Teaching Skills Research Articles

예비 특수교사들이 작성한 시각장애학생이 포함된 초등교과 교수·학습지도안에서의 보편적 학습설계 원리 적용

The purpose of this study is to analyze actual application of UDL(universal design for learning) principles in preliminary special education teachers‘ lesson plans applying for elementary school classes including students with visual impairments. The lesson plans were analyzed by Korean UDL Instruction Analysis Checklist and UDL Practical Application Matrix to analyze satisfaction rates and practical application by UDL principle. The results of this study are as follows. First, the satisfaction rate of UDL principles guidelines was 50.80% in 7 lesson plans. Among the 3 UDL principles, the satisfaction rate was the highest at 53.57% in the principle of engagement, followed by 50.00% in the principle of representation and 48.83% in the principle of behavior and expression. Second, preliminary Special Education Teachers used keywords for each UDL principle at 37.26% in the principle of participation, 35.29% in the principle of action and expression, and 27.45% in the principle of representation. At a time when preliminary special education teachers need to develop teaching skills based on UDL for all learners, including the visually impaired, the results of this study can be used as basic data.

Training Workshop on Teaching/Learning in Health Professions Education for Medical Teachers: Feedback of the Participants

Background: For enhancing teaching skills of faculty members, 3-day Training Workshop on Teaching/Learning in Health Profession Education was organized at Bilwal Medical College Liaquat University of Medical and Health Sciences Jamshoro Sindh Pakistan. Main objective of the study was to assess feedback of the participants at New World Kirkpatrick’s Model level 1 and 2. Methods: This was cross-sectional study conducted using self-administered questionnaire. The questionnaire had 5-parts; 1) Demographics; 2) Rating of participants on attributes of training workshop at scale 1-10 (1=poor, 10=excellent); 3) Confidence level of the participants on skills learned in specific session at Likert scale 1-4 (1=Not-confident, 4=Extremely-Confident) on retro-pre-questionnaire; 4) Open-ended questions on strengths of workshop and 5) areas for improvement. The data was analyzed for central tendency. The data of retro-pre-questionnaire was normally distributed, so, t-test used for comparison of means. Data of open-ended questions was sorted manually. Results: The rating on attributes of training workshop i.e. usefulness (8.59±1.18), content (8.53±1.12), relevance (8.59±1.23) and facilitation (9.18±0.95) was notable and overall (8.82±0.95) too. The perceived confidence level of participants was significantly (< 0.001) enhanced on five Skills Learned in Specific Sessions of Training Workshop: developing learning objectives (before 2.24±0.44, after 3.29±0.47 ); developing effective PowerPoint presentation (before 2.59±0.51, after 3.06±0.56), conducting large group teaching (before 2.53±0.72, after 3.12±0.60), developing lesson plan for teaching (before 2.12±0.60, after 3.18±0.64), and conducting small group teaching (before 2.76±0.75, after 3.41±0.51) Conclusion: Overall reaction of the participants was constructive and their confidence level was significantly enhanced on specific skills related to teaching/learning.

Multimedia for Teaching Skills Development in Pre-service Teachers

A teacher must have teaching skills in order to become a professional teacher. The purpose of this article is to present the results of research on the development of teaching skills multimedia for microteaching courses in the Biology Education Study Program, FMIPA, State University of Jakarta. Multimedia is designed by combining text, images, audio and video to present basic teaching skills material in an interactive and interesting way. This research consisted of two years, in the first year four basic multimedia teaching skills were developed, namely: opening and closing lesson skills, class management skills and basic questioning skills and advanced questioning skills. This research is research and development (RnD) which was adapted into 7 stages from 10 steps of development research by Gall, Gall and Borg, including 1) research and data collection, 2) planning, 3) making prototypes, 4) testing first prototype, 5) prototype improvements, 6) field trials, 7) product improvements. The multimedia products developed are evaluated and assessed by experts, then revised based on the suggestions given and the results of field trials. The results of the research show that the multimedia developed is valid, practical and effective for improving teaching skills of pre-service teachers. Through this article the author wants to suggest that PKM or microteaching lecturers can use multimedia to practice basic teaching skills.

School Principal’s Leadership and Teachers of English Professionalism

Considering the great responsibility and the role of teachers as educators, teachers must have professional competence and determination to reach the projected educational goal. This competence should be developed continuously by the teachers themselves and/or facilitated by the principal as the leader in the school. Therefore, good leadership is required to guide and direct the teachers as should. The principal’s leadership quality can be seen in the success of the school he/she leads. This study examines the school principal’s leadership and English teachers’ professionalism at a private A-accredited high school in Palembang. A qualitative method in case study design was utilized in this study. A school principal, a vice-principal, and three teachers of English were involved as the participants of the study. The data were collected through interviews and observations and analyzed using thematic analysis. The findings of the study revealed that the school principal’s leadership plays a significant role in enhancing teachers’ English professionalism. The principal’s leadership styles are transformational and participative, which are characterized by vision articulation, inspirational motivation, intellectual stimulation, and individualized consideration. The study also found that teachers of English at this school are highly professional. They have a strong commitment to their teaching profession and are constantly striving to improve their teaching skills and knowledge.

Adapting Surgical Coaching: Feasibility and Perceptions of Intraoperative Resident Peer Coaching

IntroductionSurgical coaching is utilized to enhance technical, nontechnical, and teaching skills. This study aims to evaluate the feasibility and benefit of a resident peer coaching program. MethodsChief residents (postgraduate year 5) acted as coaches for junior residents (postgraduate year 1-3, “coachees”). All participants completed the Harvard Surgical Coaching for Operative Performance Enhancement curriculum. The coaching structure included 1) preoperative goal setting, 2) unscrubbed intraoperative observation, and 3) postoperative debrief. Upon completion, residents were surveyed to assess their experience. Descriptive and thematic analyses were performed. ResultsThere were 22 participants (6 coaches, 16 coachees). Five (83.3%) coaches and 14 (87.5%) coachees reported the program was useful, citing dedicated reflection outside the operating room, in-depth feedback, and structured self-assessment with increased accountability. Thirteen (81.3%) coachees reported perceived improvement in technical skills and 12 (75%) within nontechnical skills. All coaches felt they benefited and improved their ability to provide feedback. When asked how coaching compared to usual methods of operative feedback, 14 (87.5%) coachees and 5 (83.3%) coaches reported it was better, with only 1 coachee reporting it was worse. Benefits over typical operating room teaching included more feedback provided, more specific feedback, and the benefit of peer relationships. Twelve (54.5%) residents cited difficulty with coordinating sessions, but 21 (95.5%) reported that they would participate again. ConclusionsImplementation of a resident peer surgical coaching program is feasible. Both coaches and coachees perceive significant benefit with improvement in technical, nontechnical, and feedback delivery skills. Given preference over other methods of operative feedback, expansion of peer coaching programs is warranted.

Is it OK if I cheat? Implementation of, and student response to, iterative change in an undergraduate medical degree high stakes OSCE due to issues of academic integrity

Purpose of article This paper explores issues pertinent to teaching and assessment of clinical skills at the early stages of medical training, aimed at preventing academic integrity breaches. The drivers for change, the changes themselves, and student perceptions of those changes are described. Methods Iterative changes to a summative high stakes Objective Structured Clinical Examination (OSCE) assessment in an undergraduate medical degree were undertaken in response to perceived/known breaches of assessment security. Initial strategies focused on implementing best practice teaching and assessment design principles, in association with increased examination security. Results These changes failed to prevent alleged sharing of examination content between students. A subsequent iteration saw a more radical deviation from classic OSCE assessment design, with students being assessed on equivalent competencies, not identical items (OSCE stations). This more recent approach was broadly acceptable to students, and did not result in breaches of academic integrity that were detectable. Conclusions Ever increasing degrees of assessment security need not be the response to breaches of academic integrity. Use of non-identical OSCE items across a cohort, underpinned by constructive alignment of teaching and assessment may mitigate the incentives to breach academic integrity, though face validity is not universal.

DIFFICULTIES IN SPEAKING ENGLISH ENCOUNTERED BY VIETNAMESE SECOND-DEGREE ENGLISH-MAJORED STUDENTS: A CASE OF THOSE AT THU DAU MOT UNIVERSITY

English is becoming increasingly crucial in this era of globalization and worldwide integration. Fluency in this language helps people obtain better job opportunities and develop themselves in a variety of ways. However, acquiring English is difficult for Vietnamese people who use it as a foreign language, and speaking is one of the most challenging skills to acquire for many language learners, especially for those who are pursuing a second degree in English. For the purpose of discovering and analyzing the difficulties in learning speaking skills faced by second-degree English-majored students at Thu Dau Mot University (TDMU), a mixed-method study of both quantitative and qualitative designs was carried out. The sample included 152 students and 5 lecturers in charge of the speaking courses for these students. With the data collected through the questionnaire survey, the interview, and the observation, the result reveals dominant difficulties commonly encountered by these students with reference to the limitation of vocabulary, grammar, pronunciation, students’ personal psychology, and the habit of thinking in Vietnamese while speaking English. The findings of the study are applicable to the process of teaching and learning English speaking skills among second-degree language learners in Vietnamese context.

Teaching Skills Cultivation of Information Technology Normal University Students from the Perspective of Group Intelligence: Research on the Training and Application Optimization of GPT Dialogue Model

With the wide application of information technology in education, the cultivation of teaching skills for information technology normal university students is particularly important. However, the traditional teaching model faces challenges, and new methods are needed to improve the teaching ability of normal university students. The purpose of this study is to explore the teaching skills training mode of information technology normal students based on the perspective of group intelligence, and to use GPT dialogue model for training and application optimization, so as to improve the teaching effect and the professional level of normal students. Through the teaching mode from the perspective of group wisdom, normal university students can have more in-depth interaction and cooperation with classmates, teachers and teaching resources, and promote the innovation and improvement of information technology teaching. Using GPT dialogue model for training and application optimization can realize personalized and intelligent teaching assistance, and provide teaching content and methods more close to the needs of students. The results show that the teaching mode based on the perspective of group intelligence and the GPT dialogue model can effectively improve the teaching skills of information technology normal university students, and provide new ideas and methods for the innovation and development in the field of education.

Kajian Aspek-Aspek Pesantren Tahfidz Khusus Putri di Kabupaten Deli Serdang Dengan Pendekatan Arsitektur Islam

Education plays an important role in the progress of a nation, the high number of Islamic communities in Indonesia, including in Deli Serdang Regency, can be ensured that Muslims in Indonesia have an important role in the progress of a nation. Professor Toshiko Kinosita stated that Indonesia's human resources are still very weak to support industrial and economic development, the reason is because the government has never placed education as the most important priority, there are still various education problems that have not been resolved, such as limited education funds. , shortage of teaching materials, low number of skilled teaching staff, and inadequate facilities. To advance the nation's education, development is needed both in terms of physical and learning methods. Therefore, one effective solution is to build a Tahfidz Islamic Boarding School based on General Education. The development of science requires society to choose between focusing on knowledge in the field of religion or academics in general. Often people dream of mastering balanced knowledge, but many schools only focus education on one scientific field and reduce the quota in other fields so that knowledge becomes unbalanced. Tahfidz Islamic Boarding School is designed to provide knowledge and comfort in the learning process, equipped with adequate facilities and infrastructure as well as a more aesthetic building shape. This research aims to analyze the challenges and obstacles in developing the Tahfidz Islamic Boarding School based on General Education, and develop an inclusive and friendly solution environment. The focus is on meeting the needs of varying user abilities, while ensuring good accessibility and sustainability. In the design, building design innovations are also proposed to achieve this goal, taking into account aesthetics and Islamic values ​​in accordance with the function of the building. The methods used include mixed qualitative methods with observation, comparative studies, case studies, interviews and document analysis. The building which applies Islamic architectural concepts in the design of the Tahfidz Islamic Boarding School will also consider Islamic aesthetics and values ​​in its application.

Students' Perception of Peer-teaching Method in Training Teaching Skills of Prospective Elementary School Teachers

This study explores students' responses to how the peer teaching method in microteaching lectures can provide teaching skills to become elementary school teachers. The research applied a quantitative descriptive method by analyzing questionnaire instruments distributed to 35 elementary school teacher education students who took microteaching courses in the fourth semester. Data collection used a closed-ended questionnaire instrument and focus group discussions to identify teaching skills that are still needed by students to be trained through peer teaching. The results of the data analysis showed that the average student perception of peer-teaching reached an average of > 4 (figure 1) out of 12 questionnaire questions. This figure indicates a good category. The results of the focus group discussion obtained data that what still needs to be trained through peer teaching is adjusting learning strategies to the learning material and the background of students and eliminating the fear of making mistakes that make them insecure in front of their peers. Based on the results of data analysis, it is concluded that students' perceptions are good about peer teaching and can help them equip teaching skills as prospective elementary school teachers. However, it is still necessary to add skill training through peer teaching about adjusting learning strategies to the material being taught and eliminating self-confidence. From the findings of this study, it is suggested that to prepare the competence of elementary school teachers through micro-teaching courses, the peer teaching method needs to be maintained but it needs to be added to the content of skills that are still needed by students, namely preparing lesson plans.

Language Policy Dynamics in Early Childhood Education through Basil Bernstein’s Lens

This paper examined the implementation of local language policy in privately owned early childhood centers through Bernstein’s lens theory. It focuses on the benefits and implications of using local languages as media of instruction in early grades drawing on Basil Bernstein’s framing and control lens. This study is qualitative in nature and it used descriptive research design to examine the implementation of local language policy in privately owned early childhood centers through Bernstein’s lens theory. Simple random sampling technique was used to select ten (10) privately owned centers and ten (10) teachers that formed the sample. Ten (10) center managers were purposely selected bringing the total number of participants to twenty (20). The study used participant and non-participant observation and interviews to collect data and a total of 10 lessons were observed with a focus on the language of the instruction used. The results of the study show that there are major divides that linger among the classes in society which are visible in geographical locations of schools and have a great influence on the language of instruction. The results further show that local languages are not taught in private schools due to limitations in language command and skill set required to adequately teach. The study recommends that the pre service training programs should equip early childhood education teachers with adequate skills in local language teaching. Further, there is need for wider consultation with all stakeholders if issues of medium of instruction are to be a consensus at pre-grade.

IMPLEMENTASI NILAI BUDAYA GREBEG BESAR MODEL DISCOVERY LEARNING BERBANTUAN PPt INTERAKTIF UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA SDN JLEPER 2

This research was conducted in class IV of SD N Jleper 2 Mijen Demak and involved 19 students. This study aims to improve social studies learning outcomes and teachers' ability to teach social studies content by applying the cultural values of Grebeg Besar of Demak Regency through interactive PowerPoint media used by the Discovery learning model. In this study, students' social studies learning outcomes and teachers' teaching skills are the dependent variables. Grebeg Besar cultural values, interactive PowerPoint media, and discovery learning model are independent variables. Observation, interview, test, and documentation are the data collection methods. Quantitative and qualitative data analysis were used. The results of the teacher teaching skills research also increased, at 64% (sufficient) and 82% (good) in cycle I, and 57% (less) in cycle II. Thus, learning outcomes and teacher teaching skills in social studies content can be improved by applying the cultural values of Grebeg Besar of Demak Regency with the help of interactive PowerPoint media and Discovery Learning learning model.

Teaching and Learning Skills of Students’ Learning Readiness Special Educational Needs Students with Learning Disabilities in Elementary School

Teaching and Learning Skills of Students’ Learning Readiness Special Educational Needs Students with Learning Disabilities in Elementary School

Vocational Education Skill Assessment and Intelligent Assistance: A Study on the Application of Machine Learning Algorithms in the Assessment of Vocational Information Literacy Teaching Ability

Investigating vocational educators' knowledge-based teaching skills across China's Vocational Education (VE) institutions, this research focuses on the practical use of Machine Learning (ML) algorithms. Instructors' efficacy must be evaluated, and this work addresses the gap. VE performs an essential role in connecting learning abilities with the demands of industry. The investigation plans on developing an adaptable, subjective assessment technique that extends within the boundaries of conventional subjective evaluation methods using modern ML techniques such as Support Vector Machines (SVM), Decision Trees (DT), and Neural Networks (NN). Each ML model's accuracy, reliability, and feasibility have been determined using data collected from 120 vocational educators encompassing various fields and regions. Researchers predict that our findings will provide perspective on how to improve vocational education settings' teaching methods and governance.

English Language Teachers’ Awareness and Practice of Digital Teaching

Raising English language teachers' awareness and practice of digital teaching is essential for creating interactive, engaging, and effective learning environments that cater to the diverse needs and interests of students. This study aims to explore the digital teaching awareness of secondary level English teachers and the technology-driven activities implemented in their classrooms. Employing a qualitative approach within the narrative inquiry framework, data was gathered from 12 secondary level English teachers through semi-structured interviews, direct observations, and document analysis. The results reveal that secondary level English teachers in Nepal develop their digital teaching skills and knowledge by engaging in professional development programs, including workshops, seminars, and conferences, as well as through self-directed learning from online platforms like YouTube. Additionally, they enhance their digital teaching strategies by utilizing social media platforms such as Facebook, WhatsApp, and Instagram, along with web-based tools. These findings provide valuable insights and resources for English teachers, which can be applied in the classroom to promote interactive, technology-enhanced learning and teaching activities. Furthermore, the results can inform policymakers at educational institutions to ensure the efficacy of digital language learning practices.

Teacher Attitudes Towards World Englishes at Tertiary Level

This study investigates the perceptions and attitudes of English teachers at the tertiary level about World Englishes, utilizing a qualitative-methods approach. Data were collected through semi-structured interviews with 14 teachers. The findings reveal that the majority of teachers view English as a crucial tool for global communication and professional development. Many teachers emphasize the significance of English in their professional lives, highlighting its role in teaching and connecting with the academic community. Additionally, the study underscores the importance of effective teaching skills over nativeness and flexibility in language use. Most teachers feel more comfortable speaking English with non-native speakers, citing familiarity and a non-judgmental environment. The preference for native teachers in teaching pronunciation and speaking skills is also noted. Overall, the study highlights the dynamic and inclusive nature of English as a global language and its multifaceted role in various aspects of life. These insights contribute to the understanding of English language teaching and the evolving perceptions of English in a globalized world.

Cross-Education of Skill: Assessment of Overhand Throwing Using Product- and Process-Oriented Assessment

ABSTRACT Purpose: The aims of the present study were to: (1) investigate the magnitude and direction of the cross-education effect in a unilateral sport skill (overhand throw) and (2) to establish which practice condition (dominant hand only or alternating hands) would yield the best results. Methods: The study involved three experimental groups of 11-year-old children (n = 59). The first group (n = 20) used only the dominant hand to throw the ball. The second group (n = 19) used the nondominant hand only, while the third (n = 20) alternated hands for each throw. A pre- and post-testing of both hands preceded and followed the intervention period. Results: The results of our study revealed no asymmetry in cross-education effect between the limbs for children’s overhand ball throwing. It was also shown that training both hands is superior to training the dominant hand alone. Conclusion: Our findings would be of particular interest to physical education teachers and coaches of unilateral sports who are advised to review their unilateral skill teaching methods as bilateral training offers a superior approach to augmenting the process of motor learning and performance.

An Analysis of Arabic Language Curriculum Development in Indonesia

Curriculum development must be considered according to the times, the development of science, the needs of students, and the needs of society. In Indonesia, curriculum development from the Learning Design Curriculum (1947) is currently being implemented. The purpose of this paper is to understand the approaches used in curriculum development, and to analyze the development of the Arabic language curriculum in Indonesia. The results of this study indicate that the approaches used in curriculum development are both the administrative and grassroots approach, while the development of the Arabic language curriculum in Indonesia begins with the 1964 curriculum, spanning all the way to the 2022 independent curriculum. Curriculum changes over time have been carried out in a balanced and proportional manner. This is reflected in the teaching of Arabic language skills, which are taught to continue to experience development and refinement. In addition, the orientation of learning Arabic is not only for studying religion, but also oriented toward the realization of Arabic language competence, communicative competence, and cultural competence.

The development of early childhood teachers’ sociodramatic and imaginative play skills through a drama-based professional development program

ABSTRACT Our theoretical framework is based on Vygotsky’s Zone of Proximal Development focusing on adults’ involvement in children’s play and we argue that teachers’ involvement is crucial in supporting children’s play skills. Particularly, this study examines early childhood teachers’ (ECTs) sociodramatic and imaginative play skills and their development through a drama professional development program (DPDP). A 13-week DPDP on ECTs’ socio-dramatic and imaginative play skills was designed and implemented. Thirteen in-service ECTs attended, four of whom provided the data for this paper. Data collection for this study includedpractice video recordings and their analysis with the use of an observational tool by the researchers and the participants. The results revealed three socio-dramatic and imaginative play skills that ECTs must have: Role Enactment, Interactive Dialogue and Interactive Dialogue with Role Enactment. These skills and their characteristics, support literature on effective teachers’ involvement, ECTs’ general teaching skills and the principles of improvisation. We propose the ECTs’ Zone of Proximal Action is an adult-led zone, which exemplifies teachers’ potential action in supporting children’s play.

Professional Learning Communities Supporting Professional Development of Teacher Educators in Myanmar Education Colleges

Teachers need to improve their teaching skills to increase the learning benefits of their students. Professional learning communities not only cater to the needs of individual teachers and the whole staff, but also improve the quality of their teaching, and through this, boost their students’ achievement. In a professional teaching community, the key toimproved learning for students is the continuous learning of teachers (Bryk, Camburn & Louis, 2009). The professional learning community (PLC) is becoming a popular techniquefor teachers' professional development, and, as a result, there is a need for research that explores their impact. This study aims to map the effects of the implementation of professional learning communities at a Myanmar Education College, how they impact on the quality of teacher educators’ work, and, hopefully, in turn, on their student teachers’ achievements. Methodically, the study used a qualitative approach and a random sample to obtain data from teacher educators at Monywa Education College, who answered open-ended interview questions. The data revealed that there is a need for more PLCs of teacher educators to nurture their professional development and for the provision of extensive pedagogical support for the operation of PLCs in the current situation.