Student Teachers Research Articles

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 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.

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

Upaya Meningkatkan Hasil Belajar Peserta Didik PAK dengan Model PBL pada Materi Yesus Mengajarkan Pengampunan Kelas V Fase C SD Negeri 5 Cinta Maju

This study aims to improve learning outcomes in Catholic Religious Education and Budi Pekerti subjects by using the Problem Based Learning (PBL) learning model for class V SD Negeri 5 Cinta Maju in the 2024/2025 school year. This type of research is Classroom Action Research (PTK) which is carried out in two cycles with 1 meeting in each cycle. Each cycle consists of several stages, namely planning, implementation, action, observation and reflection. The first and second cycles discussed the material Jesus Teaches Forgiveness. This study aims to determine whether there is an increase in student learning outcomes with the help of the PBL learning model on the material of Jesus Teaches Forgiveness in class V in the subject of Catholic Religious Education and ethics at SD Negeri 5 Cinta Maju. This PTK also aims to determine how much the increase in learning achievement targets with the help of the PBL method on the material Jesus Teaches Forgiveness in class V in Catholic religious education and character education subjects at SD Negeri 5 Cinta Maju. Based on the results of observations of student learning activities, teacher activities, and student learning outcomes tests that the Problem Based Learning learning model can improve the activities and learning outcomes of Catholic Religious Education and Ethics in class V Phase C students of SD Negeri 5 Cinta Maju, Sitiotio District, Samosir Regency.

Unfolding the Moderating Role of Gender in the Relationship Between Teacher Support and Students’ Well-being: Evidence from PISA 2022

Unfolding the Moderating Role of Gender in the Relationship Between Teacher Support and Students’ Well-being: Evidence from PISA 2022

Speaking like a ‘good student’: Norms and deviations in contemporary upper secondary education in Denmark

Abstract Based on a linguistic ethnographic study of student–teacher classroom interactions, this article sheds light on language norms in a contemporary Danish STX school (upper secondary education, also known as gymnasiums). The analysis reveals that neither classrooms with the explicit teaching of an ‘academic register’ nor classrooms where teachers orient towards a youth norm constitute spaces where students have equal access to perform as good students. Even when students can decode and reproduce the language preferred by the teachers, they do not experience an equal opportunity to conform to this. It is argued that performing linguistically as good and competent students is more complex than just adapting to a specific school norm, as the students have to navigate different teacher’s norms as well as peer norms emphasising authenticity.

Kritiska aspekter för lärande i ekologi – en studie av biologiundervisning inom lärarutbildningen

Based on variation theory, we analyze how a teacher educator in biology enacts the objects of learning (a) how the need for energy and matter is met in different organisms and (b) flows of energy and cycles of matter in ecosystems. The teacher's enactment is then compared with the students' lived objects of learning, as expressed in their written interactions in relation to the teacher's reflection questions. The study concludes that the enacted and lived objects of learning do not always correspond and critical aspects for knowledge development in ecology for the current group of teacher students are identified. Based on the analysis, the study suggests some areas that require special focus in teacher education in ecology. Carbohydrate as a carrier of energy between trophic levels, as well as the conversion of carbohydrate to water and carbon dioxide during cellular respiration, are examples of areas that the study highlights.

Exploring biosecurity education through photovoice: student teachers’ perspectives on pests and diseases

ABSTRACT Background While photovoice is a commonly employed interactive and visual teaching technique in science education, its use in linking biological subjects to biosecurity challenges in culturally and ecologically diverse traditional places is still limited. Purpose This research utilizes photovoice to investigate the perspectives and experiences of student teachers regarding pests and diseases as biosecurity issues. Method Conducted in Bali, Indonesia, the study applied photovoice in an ecopedagogy class with 30 student teachers. The research approach included a three-week orientation, smartphone-based photography, and field tours to examine biosecurity concerns in subak rice terraces. During the field trip, students captured images using smartphones equipped with macro lenses and subsequently engaged in discussions to identify pictures related to pests and diseases. Rigorous coding and member-checking were employed to ensure the reliability of the collected data. Result The findings provide a comprehensive narrative and visual documentation of students’ perspectives on pests and diseases in subak rice terraces. Engaging in critical dialogues and reflections enhances students’ group-working skills, leading them to identify over a dozen pests and diseases, and demonstrate their biosecurity knowledge by using terms like ‘protection’, ‘monitoring’, ‘prevention’, and ‘eradication’. Conclusion Employing photovoice to highlight biological issues related to pest and disease threats emerges as a valuable strategy for future educators. This approach not only fosters an understanding of the interconnection between society and biology but also underscores the importance of biosecurity principles in safeguarding our economy, environment, and social well-being. Therefore, it is essential to incorporate cultural heritage and participative methodologies into biosecurity education in order to prepare future educators for real-world situations.

Escaping Online: Teacher Student Engagement in a Digital Escape Game

Escape games have become popular as a learning activity and are being used in a large variety of subjects (e.g., chemistry (Peleg et al, 2019), music (Babazadeh et al, 2022)). Research has shown that they are generally engaging for students (Veldkamp et al, 2020). However, the study of engagement is often limited to its observable aspect (e.g., the students are having fun; they are participating in the learning activity) or is not the focus of the analysis. Fewer studies are also investigating the use of escape games in fully online settings, when students are each playing from their own location. This research study is exploring engagement from the students’ perspective, within a fully online course in a teacher education program at a Norwegian university. Teacher students were invited to play Radioaktiv, a digital escape game for natural sciences on the topic of radioactivity. Six pairs of students also participated in guided interviews after playing. Reflexive thematic analysis of the interview data with the students was conducted to investigate what characterised the students’ experience of engagement while playing the online escape game Radioaktiv. Through this research question, the study is taking a closer look at what it means when the students say they were engaged in the game. Findings show four main aspects of the students’ experience of engagement. First, the time pressure was found to be a double-edged sword. Students found the timer engaging, but some were also too stressed by its presence to the detriment of learning outcomes. Second, students were engaged in completing tasks for their own sake, independently from other game aspects. Third, students appreciated having a read thread, but were not engaged in the specific narrative of the escape game. Finally, students positioned themselves as teachers and it strongly defined their experience of engagement in the game. They saw the game through the potential it held for their own pupils. These findings raise questions about the selection of escape games for learning in online environments and when and how to use them (e.g., discover a new theme, repetition, focus on soft skills).

A IMPORTÂNCIA DO ENSINO DA MATEMÁTICA NAS SÉRIES INICIAIS

We live in a very important moment in the country, where the demand for education has expanded, being driven by the growth of technology and deepening of knowledge. This direction leads society and institutions to develop as well, at the same time that it requires education itself to seek new teachings and new practices, so that its studies and projects are always up to date. This need has been observed in the classroom, in the daily practice of teaching and learning, especially with regard to mathematics, since this is a primary subject for citizens. Its priority requires from the teacher and the student themselves better possibilities to work in the classroom and achieve better results in teaching and learning for teachers and students. Under this understanding, this text seeks to present some considerations on the topic.

Meningkatkan Hasil Belajar Pak dengan Metode PBL Berbantuan E-LKPD

Education is a systematic process that aims to develop the potential, knowledge, skills, attitudes, and character of individuals, so that they can become individuals who are useful in their personal, social, and work lives. The main goal of education is to prepare individuals to face life's challenges, contribute to society, and achieve complete self-development. Education plays an important role in shaping civilization and encouraging the progress of a nation. The quality of learning in schools is largely determined by two main factors, namely student learning motivation and teacher teaching creativity. However, at SDN 091448 Saribujawa, Catholic Religious Education learning often faces obstacles, such as the use of monotonous teaching methods, which have an impact on low student interest and learning outcomes. This study aims to improve student activity and learning outcomes through the application of the Problem-Based Learning Model (PBL) in grade V students of SDN 091448 Saribujawa, with a focus on how PBL can improve learning outcomes and students' self-understanding as developing individuals. The implementation of PBL supported by technology in the learning process has succeeded in increasing student motivation and their learning outcomes, as indicated by the increase in the average value from cycle I to cycle II. In addition, there was a significant improvement in student attitude indicators, such as cooperation, responsibility, and independence.