where there was a significant transference, driven by an improvement in digital skills applied to the teaching process.

School teachers’ perceptions of intersectoral working with health in the COVID-19 pandemic

Abstract Background The COVID-19 pandemic highlighted the challenge for teachers to integrate protective health measures into their academic daily responsibilities. The aim of this abstract is to analyse how school teachers’ views on intersectoral collaboration with health professionals during COVID-19 vary by country, seeking insights for future directions. Methods In 2021, an online survey was conducted in 6 languages with education and health professionals, followed by optional online semi-structured interviews. We explored the: 1-effect of the pandemic on schools/pupils/teachers; 2-reorganisation of schools; 3-experience of implementing infection control measures in schools; 4-intersectoral working; 5-important resources for keeping schools open. Interviews were transcribed verbatim and translated into English. Analysis of a survey question seeking professionals’ rating of intersectoral working led to a directed content analysis of transcripts and free-text survey responses regarding intersectoral working experiences. Results Data were analysed from 1046 school teacher survey responses from 6 countries/territories and 21 follow-up interviews. Ratings varied considerably across countries. A large majority of teachers in Taipei (83%) reported excellent or good collaboration with health professionals, about half in China (53%) and Portugal (51%), and far fewer in Brazil (38%), Morocco (29%) and France (15%). Taipei respondents cited the key role of school nurses as a positive factor; others added clear national guidelines and local protocols. Negative ratings related to health professionals’ rare visits or absence. Conclusions The direct support of health professionals in schools was offered as explanation for teachers’ positive ratings of intersectoral working in the pandemic. Policy and practice varied geographically; thus, understanding contextual factors that influence the effectiveness of intersectoral working in schools is crucial to orient future public health strategies. Key messages • This highlights the importance of understanding contextual factors that influence the effectiveness of intersectoral working in implementing protective health measures in schools. • This suggests that policy support and the presence of dedicated health personnel within schools play a pivotal role in ensuring effective collaboration between the education and health sectors.

A szlovákiai magyarság történetének reprezentációja a szlovákiai alapiskolai történelemtankönyvekben

Representation of the History of the Hungarian Minority in Slovakia in Slovak Primary School History Textbooks In the past two decades, Gyula Popély, Attila Simon, László Szarka, Árpád Popély, Gergely Sallai, József Gyönyör and Katalin Vadkerty have written numerous summaries on the history of Hungarians in Slovakia, but what is less known is what children learn about this period sitting in the classroom. What can Hungarian students in Slovakia learn about their history from the textbooks, so that they can develop and shape their image of Hungarianness and form an emotional attachment to their nation, which could greatly contribute to halting the assimilation process that is affecting Hungarians in Slovakia. Of course, in addition to the school, the values conveyed by the family and home environment, society and culture are also decisive (e.g. commemorating the anniversary of the Treaty of Trianon or the day of remembrance of the Hungarians expelled from southern Slovakia). Since the school is the main source of such impact, we chose to study how our own history is reflected in history textbooks, and so we based our research on history textbooks for primary schools in Slovakia. Unfortunately, however, we do not know what other important events and additions, apart from the information in the textbooks, are mentioned in the lessons by the teachers who teach history. To explore this further, a comprehensive questionnaire survey of history teachers in primary schools in Slovakia would be needed, so in our study we have made observations and drawn conclusions only on the basis of the history textbooks analysed.

Integrating Theatre into STEM Curricula: A Case Study of Pedagogical Innovation in Underprivileged Schools

This study explores the effects of theatrical integration on student engagement, creativity, and critical thinking in STEM teaching in poor schools. There are still gaps in research and real-world application of multidisciplinary education, especially in developing nations, despite its increasing prominence. Using a mixed-methods approach, this study assesses the efficacy of integrated STEM and theatrical workshops by means of teacher surveys and classroom observations. Results show that these seminars greatly increase students’ interest in STEM fields and develop critical abilities like communication and collaboration. The partnership between educators and community partners emphasizes the necessity of designing curricula that are flexible and meet the requirements of a wide range of students. With the goal of addressing educational disparities and enhancing learning outcomes for marginalized kids, policymakers and educators can benefit from the insights provided by this study, which adds to the body of knowledge on creative pedagogical approaches.

Resources for Teaching Operating Systems: A Survey of Instructors and a Literature Review

Objectives : Faculty new to teaching operating systems or those looking to refresh their course need to understand the state of the art in operating system education. Toward this goal, we conducted a survey of operating system instructors to understand how they approach teaching the course and what textbook and software platforms they use in their classrooms. We also conducted a literature review examining two decades of papers focused on teaching operating systems to undergraduates. Survey : We surveyed people who teach operating systems at the undergraduate level to determine which textbook they use, on which software they base projects, and how they approach teaching the course. Literature Review : We searched the ACM Digital Library for publications focused on undergraduate education about operating systems. We selected a total of 51 papers. For each selected paper, we identified which approach (i.e., concrete vs. abstract) and perspective (i.e., internal or external) on teaching operating systems the authors used, which Curriculum 2023 topics they covered, and on what type of system (e.g., educational, production, research) their projects were based. We also looked at the evaluation of the methods and the impact these papers have had on the field. Findings: Instructors teaching operating systems tend to balance both their approach and their perspective, with a slight leaning toward an internal perspective, whereas authors supporting operating system education overwhelmingly support an internal, concrete approach to the course. In addition, authors also tend to focus on a few key topics, including System Calls and Processes, Concurrency, Scheduling, Virtual Memory, File Systems API and Implementation, and Performance Evaluation. Conclusions : This work will help faculty teaching operating systems to consider which approach and perspective they wish to take in their course and to find the resources most relevant to their preferred approach and perspective. It can also help focus future research in the area of operating system education, to align it better with current practices.

Exploring the Relationship Between Experiences of Violence and Subjective Wellbeing: A Cross-Sectional Survey Among School Teachers in Nyarugusu Refugee Camp in Tanzania.

Experiences of violence have been reported to be associated with lower levels of subjective wellbeing (SWB). However, little is known about this association in conflict settings and among forcibly displaced populations. In this study we exploit data from a representative sample of refugee teachers from Nyarugusu Refugee Camp collected as part of a larger study, to examine the association between demographic characteristics and SWB, and between experiences of violence and SWB. Three cross-sectional surveys of primary and secondary school teachers were conducted, collecting data on lifetime experience of violence (physical and sexual) and SWB (measured by life satisfaction and current happiness, on 1-5 Likert scales). Linear mixed models were used to estimate the associations between violence and SWB accounting for teacher and school clustering, unadjusted and adjusted for main factors associated with SWB. The 3 surveys included 1,666 responses completed by 885 teachers. Country of origin and number of meals consumed per day were strongly associated with SWB. Individuals who experienced physical violence reported on average, 0.13 lower life satisfaction scores (95% CI [-0.23, -0.02], p = .016) compared to those who did not experience physical violence, while survivors of sexual violence reported on average, 0.24 lower happiness scores ([-0.43, -0.05], p = .014) compared to those who did not experience sexual violence, after adjusting for confounders and clustering. We found an important negative association between past experience of violence and SWB in a refugee camp setting. These findings contribute to the evidence that violent experiences are likely to have a long-lasting impact on people's wellbeing. There is a need for improved mental health and psychosocial support in humanitarian settings.

The effects of the intrapersonal intelligence of childcare teachers on respect for children’s rights: mediating effects of positive psychological capital and psychological burnout

The purpose of this study is to examine the mediating effects of positive psychological capital and psychological burnout in the relationship between intrapersonal intelligence and respect for children’s rights among childcare teachers. This study explores the psychological mechanisms of childcare teachers that help to strengthen children’s rights in childcare centers. A survey of childcare teachers was conducted in Gyeonggi-do Province in Korea. Out of 560 copies of the questionnaire that were distributed, 502 were returned, and 465 were used for the analysis after questionnaires with incomplete responses were excluded. The collected data were analyzed using PROCESS macro version 4.0 to examine whether positive psychological capital and psychological burnout mediated the relationship between intrapersonal intelligence and respect for children’s rights. The results of this study showed close relationships among all variables. The mediation analysis showed that positive psychological capital and psychological burnout had sequential mediating effects in the relationship between intrapersonal intelligence and respect for children’s rights. Childcare teachers first must increase their positive psychological capital to protect and respect children’s rights. Also, educational programs tailored for childcare teachers must be developed for better psychological well-being to promote respect for children’s rights in the classroom.

Teacher Perceptions of Deep Learning Models for Special Need Students in Inclusive Vocational Schools: A Fuzzy Logic Analysis

This study investigated teacher perceptions of the Deep Learning model for students with special needs in a vocational school practicing inclusive education. Utilizing the fuzzy logic approach, data from teacher observations and surveys were processed. The research emphasized the critical role of Deep Learning model in addressing the challenges in inclusive education. Teacher insights are essential for enhancing the efficacy of the model in catering to the unique learning needs of special students. Understanding their perspectives contributes to the ongoing discourse on inclusive education, offering valuable insights for educators and policymakers striving to create more inclusive and equitable learning environments. This research contributes to the ongoing dialogue on inclusive education by shedding light on the practical implementation of the Deep Learning model for students with special needs in vocational education settings.

The effects of the intrapersonal intelligence of childcare teachers on respect for children’s rights: Mediating effects of positive psychological capital and psychological burnout

The purpose of this study is to examine the mediating effects of positive psychological capital and psychological burnout in the relationship between intrapersonal intelligence and respect for children’s rights among childcare teachers. This study explores the psychological mechanisms of childcare teachers that help to strengthen children’s rights in childcare centers. A survey of childcare teachers was conducted in Gyeonggi-do Province in Korea. Out of 560 copies of the questionnaire that were distributed, 502 were returned, and 465 were used for the analysis after questionnaires with incomplete responses were excluded. The collected data were analyzed using PROCESS macro version 4.0 to examine whether positive psychological capital and psychological burnout mediated the relationship between intrapersonal intelligence and respect for children’s rights. The results of this study showed close relationships among all variables. The mediation analysis showed that positive psychological capital and psychological burnout had sequential mediating effects in the relationship between intrapersonal intelligence and respect for children’s rights. Childcare teachers first must increase their positive psychological capital to protect and respect children’s rights. Also, educational programs tailored for childcare teachers must be developed for better psychological well-being to promote respect for children’s rights in the classroom.

Blended Learning: What Changes?

This article questions the changes brought about in the teaching system of university courses after the COVID-19 pandemic. Online learning, once considered an experimental and emergency tool, is increasingly becoming a standard practice integrated into teaching delivery systems. This article examines the impact that blended learning has on the host city and how it is perceived and experienced by the key stakeholders. Focusing on two degree courses that employ a blended learning model, the article proposes a survey for teachers and students to investigate the problems and advantages of blended courses. In both groups, there is no consensus of opinion or a clear trend on any issue. This fragmentation of responses should be understood as stemming from the individual motivations, unique characteristics, and personal experiences of each participant, intertwined with their university careers. It also reflects the level of adaptation to blended teaching achieved by each individual. It becomes clear that blended teaching encompasses all the challenges of online teaching but also expands access to university education and offers the possibility of exploring the educational potential offered by technology. Blended learning encourages students to be more independent and to develop their capacity for self-directed learning, though not all students are prepared for this shift. For teachers, blended learning also demands a methodological shift, differentiating between online and in-person lessons. However, while challenges remain, the progress made so far appears promising for the future. To ensure continued success, it is essential to focus on improving internet access, strengthening students’ self-learning abilities, and simultaneously enhancing teachers’ competencies in using digital tools and facilitating remote teaching.

Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement

This study focused on the effects of an early math online professional learning course offered to preschool teachers. The course was designed to inform participants' knowledge of developmental progressions and promote daily mathematics instruction that encouraged students to view their world through a mathematical lens. A survey of preschool teachers' beliefs was administered to participants of the course to determine if participants' beliefs changed significantly and how their pre-course beliefs influenced their engagement in the course. Findings indicate that the course impacted preschool teachers regardless of their area of responsibility, education level, or experience level. The teachers' comfort with teaching math to young children and perspectives about age appropriateness of mathematics were both positively influenced by the course. The teachers with the most positive initial beliefs had a higher rate of course completion. Implications for the field of preschool teacher education and online professional learning environments are discussed.

Development of mathematical competence of 5–6-year-old children in Polish preschool education institutions

ABSTRACT This study addresses the topic of developing mathematical competence of children aged 5–6 years old in Polish preschools. A survey was conducted to examine the methods employed in the mathematical education of preschool children, the effectiveness of these methods, and the relationship between the development of mathematical competence of preschool children and their overall growth and development. The responses from the survey of teachers of pre-school education and parents were analysed to determine whether the mathematical competence of older preschool children is adequately shaped in accordance with their developmental possibilities and whether the mathematical education provided in kindergarten sufficiently prepares children to start learning mathematics in the ‘school way’.

T. MARTEMIANOVA’S PROPAEDEUTIC COURSE “PRO-PHYSICS”: EXPERIMENTAL EVALUATION OF EFFECTIVENESS

The purpose of this work was to evaluate the effectiveness of the propaedeutic course “PRO-physics” by T. Martemianova. The methods of this research are: analysis of sources on the issues of propaedeutics of physics, empirical methods (analysis of data arrays from electronic systems of educational process management, lists of winners and prize-winners of olympiads, statistics of admission to universities, survey methods), statistical methods of results processing. The study proposes a methodology for assessing the effectiveness of propaedeutic courses. The study revealed that students who took the “PRO-physics” propaedeutic course programme subsequently have higher results in physics olympiads at all levels, more often enter universities from the top 20 of the RAEX rating, better cope with intermediate and final control activities in physics within the framework of school education. The results of the questionnaire survey of teachers and students have shown high efficiency of the propaedeutic course under consideration.

FORMATION OF CREATIVE THINKING AS A COMPONENT OF FUNCTIONAL LITERACY IN THE EDUCATIONAL PROCESS: STUDYING THE EXPERIENCE OF TEACHERS

Formation of functional literacy is a crucial task of modern education. Creative thinking is one of the key skills for a personality in the 21st century, but there are contradictions between its development among schoolchildren (and other aspects of functional literacy) and the insufficiently developed theoretical and practical readiness of teachers for this process. The article presents data from a survey of school teachers and analyses its results. The qualitative and quantitative analysis of the respondents' answers confirms the existence of these contradictions and emphasises the need for further research into the problem. Additionally, it suggests the development of specific methodological recommendations for organising the process of developing creative thinking through different academic subjects.

Room acoustic survey of open and enclosed learning spaces in Finland

Use of open learning spaces for education has increased in schools while enclosed learning spaces are still used in most schools in overall. There is some debate that these two learning space types might differ in acoustic perceptions. If they do, room acoustic quality might be one explaining factor. Therefore, our purpose was to determine, whether these learning space types differ in room acoustic properties. We studied 10 schools with mostly enclosed and another 10 schools with open or flexible learning spaces in Finland. Altogether 73 learning spaces were investigated among the 20 schools. Measurements concerned reverberation time, Speech Transmission Index, and background noise level. Most of enclosed learning spaces (63%) met the new requirements of Finnish building regulations for enclosed learning spaces. Opposite to that, most of open learning spaces (91%) did not meet the regulations for open learning spaces. The results can be used in the root cause analysis of a teacher survey conducted in the same 20 schools. Teacher survey will be reported in another study. Parallel analysis of objective and subjective results is necessary to judge whether the current regulations are justified.

The use of computer modeling in the educational process based on the example of studying Coulomb’s law

Abstract The study analyzes computer modeling tools intended for use in educational and scientific contexts. The concept of modeling as a method of research and a teaching tool is examined, the emphasis is placed on computer modeling. It is shown how physical laws, particularly Coulomb’s law, can be studied through modeling. The study uses pre-made simulators, spreadsheets, mathematical packages, as well as our own software in Object Pascal and Python. Experimental testing has confirmed the effectiveness of computer modeling in teaching natural sciences. A survey of students and teachers showed interest in further use of simulation tools in the educational process.

Prevention of extremism and terrorism in schools: experience of the republic of Dagestan

The article presents the results of the study of preventive anti-terrorist educational work among students of general education schools of the Republic of Dagestan. It is noted that this work with school youth is carried out systematically and comprehensively with the participation of not only teachers, but also external subjects of preventive influence on adolescents from among representatives of law enforcement agencies, various ministries and departments authorised in the field of youth, information and state national policy, cultural and art figures, representatives of the official Muslim clergy, athletes, deputies, veterans of the Special Military Operation and other public opinion leaders. It was revealed that the main format of this work is a thematic preventive conversation with schoolchildren, that requires certain pedagogical skills and competencies. Using a formalised expert survey of school teachers and a series of research interviews, an assessment of the effectiveness of this activity was identified, as well as problems that hinder the improvement of the quality of anti-extremist educational work with Dagestani youth. Noting the importance and usefulness of this work, the interviewed teachers point to a number of problems and factors that reduce its effectiveness. The workload of teachers with "paperwork", frequent demands for various kinds of reports on the work done, formalism, holding events without taking into account the age and individual characteristics of students, incompetence, lack of understanding and support from the parent community, weak interest in such events from both teachers and schoolchildren and a number of other factors hinder the improvement of the quality of anti-terrorist educational work with Dagestani youth. It seems that the prevention of extremism and terrorism is part of the general educational impact of the comprehensive school institution on a child, raising him to be a moral, law-abiding and patriotic citizen. To improve the quality of this work, it is important to raise the authority of school teachers at the state level, since a teacher without authority is a bad educator for teenagers not only in the area of countering the spread of the ideology of extremism and terrorism, but also in the matter of spiritual, moral and patriotic education in general.

DEFINING THE ROLE OF EDUCATIONAL PLATFORMS IN MATHEMATICS IN THE EFFECTIVE TRAINING OF FUTURE MATHEMATICS TEACHERS

The present study analyzes the results of a survey of teachers and students designed to identify the preferences and needs of universities in using educational platforms in mathematics to study the subject «Elementary Mathematics». The aim of the study was to determine the preferred characteristics and functionality of mathematics learning platforms that can contribute to effectivelearning and increase interest in mathematics for future mathematics teachers. To achieve this goal, questionnaires were developed, which were distributed among mathematics teachers and first-year students in the specialty «Mathematics» when teaching the subject «Elementary Mathematics» and third and fourth-year students when teaching the subject «Methods of teaching mathematics». The questionnaires included questions about preferences in using educational platforms in mathematics, the level of comfort andperception of educational material when working with technologies, preferred learning formats and expected learning outcomes. The analysis of the obtained results allowed us to identify the key principles that should be taken into account when using educational platforms in mathematics to study the subject «Elementary Mathematics» at the university. Following these principles contributes to the use of educational platforms in mathematics, and as a result, to improving the quality of mathematical education at the university and improving the learning ability of future mathematics teachers.

Introduction to Interactive Video-Based E-Learning to Improve Critical Thinking Skills in Vocational High School Students

This Community Service (PKM) activity aims to introduce interactive video-based e-learning to improve critical thinking skills in Vocational High School (SMK) students. Critical thinking skills are essential in facing the challenges of the world of work, especially for vocational school graduates. This activity was conducted online through the Zoom application, involving vocational school teachers as the main participants. The training focuses on using interactive videos as a learning medium that integrates interactive elements such as reflective questions, simulations, and problem-solving tasks to stimulate active student engagement. The evaluation was carried out through pre-test and post-test tests that showed a significant improvement in students' critical thinking skills, with an average post-test score of 80, an increase from 65 in the pre-test. In addition, a survey of teachers showed that 85% of participants benefited from using interactive videos to make learning more engaging and effective. However, some challenges related to internet infrastructure and students' technical ability to access video were identified. As a solution, materials are also provided offline. The results of this activity show that interactive video-based e-learning effectively improves the critical thinking skills of vocational school students. Hopefully, this method can be adapted more widely in the context of vocational education and contribute to developing the quality of education in Indonesia.