Teacher Teaching Research Articles

A Study of the Impact of Science and Technology in Education on Teaching and Learning Implementation

In the era of scientific and technological development, science and technology have also begun to enter the academic world, and more and more classrooms have begun to use science and technology to help teaching and learning. The impact of science and technology has received widespread attention, but the pros and cons of this still need to be discussed. This paper analyses the use of science and technology in classroom teaching. The analyses show that science and technology can break the limitations of traditional teaching and learning, which are reflected in the teacher's teaching methods, teaching techniques, and feedback. In addition, the use of technology can also enrich the classroom teaching form, expanding teaching resources. At the same time, there are many problems and challenges associated with the use of technology. Misuse of technology and low-quality technological environments pose significant challenges. Many teachers have low information awareness and poor IT skills. For this reason, this paper suggests that there is a need to examine the pros and cons of technology and to use it appropriately. On the part of teachers themselves, in-service teacher training and the promotion of information awareness or digital literacy are also needed.

Need Analysis of Pakistani English Teachers Teaching at University Level: A Study of Skills and Digital Collaboration

This article analyses the English language Teachers’ skills and the use of digital tools from two perspectives: Importance and their application in both academic and professional circumstances. Additionally, the researchers review teachers' usage of emails, instant messaging, social networks, and various educational platforms to ascertain key differences in tool usage and preferences across the two groups. The sample of the study is 40 teachers teaching at graduate and postgraduate levels in Pakistan, selected as a convenient sampling process. Mean and standard deviation values are found through modified questionnaires of digital collaboration and skills used in the study of Mena-Guacas et al. (2024) having 24 questions. The study concludes that while graduates are focused on the verbal tools needed for contact with the professional world, postgraduates concentrate on contact with tools of a higher level, intended for research and teaching. Moreover, the study assesses the importance of educational platforms, wikis, and collaborative tools and reports that such tools were popular with teachers interested in improving the quality of learning. These findings also lead to the conclusion that there is a need to recommend applications and appropriate training programs to promote teachers’ digital literacy and oral communication competence and recommend the integration of advanced digital tools into class settings. Lastly, the article mentions certain areas that could be researched in the future including the role of modern technologies in teaching and learning outcomes, the effectiveness of professional development programs for teachers, and various cultural aspects regarding the use of the tools commonly.

Education 5.0 and Sustainable Development

Education is a key to national development. It not only opens doors of new opportunities but also empowers the individual with knowledge and wisdom to face challenges and solve various problems. Education helps in the transmission of culture, social upliftment, and political integration. With new opportunities, there come new challenges where education helps in dealing with such issues. Modern Education aims at helping students to acquire various skills like critical thinking, creative thinking, communication skills, problem-solving skills and lifelong learning. The education framework has changed from the Education 1.0 level to the present Education 5.0. This framework focuses on the needs of the learner, the demand of society and different teaching strategies and methods. In Education 1.0 the teacher taught within the confines of the physical four-walled classroom. No technology was used, and the teacher acted as an autocratic leader. It transformed into the present Education 5.0 level slowly but steadily due to the requirements of the learner, the changing needs of society and the adoption of various teaching approaches. Dr. A.P.J. Abul Kalam rightly said that Education is the holistic development of individuals at all level be it spiritual, academic, physical or psychological. The learner changed after the COVID-19 pandemic and the world needed sustainable development which shifted the paradigm from technology integration in Education to the involvement of various human skills like empathy, sharing, values etc. The present paper thus explores Education 5.0 for Sustainable Development.

How undergraduate engineering students regulate their learning: a qualitative comparison between different strategy users

ABSTRACT While decades of research from cognitive psychology provided insight into effective learning strategies for long-term learning, there is a discrepancy between what research recommends and what students do. We investigated first-year engineering students’ knowledge and use of learning strategies, and how they experience and adapt to learning strategy instruction. We conducted three focus group discussions with 18 students and took an in-depth qualitative approach of thematic analysis and crafted stories. While all students showed accurate knowledge about effective learning strategies, only highly self-regulated students also used these strategies outside class. Idiosyncratic ideas or a minimal effort approach towards studying hindered effective strategy use during self-study. The crafted stories provided an in-depth insight into factors that drive engineering students to apply specific learning strategies (or not) and their openness towards behaviour change based on teacher instruction: students’ self-concept and study motivation, student–teacher interaction, and the role of assessment as driver for learning.

Optimizing Online Teaching: An Explanatory Sequential Study on the Training Needs of Pre-Service English Teachers

The shift to online education brought about by global events such as the COVID-19 pandemic and internationalization has highlighted the need for effective teaching strategies and support systems for educators, specifically those new to the field or those in training. This study determined the training needs of the pre-service English teachers in terms of instructional communication, teaching strategies, and classroom management in an online context. An explanatory sequential design was used to collect and analyze data. The design consisted of two phases, first the collection and analysis of quantitative data, second, the collection and analysis of qualitative data. The quantitative data was utilized to construct the interview questions. The qualitative result provided the researcher with deeper insight into the training needs of the pre-service teachers. The tools were administered to 101 pre-service English teachers, who were selected using random sampling. The findings revealed that the most needed skill among pre-service teachers for effective online teaching is instructional communication, followed by teaching strategy and classroom management. While they adapt to online tools and enhance teaching strategies, communication proficiency requires ongoing training. This study proves that effective instructional communication as the backbone of effective teaching, beyond language proficiency, is crucial for successful teaching and learning. Based on the results, the Acquire, Practice, Perform, and Assess training and mentoring model was designed to assist teacher training institutions and professors or mentors in delivering training tailored to the specific needs of pre-service teachers.

Develop and Validate the Creativity Practice of Engineering Drawing Teachers (CPT-ED) Teaching and Learning Planning Framework

Develop and Validate the Creativity Practice of Engineering Drawing Teachers (CPT-ED) Teaching and Learning Planning Framework

A critical review of English medium instruction (EMI) teacher development in higher education: From 2018 to 2022

Abstract The past few years have witnessed an emergent growth of both academic and practical works on English medium instruction (EMI) teachers' professional development. This paper presents a critical analysis of 30 empirical studies on EMI teacher development in a wide range of higher educational settings from 2018 to 2022. Through a systematic process of paper selection and review, we have identified three general routes to EMI teacher development, namely: (1) formal training activities; (2) opportunities for teacher collaboration; and (3) self-initiated practices. For each route, we presented a critical appraisal of their design and implementation, as well as reported gains and challenges. Meanwhile, we also conducted a critical analysis of the methodological issues pertaining to the selected papers. Overall, we argue that EMI teacher development in higher education is largely construed as a hybrid, contested, and transformative enterprise featured by EMI teachers' constant boundary-crossing at different levels to seek professional growth in linguistic, pedagogical, cultural, and psychological domains. During this process, EMI teachers may encounter conflicted dispositions, power asymmetries, and individual contradictions. Such a process thus requires EMI teachers to rethink, reexamine, and reflect critically on their accustomed preconceptions and practices, in order to facilitate transformation and achieve sustainability in the long run. The review also presents implications for EMI teachers, teacher educators, policymakers, and researchers on effectively facilitating EMI teacher development in higher education.

Development of Physics Learning Media Integrated with Rebuttal Text (PhyLeM-ReT) on Work and Energy Material

This study aimed to develop Physics Learning Media assisted by Rebuttal Texts (PhyLeM-ReT), integrated with the Predict, Observe, Explain, Apply, and Write (POEAW) model for work and energy material. The development research design employed in this study was ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The participants were 30 tenth-grade students from a private high school in Bandung. A student response questionnaire to the media was implemented, which comprised 19 statements (10 positive and nine negative) and was evaluated using a Likert scale. This study implemented Rasch analysis. The result showed that 25 students agreed with the positive statements and disagreed with the negative statements related to interest in learning physics, the use of media, enthusiasm for learning, and usefulness in understanding concepts. Thus, PhyLeM-ReT integrated with the POEAW model facilitates students' comprehension of energy and work material. The developed media can also serve as an alternative for teachers in teaching, specifically enhancing and transforming students' conceptions. This research is crucial in an era where misconceptions regarding physics persist, as it aims to offer effective alternative learning media that can address these obstacles. Additionally, this research presents opportunities for further development in integrating comparable methods into other subject areas of physics that necessitate a profound conceptual approach.

Task design for highly educated newcomers: improvement and implementation through Lesson Study

PurposeThis case study aims to explore the outcomes of two Lesson Study (LS) cycles involving four teachers of English for Academic Purposes (EAP) in the Netherlands, focusing on task-based language pedagogy.Design/methodology/approachUsing LS, teachers engaged in a Plan-Observe-Analyse-Evaluate cycle to address the unique needs of highly educated newcomers. Initially, teachers received input on task-based pedagogy and redesigned materials for specific learner groups. One teacher taught while others observed, and student feedback was collected. Post-lesson, teachers and the More Knowledgeable Other (MKO) discussed improvements, repeating the process the following week. Qualitative analyses of audio recordings, classroom observations, task designs and student feedback identified critical moments in the LS cycle.FindingsFindings indicate that the task-based approach, task design and classroom implementation offered by LS helped to improve teachers’ professionalism: The LS cycle made teachers aware of task difficulty and clarity relative to student proficiency and interests, leading to adaptations for high, average and low-achieving students. It shifted teachers’ focus from “how to teach” to understanding student needs, revealing that low performance may stem from personal traits rather than proficiency. The process also underlined the additional care needed for vulnerable students facing challenges like long commutes from asylum seeker centres.Practical implicationsThis study highlights the transformative potential of the LS model in enhancing task design, teaching practices and teacher development through collaboration, reflection and student-centred approaches. Teachers should adapt tasks collaboratively to accommodate diverse student needs, focusing on accessibility, engagement and emotional well-being, particularly in mixed-ability and vulnerable student groups. Real-time adjustments based on classroom experiences, combined with understanding students’ emotional challenges, can foster better outcomes. Future research could explore the long-term impacts of adaptive teaching on student engagement, confidence and performance as well as the integration of emotional support into teaching strategies for vulnerable learners.Originality/valueThis study contributes to understanding the effectiveness of LS in task development and improvement as well as professional development. It highlights implications for teacher training and task design in EAP contexts.

Pragmatic Awareness and the Need for Greater Emphasis on Pragmatic Preparation in TESOL Programs

ABSTRACTPragmatics, the social language skills human beings use through everyday social interaction, is a critical and complicated segment of learning a new language. Thus, it is essential to teach pragmatics in English as a Second Language (ESL) classrooms and ESL teachers have pragmatic knowledge. This qualitative case study was designed to investigate community college ESL teachers' awareness and application of the field of pragmatics and explore if community college ESL teachers receive sufficient training in their TESOL preparation programs regarding teaching pragmatics. The purposefully selected sample was composed of 15 ESL instructors from a community college in the Mid‐Atlantic Region. Semistructured interviews were used as the primary instrument, and observations and document review were utilized as a supportive data collection method. Inductive analysis was used, and the data were coded and organized according to the research questions, and analysis and interpretation of the findings were organized into five themes that were based on the study's conceptual framework, the Interaction Hypothesis. This research revealed that ESL instructors are not fully aware of the field of pragmatics, and the understanding of its application to their teaching practice is limited. The study elevates a number of opportunities for future research, highlights a strong need in the area of practice, and emphasizes the importance of integrating pragmatic learning and teaching in both ESL teachers' preparation programs and ESL programs.

Preparing Pre-Service Teachers for Teaching in the Digital Age

At the onset of the COVID-19 pandemic, many traditional contact higher education institutions, such as the institution where the study was based, transitioned abruptly to remote online learning. Students in the School of Education at the institution who are predominantly from the lower end of the socioeconomic digital divide in South Africa had no choice but to navigate digital technologies to further their education. The extent to which their digital learning experience fostered the requisite TPACK (Technological, Pedagogical, and Content Knowledge) and other cross-functional skills needed for the 4IR classrooms remained uncertain. Framed by the TPACK Model, this paper employed a mixed-method approach to understand students' online learning experiences and how their digital learning experiences prepared them for their future teaching practices. Data generated from questionnaires randomly distributed to undergraduate students, followed by a focus group interview with twelve purposively sampled students across the five undergraduate clusters of the school, was used to address the research objective. The findings revealed that it is unlikely that their virtual learning experience could have prepared them for teaching in the digital age. Insights from this paper will benefit academics in their online pedagogical engagements and curriculum design while informing policy directions at the institutional level. Keywords: digital learning, pre-service teachers, 4IR classroom, TPACK, students' experiences

Madrasah Principal Leadership Strategy to Build Teachers’ Teaching Spirit

This study aims to identify the effective leadership strategies of madrasah principals in improving the teaching enthusiasm of teachers at Luqmanul Hakim Elementary Madrasah. The research method used is a case study with a qualitative approach. This study collects and analyzes various relevant literature sources, including journals, books, and scientific articles related to educational leadership and teacher motivation. The results of the study indicate that effective leadership strategies of madrasah principals in building teacher teaching enthusiasm include several key elements, namely open communication, professional development, and emotional support. The novelty of this study lies in the in-depth analysis of the psychological dimensions of teachers in responding to various leadership strategies. The contribution of this study is expected to provide recommendations for madrasah principals in designing more effective teacher development programs and become a reference for further research on teacher motivation in the context of Islamic education.

Language–Subject Teacher Collaboration in English-Medium Higher Education: Current Practices and Future Possibilities

The collaborative competence of subject (discipline) teachers and language (English for academic or specific purposes) teachers in higher education is a central concern in English-medium instruction contexts, where they frequently interact. This brief scoping review provides a snapshot of the current state of English-medium instruction teacher collaboration and guides collaborative practice to better support language teachers, subject teachers and (ultimately) students. The review is restricted to empirical studies and focuses on the forms of teacher collaboration, barriers to collaboration, and strategies to overcome these challenges. Teacher collaborations occur at institutional, departmental and individual levels, and, at each level, some obstacles limit the effectiveness and sustainability of collaborations. Proposed solutions range from individual initiatives to systematic institutional support. Based on these findings, the paper concludes with practical recommendations to enhance future collaborations.

Learner beliefs about vocabulary teaching in secondary ESL classrooms: a proficiency and grade-level analysis

Abstract Learner beliefs are widely acknowledged as key to the success of second language learning and teaching. Despite extensive research on English as a second language (ESL) learners’ beliefs, few studies have focused on vocabulary teaching. Our study addresses this gap by surveying 556 secondary school students in Hong Kong to explore their beliefs about various instructional practices and activities in vocabulary teaching, and how these beliefs vary with English proficiency and grade levels. The findings reveal that students valued diverse instructional methods, including specific strategies and engaging activities like games. However, they generally lacked autonomy in learning vocabulary, showing a tendency to rely on teacher instruction. The analysis also suggests that the students’ beliefs varied according to their English proficiency and grade levels. More proficient learners preferred strategy-focused instruction, while senior secondary students favoured more explicit instruction from teachers. Open-ended responses underscored the multifaceted and nuanced nature of students’ beliefs about vocabulary teaching. The study highlights the importance of promoting autonomous vocabulary learning, balancing engaging and conventional activities, and tailoring instruction to accommodate diverse needs across different proficiency and grade levels. We also provide insights for future studies on learner beliefs about vocabulary teaching.

How novice mathematics teacher-educators notice the mathematical and pedagogical thinking of preservice mathematic teachers: An emerging model

Abstract This paper aims to characterize critical events noticed by novice mathematics teacher-educators (NMTEs) while they facilitate teacher education sessions. Twenty-four NMTEs enrolled in a university course on teaching teachers were asked to facilitate a series of three sessions with preservice teachers, identify critical events from those sessions and analyze these events. Analysis of the 72 critical events reported by the NMTEs yielded a model that can be used to characterize critical events in teacher education sessions (CETEs) and to identify variations within these events. The model comprises three axes: the event participants, the event focus and the dimensions in learning and teaching mathematics (i.e., cognitive, affective and social). The paper discusses the theoretical and empirical construction of the model and demonstrates its potential contribution using examples from our research.

Teachers’ Perspectives and Experiences in Higher Education Vocabulary Instruction

The selection of vocabulary learning strategies (VLS) is a pivotal action in the English teaching and learning process. This study aimed to explore what teachers perceive and experience in vocabulary instruction in higher education. A narrative approach was employed in this study. Using the purposive sampling technique under the criteria of a minimum of four years of experience as permanent English teachers and limited the area of study only to one of religious higher education in Central Kalimantan, five English teachers were enrolled as participants. Unstructured, open-ended interviews were used as the instrument for collecting the primary data. After collecting the stories, the data were reported and validated using triangulation. The results revealed that teachers believed that using a variety of learning strategies to engage learners to be interested in vocabulary instruction was useful. Then, the challenges both external and internal factors faced by teachers in vocabulary instruction could be handled by employing the strategies that fit the students’ characteristics, such as learning vocabulary through songs, games, and social media platforms such as TikTok, YouTube, Instagram, and so forth. Therefore, it can be drawn to the conclusion that teachers must always be creative and innovative in action by utilizing technology advancement. Besides, the use of differentiated instruction approach could be better employed by teachers for solutions to problems, particularly in facilitating diverse student characteristics. Next, the use of various modes of learning or multimodal sources can also help students in higher education to get very meaningful vocabulary learning.

Discourse Structuring Metadiscourse in EMI Lecturer Microteaching Test Performance

Microteaching is frequently used in English-medium instruction (EMI) teacher education to provide a controlled environment for skill refinement and feedback (Deroey, 2023; Morell, 2020), but less frequently in EMI language testing (Dimova, 2017) due to concerns about its suitability. While some argue for its potential to standardize language assessment procedures, others question its ability to reflect classroom discourse (Molino et al., 2022). To address this issue, empirical evidence of the language features of microteaching is needed. So far, however, very limited language-focused research has been conducted. This paper takes a step in this direction by analyzing EMI lecturers’ test performance in terms of discourse structuring metadiscourse, a key language function for enhancing clarity and coherence. The performances of 15 EMI lecturers on the Test of Oral English Proficiency for Academic Staff (TOEPAS) are examined to identify the most commonly used personal and impersonal metadiscourse markers, as well as differences in lecturers’ use of these markers across proficiency levels. Following Ädel’s (2010) reflexive model, quantitative and qualitative insights into metadiscourse are provided. Results suggest that simulated lectures elicit a range of forms and functions of metadiscourse that have been documented in the literature on classroom discourse in English-dominant and non-English-dominant settings. While more research is needed to elucidate the frequency distributions of these forms and how they reflect actual classroom practices, the qualitative analysis across proficiency levels provides insights into the degree of lexico-grammatical variation in the articulation of metadiscourse, which has implications for the widespread use of microteaching in testing and training.

IMPLEMENTASI KETERAMPILAN MENGELOLA KELAS MAHASISWA PENDIDIKAN BIOLOGI UNIVERSITAS TANJUNGPURA DALAM PRAKTIK MENGAJAR

Teachers play an important role in the development of students' potential and abilities through their responsibilities as professional educators. The success of teaching depends on the teacher's teaching skills. This study aims to describe the classroom management skills of fourth semester Biology Education A2 class FKIP Tanjungpura University academic year 2023/2024. Data were collected quantitatively through observation of 25 learning videos using a checklist table. The results showed the percentage of components of classroom management skills including responsiveness (96%), dividing attention (88%), focusing group attention (88%), giving clear instructions (100%), providing reinforcement (100%), modifying behavior (96%), group management (88%), finding and solving behavior that causes problems (4%), and reprimanding (4%). Of the nine components of classroom management skills, seven were rated excellent and two were rated deficient. Although the majority of skills were rated as excellent, there are some aspects that still need improvement. Keywords: Skills, Components, Classroom Management.

영유아교사의 교직에 대한 열정과 교수창의성의 관계에서 그릿의 매개효과

Objectives This study aims to confirm the partial mediating effect of grit in the relationship between the passion for teaching and the influence of grit on teaching creativity and the passion for teaching and teaching creativity of infant teachers. Methods The subject of this study was to analyze the data collected after distributing questionnaires on passion for teaching, teaching creativity, and grit to 209 infant teachers working at kindergartens and daycare centers located in S and H cities in Gyeonggi-do, and A and D cities in Chungcheong-do. The collected data were analyzed through frequency and percentage, Pearson product-moment correlation analysis and mediated regression analysis. Results First, it was found that there was a significant positive correlation between the passion for teaching, grit, and teaching creativity of infant teachers. It was found that the passion for teaching of infant teachers had a significant positive influence on grit and teaching creativity, and grit was found to have a significant positive influence on teaching creativity. Second, it was found that the grit of infant teachers had a partial mediating effect in the relationship between the passion for teaching and teaching creativity. Conclusions This study considers grit, which can have a clear goal based on the beliefs and values of infant teachers in the teaching profession, as a major variable, and suggests the need to develop various support and teacher education programs to promote infant teachers' teaching creativity and passion for teaching.

현직 전문상담교사의 업무수행 경험에 기반한 학교현장실습 개선방향 연구

Objectives The purpose of this study is to examine the effectiveness of pre-service school counselors’ school field practicum and explore ways to improve it by examining the work performance experiences and perceptions of in-service school counselors regarding school field practicum. Methods To achieve this purpose, a Focus Group Interview was conducted for seven school counselors working in Seoul and non-Seoul schools or provincial offices of education. The inductive analysis was performed for the collected qualitative data. Results As a result of the analysis, it was found that the school counselors participating in the study perform tasks such as counseling, crisis case management, operation and administration, consulting and training, and teaching at the school or provincial office of education. And, it was found that they had experienced counseling, operation and administration, and teaching in school field practicum when they were pre-service school counselors. In school field practicum, the participants experienced teaching, operational and administrative work necessary for subject teachers. However, they rarely experienced counseling and crisis case management, which are most important for school counselor’s work. In addition, the school counselors expressed a need for the school field practicum improvement in terms of the content, timing, duration, supervisor, and manual. Conclusions These results imply that the school field practicum of the pre-service school counselors is not related to the work of the school counselors. This study suggested five aspects to improve the school field practicum of pre-service school counselors. The study is significant in that it examined the effectiveness of school field practicum and suggested the directions for improving the practicum based on the in-service school counselor’s work experiences.