Teaching Strategies In Education Research Articles

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.

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.

A teacher education strategy based on metacognition and collaborative reflection: The protagonists' point of view

A teacher education strategy based on metacognition and collaborative reflection: The protagonists' point of view

Bridging the Gap: Integrating Theory and Practice for Early Childhood Physical Education Teacher Education in Korea

Early childhood physical education (ECPE) plays a crucial role in giving young children their first impressions of physical activity and promoting lifelong participation. In the Korean context, however, the provision of physical education to young children is challenging owing to a lack of expertise among teachers. This study aims to explore effective teacher training strategies to normalize physical education for young children in Korea. Accordingly, the purpose of this study was to derive teacher education strategies that minimize the gap between theory and practice in ECPE. These integration strategies are presented in two categories: pre-service teacher training strategies and in-service teacher training strategies. Five sub-categories were identified within each category, goal, content, method, evaluation, and environment, and the educational implications in terms of minimizing the gap between theory and practice in ECPE teacher education were discussed based on the results. The teacher education strategies derived based on this study are significant in that they prioritize the integration of theory and practice based on the shared opinions of ECPE scholars and practitioners and offer concrete and practical approaches that can actively contribute to the promotion of ECPE.

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

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

Retracted: Feasibility Analysis and Discrete Dynamic Modeling of Physical Education Teaching Strategy Based on Intelligent Computing.

[This retracts the article DOI: 10.1155/2022/4093924.].

Retracted: Physical Education Teaching Strategy under Internet of Things Data Computing Intelligence Analysis.

[This retracts the article DOI: 10.1155/2022/5299497.].

Motives for becoming a teacher, coping strategies and teacher efficacy among Swedish student teachers

ABSTRACT The current study examined whether different motives for entering teacher education and different coping strategies in distressful situations during teacher training were associated with teacher efficacy among student teachers. A sample of 517 Swedish student teachers completed a questionnaire. According to the findings from multivariate regression analysis, student teachers who scored higher in intrinsic and altruistic motives and cognitive restructuring, and lower in self-criticism, tended to show greater teacher efficacy.

The Use of Digital Games by Teacher Educators in Colleges of Education

Aim/Purpose: The current research examined the use of digital games in the fully online learning context imposed by lockdowns in response to the COVID-19 pandemic. In particular, we sought to understand the contribution that digital games made to teacher educators and how they used digital games in their remotely delivered courses. Background: Teacher educators experienced in using digital games in their teaching were interviewed regarding the contribution digital games made to their pedagogy when they were teaching remotely during COVID-19. Methodology: This qualitative study included 34 participants who taught four-year-degree programs in 13 teacher education colleges in Israel. Contribution: This study sheds light on a sparsely researched area by examining the contribution of digital games to teacher educators' pedagogy. The study also suggests practical implications for implementing digital games for teacher educators. Findings: Many participants used digital games. Some used them extensively as an integral component of the curriculum while others used them to break up the lesson and thereby retain their students’ interest and attention. However, a small number reduced their use of digital games citing work overload. Recommendations for Practitioners: This study suggests that education systems may be able to obtain post-pandemic-related gains to further advance the use of digital games as a pedagogic strategy in teacher education in the future. Recommendation for Researchers: An additional study using a more representative sample of teacher educators would be very valuable to gauge the roll-on effects of the sudden shift to remote online learning on the use of digital games following the return to face-to-face teaching and learning. Impact on Society: The findings have implications for how the use of digital games should be addressed in teacher education at teacher colleges. Future Research: Future research can address possible contributions or challenges that teacher educators face when using digital games, for example, in a hybrid learning environment to enhance engagement and promote active learning.

Discussion boards as a pedagogical tool engendering critical race conversations: Meeting anti-racist aims to raise consciousness and disrupt whiteness

This study's purpose was to offer an explanation into how intentionally-designed and anti-racist discussion board prompts influence preservice teachers' written critical race conversations. Participants were randomly assigned to one of two groups: Instruction-As-Usual (IAU) or Disrupting Whiteness (DW), with the latter group assigned discussion board prompts that included prompts that tasked students to interrogate structural racism. Qualitative analyses of discussion board post data were merged through integrating survey response relationship interpretations. Our results indicate that whiteness disruption and racial consciousness racialized constructs were present. Moreover, DW students evidenced more frequent critical race conversations, and integrated results reaffirmed a more holistic, anti-racist teacher education strategy. We conclude with implications for anti-racist teacher educators who use DBs in their pedagogy.

Exploration of Ideological and Political Education teaching strategies in Forensic Science under the New Medical background

目前，我国高等教育面临新的国家定位和战略转变，其中“新医科”背景下专业授课中的思政教育改革成为改革和探索的重要方向。长期以来，医学院校的思政教育主要以思政课程的形式开展，单一且传统的说教式模式使得其内容烦冗而枯燥[ 1]，难以满足医学相关专业人才思政素养的培养要求。“坚持以习近平新时代中国特色社会主义思想为指导，聚焦立德树人根本任务，推动用党的创新理论铸魂育人”[ 2]，“健全全员育人、全过程育人、全方位育人的体制机制，充分发掘各门课程中的德育内涵，加强德育课程、思政课程，注重学科德育、课程思政”[ 3]，“强化课程思政和专业思政”[ 4]为医学院校的思政教育开辟了全新的发展路径。.

An Examination of the Effectiveness of Physical Education Teaching Strategies to Enhance Physical Competence in the Lower Grades of Elementary School : Relationship Between Physical Competence and Tactical Decision-making Ability

In this study, we aimed to examine physical competence in the lower grades of elementary school by applying three teaching strategies: ingenuity of teaching materials, relationship with rich friends, and the teacher’s approach to enhance physical competence. Physical competence was composed of three factors: “perceived physical competence,” “feelings of control,” and “peer and teacher acceptance.” In addition, we examined the relationship between physical competence and tactical decision-making ability. We hypothesized that improving tactical decision-making ability would enhance students’ “perceived physical competence” and “feelings of control.”Eighty-two first-grade students participated in this study. The students were divided into three groups and were required to play tag games. To evaluate the physical competence of students, we utilized the Okazawa, Kita and Suwa’s physical competence scale developed in 1996. We then divided the participants into upper and lower groups according to their “physical competence” or factor score. To analyze students’ decision-making ability, we made them play the same games for one hour before and after the unit. We video recorded the games and used the Game Performance Assessment Instrument (GPAI) for data analysis. We reported three main findings. First, when teaching strategies were applied to enhance physical competence, the upper group maintained a high value both before and after the unit, while the lower group improved after the unit. Second, decision-making ability regarding game performance improved in both the upper and lower groups. Third, improving decision making ability is necessary to enhance “physical competence” in the upper group. Finally, there was a negative relationship between “ball-keeping” (or waiting until the game situation changes) and “perceived physical competence” in the upper group, and between “ball-keeping” and “feelings of control” in both the upper and lower groups.Our study demonstrated that students’ physical competence improved when teaching strategies were applied to enhance physical competence. Additionally, we showed that improving students’ decision-making ability is critical to increasing their “physical competence” in the upper group.

A Fuzzy Neural Network-Based Evaluation Method for Physical Education Teaching Management in Colleges.

A novel Fuzzy Neural Network (FNN) teaching quality assessment model of physical education (PE) is presented at colleges and universities to enhance the validity of PE teaching quality evaluation. It is being done to enhance the accuracy of quality evaluations of PE instruction. In the first phase, out of 4 aspects of teaching material, teaching method, teaching attitude, and teaching effect, a multi-index assessment process of university physical education teacher performance based on the analytic hierarchy process (AHP) is created. The effectiveness of college PE instructors is assessed using this approach. The FNN model is used to develop a teaching quality assessment model for college PE courses. The FNN's parameter is the score data, and the FNN's output vector is equipped with better college PE (excellent, good, average, and low). In terms of assessing the instructional excellence of PE courses in colleges and universities, FNN has been proven to have superior classification accuracy, specificity, sensitivity, and F1 score when compared to other methods. When compared to other countries, this is the case. The proposed approaches resulted in a score of 96% for accuracy, 95% for specificity, 90% for sensitivity, and an F1 score of 94% for performance. The effectiveness of the proposed approach is shown by comparing the outcomes to those of standard physical education teaching strategies.

Opinions of future biology teachers about their competencies in the field of education in the context of multilingual education

This research aimed to determine the opinions of future biology teachers about the importance of language in biology teaching and effective techniques in biology teaching. With the start of education by students from different languages in public schools, the difficulties of the languages of education were experienced. For this reason, education becomes difficult. Students with different mother tongues make it difficult for teachers and may experience difficulties in fulfilling their duties. For this reason, this study was needed to determine the readiness of the pre-service teachers studying in the field of biology for the problems they may encounter in their professional lives. The opinions of 85 biology department senior students who are in their last year of university were consulted. For the questions to be used in the research, the research questions prepared by the researchers and finalised by taking the opinions of the experts were asked. The findings obtained in this study, which was carried out using the qualitative research design, were thematised and explained in detail with the content analysis method. When the results obtained from the research are examined, we see that the senior students of the biology teaching department do not have sufficient knowledge of multilingualism and that they need training on education-teaching strategies.
 Keywords: Biology, education, university, multilingualism, opinion, teacher, technology, learning;

Science of Reading in Special Education Teacher Preparation

Reading development is a complex cognitive process, and instruction must be guided by the science of what works, for whom, and under which conditions. Students with learning disabilities (LD) in reading require high-quality reading instruction and, often, intensive intervention delivered by knowledgeable teachers. Yet, many teachers enter the field unprepared to teach reading. This special series in Intervention in School and Clinic brings together teacher-educators and reading researchers for a collection of articles that address critical issues related to training future special education teachers. These articles describe the design and delivery of reading methods courses in special education teacher preparation programs, including usable, practical strategies for teacher-educators to implement.

Emerging Physical Education Teaching Strategies and Students' Academic Performance: Basis for a Development Program

Emerging Physical Education Teaching Strategies and Students' Academic Performance: Basis for a Development Program

Preservice Training Strategies and Guarantee Mechanisms for Primary and Secondary School Teachers in the Development of Smart Cities by the Internet of Things

It aims to perfect the preservice training system and improve the teaching quality of primary schools. The research methods are questionnaire survey and interview, and 154 teachers from 16 primary schools under the background of smart city development are used as the research objects. Questionnaires are distributed to them, and the Internet of Things (IoT) technology is used to analyze the adaptation law of primary school teachers’ preservice training and to conduct in-depth research on teacher education and training strategies according to the relevant curriculum system. The results manifest that the IoT technology can effectively process the questionnaire data. From the perspective of the smart city, more than 70% of art teachers and physical education (PE) teachers know nothing about their professional level, and nearly 40% of music teachers know little about their professional level of teachers. In addition, more than 50% of the teachers surveyed do not have a clear understanding of their own professional standards, teacher training standards, primary school training strategies, and guarantee mechanisms of the teaching effect. It means that teachers in the progress of smart cities should strengthen the training of professional level and education policy during preservice training. After the evaluation and training system is established according to the ratio of “25.4% of primary school students’ growth knowledge +42.7% of professional knowledge +31.9% of teacher education curriculum knowledge”, students’ learning enthusiasm increased by 23%, and their academic performance increased by 15%. This indicates that the training system can ensure the good learning effect of students. Therefore, the research on preservice training strategies and guarantee mechanisms for primary and secondary school teachers in smart cities by the IoT provides a certain direction for subsequent teacher training.

Teacher education strategy for using of intelligent learning system

본 연구는 지능형학습시스템 활용에 따른 교사교육 전략에 관한 것이다. 지능형학습시스템 활용은 교수학습에 상당한 영향을 미칠 수 있는데 이에 대한 연구가 미흡한 실정이다. 이에 지능형학습시스템의 개념과 역할, 그리고 개발 실태에 대한 분석을 하고 지능형학습시스템 활용에 필요한 교수학습 유형, 교사교육 프로그램 개발에 필요한 전략을 제시하였다. 지능형학습시스템은 적용형학습시스템, 고급 가상학습 시스템이라고도 불리며 학습자의 학업 배경, 학습태도, 반응 수준에 따라서 학습내용을 차별적으로 제공하는 인공지능응용프로그램으로서 국내외에서 개발 운영하고 있다. 국내에서는 경남교육청 아이톡톡시스템, 해외에서는 민간과 대학을 중심으로 개발하고 있는데 Mathia, Thinkster 등 국내외 모두에서 수학 교과가 주류를 이루고 있다. 이러한 지능형학습시스템의 핵심 역할은 학습자를 지속적으로 모니터링, 평가하면서 학습자의 스타일과 수준에 적합한 콘텐츠를 제공하는 것이다. 구체적으로 퀴즈 제공과 피드백, 언어학습 시스템, 학습자 커뮤니티 모니터링 시스템 등이 있다. 한편 이와 같은 시스템 활용에 적합한 교수학습 유형은 개인화학습, 적응형학습, 역량중심수업, 블랜디드학습으로 제시하였다. 개인화수업은 기존부터 존재했던 수업 유형인데 지능형학습시스템으로 현실화된 것이며 역량 중심 수업은 같은 공간, 같은 시간에 학습하는 형태를 탈피하여 목표를 달성할 때까지 학습을 진행한다는 개념의 수업유형이다. 이에 필요한 교사 교육 전략은 지능형학습시스템을 활용하기에 적합한 교육내용 선정 방법을 안내해야 하며, 교사가 수업의 보조자 역할을 이해하고 실천하는 방법에 대한 교육이 필요하다. 또한 지능형학습시스템 및 인공지능 이해 프로그램을 운영해야 한다.This study is about the teacher education strategy according to the use of the intelligent learning system. The use of intelligent learning systems can have a significant impact on teaching and learning, but studies on this are insufficient. Accordingly, the concept, role, and development of the intelligent learning system were analyzed, and the types of teaching and learning required for the use of the intelligent learning system and strategies necessary for the development of teacher education programs were presented. The intelligent learning system, also called an adaptive learning system or advanced virtual learning system, is an artificial intelligence application program that differentially provides learning content according to the learner's academic background, learning attitude, and response level, and is being developed and operated at home and abroad. In Korea, the Gyeongnam Office of Education's System is being developed overseas, with private universities and colleges developing it. Mathematics subjects are the mainstream in both domestic and foreign countries. The core role of such an intelligent learning system is to provide content suitable for the learner's style and level while continuously monitoring and evaluating the learner. Specifically, there are quiz provision and feedback, a language learning system, and a learner community monitoring system. On the other hand, the types of teaching and learning suitable for using such a system were presented as personalized learning, adaptive learning, competency-oriented class, and blended learning. Personalized learning is a class type that has existed before, but it has been realized with an intelligent learning system. Competency-oriented learning is a class type with the concept of learning until the goal is achieved by breaking away from the form of learning in the same space and time. The necessary teacher education strategies should guide how to select the appropriate educational content to utilize the intelligent learning system, and it is necessary to educate the teacher on how to understand and practice the role of an assistant in class. In addition, an intelligent learning system and artificial intelligence understanding program should be operated.

Exploring Teaching Strategies and Challenges Towards a Holistic Context-Based Special Education Teaching Strategies Program

This phenomenological research study explores the challenges and strategies of six identified special education teachers in the Legazpi City Division. The study employed in-person interviews using a validated instrument and audio recordings. The study focused on the assessment of students' current levels of functioning, planning and individualized education programs, collaboration and consultation with multidisciplinary team members, and adaptation of content activities. Using coding as data analysing results revealed that reading and discussion method, monopolizing decisions, and additional cost in modifying instructional materials were the major challenges. Moreover, the individualized instructions, strong motivation, and classroom policies, content, and modifying instructional materials were major strategies. The study formulated a holistic context-based special education teaching strategies program that highlights the faculty management program, the students support program, and the administrative support program. Faculty development programs aid teachers in not being left behind. Investing in teachers' professional growth is suggested.