Teaching Research Articles

Positive impacts of the take-home timeline as a reflective practice tool on teacher development: an exploratory study of novice public school teachers in China

ABSTRACT This study explores the impact of the take-home timeline as a novel reflective practice tool for novice public school teachers in China. Spanning one and a half years, the research tracked 16 novice teachers across three schools, examining how the timeline influenced their personal and professional development. Our findings, distilled from a thematic analysis of in-depth interviews, reveal significant enhancements in reflective practice among these teachers. The take-home timeline proved instrumental in helping teachers catalogue significant events, critically assess their teaching decisions, and plan their professional futures. This process not only deepened their reflective engagement but also bolstered their confidence and commitment to teaching. This study concludes that the take-home timeline is particularly valuable for novice teachers, enhancing their ability to navigate the complexities of teaching and accelerating their professional maturity. Hence, the study recommends broader adoption of take-home timelines in teacher education, emphasising their benefits in fostering a reflective mindset and supporting continuous professional development.

Enhancing science achievement through inquiry activities: the critical role of perceived teacher support

ABSTRACT In science education, scientific inquiry is crucial for developing inquiry skills and constructing scientific knowledge. However, the impact of scientific inquiry activities on student achievement continues to be debated. A number of counterintuitive findings highlight the need to explore the underlying factors influencing the effectiveness of inquiry-based learning. This study employed hierarchical linear models (HLM) to investigate the role of students’ perceived school teacher support in moderating the relationship between inquiry-based science activities and science achievement. The sample used in this study was drawn from Beijing, Shanghai, Jiangsu, and Guangdong in mainland China (B-S-J-G-China). These four provinces participated in the 2015 Programme for International Student Assessment (PISA) as a collective group. The dataset comprised 9,592 students (4,543 females and 5,049 males) from 261 schools. Results revealed a negative correlation between inquiry-based activities and science achievement, indicating that a higher frequency of inquiry-based activities was associated with lower science achievement. However, this association was positively and significantly moderated by the extent of school teacher support. These findings highlight the pivotal role of students’ perceived school teacher support in enhancing the effectiveness of inquiry-based practices and shed light on optimising inquiry-based educational strategies. This suggests that the effective implementation of inquiry-based activities requires the backing of supportive teachers, with broader implications for curriculum design and teacher development in science education.

Innovation in physical education teaching based on biomechanics feedback: Design and evaluation of personalized training programs

Psychometric training is a learning and development process that is tied to the requirements and interests of individual learners. The effectiveness and the fun of workout practices can be greatly enhanced by using more personal methods in training. These programs entail tailoring workouts to the fitness level and aims of every participant, as well as their perception of the workout plans. The suggestion of this investigation is to develop and evaluate the effectiveness of individual physical training for teachers focused on biomechanics feedback. Proper body alignment is crucial during any exercise to avoid injuries and achieve maximum results; it is always difficult to sustain correct posture. For motion tracking and to give real-time biomechanics feedback to the students in this study, a refined convolutional neural network (RCNN) has been presented. Filming was done using high-speed cameras and motion capture systems to capture biomechanical responses, which included joint angle, muscle activation patterns, and body posture during activities. This study involved 158 participants drawn from different learning institutions. This approach offers rational and specific feedback on the postures of the body; it enables people to correct themselves and sustain motivation without engaging a trainer. In this study, participants with different levels of fitness engaged with the interactive system were compared to the traditional training method. The result indicated a positive shift in the delivery of personalized training with biomechanics feedback on the system’s potential teaching aid in physical education classes. The study, thus underscores the importance of technology supporting change in physical education programs to improve the student’s learning experiences and their performance in exercises.

Professional agency in the classroom and burnout among early career teachers in China

The aim of the present study is to investigate early career teachers’ professional agency in the classroom. In addition, the association between early career teachers’ professional agency in the classroom and the burnout they experienced was examined. In this study, 779 early career teachers, teaching in primary and junior secondary schools in China, responded to the study survey in 2021. The Mplus statistical package (version 8.4) was used to conduct the analysis and the data were analyzed using structural equation modeling. The results indicated that early career teachers’ professional agency in the classroom consists of three elements: motivation, self-efficacy beliefs, and skills to manage new learning, which entails building a collaborative environment by transforming teaching practices and reflection in the classroom. The results also showed that early career teachers’ professional agency in the classroom was negatively related to their burnout.

Implementation and Effectiveness of a Nurse-Led Oral Hygiene Program for Schoolchildren: A Quasi-Experimental Study.

Good oral hygiene is essential for schoolchildren's well-being. However, lack of knowledge, negative attitudes, and poor oral hygiene practices may predispose to oral-related diseases. This study aimed to examine the effectiveness of a nurse-led oral hygiene program on schoolchildren's knowledge, attitudes, and practices. A quasi-experimental design with pre-and-post-test was used. Using the convenience sampling technique, we recruited 400 schoolchildren, aged 11-12 and in grades 5-6, from two primary schools in Egypt. The study was conducted from September 2022 to May 2023. The Oral Hygiene Program served as the primary intervention. This program contains health education topics (e.g., the importance of oral hygiene, techniques for effective tooth brushing, and dietary choices that promote dental health). Three visits were conducted (Visit 1: introduction of the program purpose and objectives and pre-test scores collection, Visit 2: implementation of oral hygiene topics, and Visit 3: post-test scores collection). We used three self-report instruments (Oral Health Knowledge Questionnaire, Hiroshima University's Dental Behavioral Inventory, and Oral Health Practice Questionnaire) for pre- and post-test. Paired T test and Pearson correlation analysis were used for data analysis. After the intervention program, the oral hygiene program effectively enhanced schoolchildren's knowledge, attitudes, and practices. The post-intervention mean scores were 7.83±0.488 (knowledge), 6.63±1.7 (practices), and 9.33±1.1 (attitudes). High statistically significant differences were noted between schoolchildren's oral health knowledge, attitudes, and practices before and after implementing the program (p=0.000). There were enhancements in the level of knowledge, with improved positive attitudes and satisfactory practices among schoolchildren after the implementation of the oral hygiene program. Integrating oral hygiene programs into the general curriculum in primary schools and training school nurses, caregivers, and teachers in implementing oral hygiene programs could improve oral health knowledge, attitudes, and practices for preventing oral problems.

Emotional Intelligence and Study Habits as Predictors of Online Learning Motivation of Students in Filipino

The study aims to predict the level of emotional intelligence, study habits, and their significant influence on the online learning motivation of students in Filipino. Analysis was conducted on data collected from 251 STEM students in selected public Senior High Schools who still opted for online learning as delivery of instruction. The study used a quantitative research design and applied a descriptive-correlational technique. Meanwhile, the adopted survey questionnaire was validated and used to gather the data needed for the study. Results revealed through weighted mean that the level of emotional intelligence, study habits, and online learning motivation of students in Filipino were high. With the help of regression analysis, results proved that there was a significant relationship among variables. Thus, the study also showed that learners with high levels of emotional intelligence and study habits significantly influenced their motivation to learn in an online environment, which results in academic success. These findings indicate that a strong foundation in emotion and systematic study habits in learning plays a vital role in sustaining motivation and acquiring knowledge online. Therefore, students will be more engaged in an online learning environment and will be encouraged to learn intrinsically when their emotional intelligence and study habits are well-established. School management, teachers, and institutions can use these findings to understand, support, and make interventions for the development of motivation in the modern way of learning in the online world.

Teacher epistemic curiosity: how principal–teacher conversation supports it

PurposeThe purpose of this study was to introduce teacher epistemic curiosity for student learning into the leadership literature and to determine if school principals can support it. The inquiry was organized by the following research question: In what ways can principal–teacher conversations support teacher epistemic curiosity for student learning? The research question guided the review of literature on epistemic curiosity, eventually leading to the leadership practice of transformative leadership conversation (TLC). A hypothesized model on the relationship between TLC and epistemic curiosity for student learning was advanced from research on student and employee curiosity and self-determination theory.Design/methodology/approachThe hypothesized model was tested with a correlational research design. Teacher survey data were collected in December 2023 from a random sample of certified public school teachers from a metropolitan area in a southwestern state of the USA. Usable survey responses were received from 2,022 teachers, resulting in a 55% response rate. The hypothesized model was tested with structural equation modeling in AMOS 28 using robust maximum likelihood estimation. The latent models include measurement and structural components.FindingsResults confirm the hypothesized relationships among TLC, need-satisfaction and teacher epistemic curiosity. TLC and need-satisfaction both had strong, direct relationships with teacher epistemic curiosity for student learning. TLC explained approximately 20% of the variance in teacher curiosity and need-satisfaction explained approximately 18%. The combined model accounted for approximately 55% of the variance in teacher epistemic curiosity.Originality/valueThe study emerged from robust evidence on the essential function of curiosity for knowing, learning, performance and life well-being, as well as limited research on social processes that leaders can leverage to stimulate teachers’ motivation to understand how their students learn. Curiosity is an inner energy behind learning; it fuels an innate drive to explore, know, create, design and adapt to our surroundings. Schools and classrooms come to life when teachers and students engage in learning from a place of curiosity, making this motivational resource worthy of leadership attention.

Turning Science Lessons Inside Out: Professional Development for Elementary School Teachers' Outdoor Instruction

Despite the growing field of research focusing on the benefits of learning science in the outdoors where students have direct connections with the natural world, teachers report that challenges such as time and test preparation discourage outdoor science instruction. Additionally, many teachers feel ill-equipped and a lack of support from administrators to teach science and enact outdoor instruction. We present research collected during a series of professional development workshops at two elementary schools designed to help teachers recognize the potential for teaching science outdoors and provide strategies for adapting their existing lessons to include schoolyard experiences. Through observation and interview data with teachers and school leaders, we document teachers’ views of and experiences with outdoor teaching and learning. Interview data document four major themes that include teachers’ outdoor experiences, outdoor connections with science and other subjects, benefits and barriers of outdoor teaching and learning, and teachers’ impressions of students and outdoor science. While teachers report that the year-long professional development experience provided a strong introduction to outdoor instruction, they need continued support to enact authentic science instruction situated in the schoolyard.

The Practicality of E-Module Indonesian Language Based on Contextual for Students of Elementary School Teacher Education

This study aims to analyze the practicality of the Indonesian language E-Module of based on contextual for Elementary School Teacher Education students of Muhammadiyah University of Makassar in the learning process. The method used in this study is a type of research & development research using the 4-D (Four-D) development model, which consists of 4 stages of development, namely define, design, development, and disseminate. With a research sample of 50 Elementary School Teacher Education students and 3 samples of lecturers at Muhammadiyah University of Makassar. Data collection techniques using lecturer response questionnaires and student response questionnaires. The data analysis technique used in this study is descriptive analysis. Based on the results of the study, it shows that the implementation of the Indonesian language E-module for general basic courses based on contextual practice is used, this can be seen based on the results of the lecturer response questionnaire with an average value of 100%, 92%, 83% with the category of very practical, and student responses with an average value of 85%, 86%, 88%, 89%, and 91% with the category of very practical. So, it can be concluded that by implementing the Indonesian language E-module for general basic courses based on contextual practice for students, it is very practical to use in the learning process.

Language teacher emotional intelligence: A scoping review

The current study reviewed and synthesized empirical research on foreign/second language teacher emotional intelligence (EI) using a scoping review approach. Specifically, 15 articles published between 2018 and 2024 were included and analyzed with a particular emphasis on the theoretical perspectives, research themes, research background, and methodologies. The results indicated that there were a variety of models and theories in language teacher EI research, with the trait EI model and theories of self-efficacy and emotion regulation receiving the most attention. Moreover, most reviewed studies regarded language teacher EI as an independent variable or antecedent, examining its impact on other individual and environmental variables. Underdeveloped regions, other target languages apart from English, multilingual teachers, and primary or secondary school teachers haven’t received much attention in the included articles. Additionally, homogenization in research design among these studies was noticeable, with quantitative studies, cross-sectional design, and self-reported questionnaires being prevalent. Finally, implications were provided based on these findings for the further development of language teacher EI.

Exploring and comparing central mental health problems between rural primary and secondary school teachers—insight from a large sample symptom network analysis

Exploring and comparing central mental health problems between rural primary and secondary school teachers—insight from a large sample symptom network analysis

Primary School Teachers’ Attitudes, Perceptions and Self-Efficacy Regarding Students With Special Educational Needs: A Comparative Study of the Education Systems in Slovenia and Kosovo

The purpose of this paper is to explore teachers’ attitudes, perceptions and self-efficacy regarding students with special educational needs in Slovenia and Kosovo, as well as to identify the similarities and differences between the two education systems in terms of inclusive practices. Quantitative data were collected from a sample of teachers working in grades 1–5 of primary schools in Slovenia (n = 258) and Kosovo (n = 255). The data were gathered using the Sentiments, Attitudes and Concerns about Inclusive Education scale and the Teacher Efficacy for Inclusive Practice scale and analysed using SPSS version 21.0. The findings indicate higher means of samples in both Slovenia and Kosovo in negative sentiments, attitudes and perceptions regarding inclusive education, while statistically significant differences were identified in attitudes and other factors, such as age, gender or teaching experience with students with special educational needs. Teachers in Slovenia and Kosovo scored higher in self-efficacy, which is negatively correlated at a significant level with sentiments, attitudes and perceptions regarding inclusive education.

Barriers and Strategies for Utilizing School Outdoor Spaces: Exploring the Experiences of High School Teachers in the Southeastern U.S.

School outdoor spaces provide many mental and physical benefits for students. Yet, teachers may not have the opportunity to conduct lessons in these outdoor spaces due to personal or systemic barriers. While K-8 teachers’ perceptions of barriers have been well explored, there is currently a lack of research investigating high school teachers’ perceptions. This study used an online survey to explore the barriers and strategies of 154 high school teachers in using their schools’ outdoor spaces. These results showed that there were differences between barriers from previous studies that could affect how high school teachers overcome them. Knowing these barriers and some strategies teachers have used to overcome them can play a major role in increasing the use of school outdoor spaces to meet the needs of today’s high school students.

Assessment of Informatics Competency Among Nursing Faculty Members and Its Application in Educating Nursing Students at Abadan Nursing Faculty

Background: Nursing informatics in educational activities can serve as a strategy to bridge the gap between clinical practice and nursing education programs. Objectives: This study aimed to assess the informatics competency of nursing faculty members and its application in educating nursing students at Abadan Nursing Faculty. Methods: This descriptive-analytical research was conducted in 2023 at Abadan Nursing Faculty. The sample consisted of 73 faculty members from the nursing, operating room, and anesthesia departments, who were included in the study through census sampling. Data collection was performed using the standardized Nursing Informatics Competency Assessment Tool (NICAT) and an electronic teaching aids checklist. Data were analyzed using SPSS version 18, with independent t-tests, one-way analysis of variance (ANOVA), and Pearson’s correlation at a significance level of P < 0.05. Results: The mean score of faculty members’ nursing informatics competency at the Nursing Faculty was 110 out of a maximum of 150, placing it within the proficient range. The highest score for nursing informatics competency was related to the informatics literacy dimension (47.65), while the lowest was related to the information management skills dimension (19.54). Information management skills (r = 0.881, P < 0.001), computer literacy (r = 0.871, P < 0.001), and informatics literacy (r = 0.976, P < 0.001) were significantly correlated with nursing informatics competency. Faculty members reported the highest use of multimedia content development (mean score = 4.19) and the lowest use of robotic surgery (mean score = 1.71). Conclusions: Faculty members’ informatics competency was reported to be at a proficient level. However, due to advancements in technology and transformations in nursing care, it seems necessary to improve nursing faculty members’ abilities in all aspects, particularly in the information management skills dimension. It is recommended to hold faculty development programs regarding the integration of technology into the curriculum to elevate the quality of education.

Teaching Aid Regarding the Application of Advanced Organic Petrography in Recycling End-of-Life Lithium-Ion Batteries

This teaching aid aims to illustrate a range of the most common materials in end-of-life (EoL) lithium-ion batteries (LIBs) to demonstrate the usefulness of advanced organic petrography in the characterization of EoL LIB materials and to assess the efficiency of LIB recycling processes from the pre-processing stage up to the impurities of the metallurgical processes. Additionally, it may be useful for students, petrographers, and professionals in battery development and recycling.

Elementary school teacher candidates’ perceptions on defining and integrating civic literacy

Elementary school teacher candidates’ perceptions on defining and integrating civic literacy

Teacher perspectives and barriers in implementing inclusive education for Indian children with special needs: A pilot study

AbstractInclusive education is crucial for integrating children with special needs into mainstream educational settings. This pilot study explores the attitudes of teachers in India toward providing inclusive education to children with disabilities, and the challenges they face. As the Indian education system continues to evolve, there are significant gaps in teacher preparedness and the availability of resources, especially given the socio‐cultural and economic diversity of the country. The study aims to assess the perspectives of 30 primary and secondary school teachers regarding their experiences with inclusive education, focusing on their attitudes, challenges, and the resources available for supporting students with special needs. A mixed‐methods approach was employed, utilising surveys and interviews to gather both quantitative and qualitative data. The results indicate that while many teachers hold a positive attitude toward inclusive education, they face numerous challenges in its implementation, including a lack of specialised training, insufficient support services and inadequate teaching materials. Teachers expressed particular difficulty in supporting students with severe disabilities due to the lack of behavioural and psychological services in schools. This study emphasises the importance of continued teacher training and infrastructure improvements to foster effective inclusive education. It also highlights the need for policy changes, such as the integration of the Samagra Shiksha scheme and recognition of the 2016 Rights of Persons with Disabilities Act, to support teachers in overcoming the barriers they face. The findings from this pilot study will inform a larger, more comprehensive study, and provide the foundation for future reforms of inclusive education in India.

Evaluating the Development of Pre-Service Primary School Teachers’ Competences in the Context of a Student-Centred Science Visits Course

The student-centred approach emphasises active learning, where students take responsibility for their own learning process, in which they are actively involved and integrate new information into their existing knowledge framework. Combining this approach with outdoor learning provides an even more effective teaching strategy. When combining these approaches, the individual needs and interests of the students must be taken into account. The research was conducted as part of The Science Visits Course among 30 prospective primary school teachers in their final years of study. The focus of the study was on the students’ self-assessment of their competences in science education and on the implementation of a student-centred teaching process, including outdoor teaching. Data were collected using online questionnaires and a structured evaluation form to assess students’ plans for a science visit. The research findings suggest that students find this type of work engaging and that it encourages their self-engagement, taking responsibility and working together in a group through sharing ideas and opinions. On the other hand, the student competences important for outdoor education have come to the fore to some extent, but there are still areas that can be improved, especially in the area of science content knowledge.

METHODOLOGICAL RECOMMENDATIONS FOR THE ORGANIZATION OF THE EDUCATIONAL PROCESS FOR PRIMARY SCHOOL TEACHERS' STRATEGIC COMPETENCE: INTERCULTURAL COMMUNICATION

The article provides methodological recommendations for improving the educational process for the formation of strategic competence for future teachers in the aspect of intercultural communication. The purpose of the training, its content, the approaches on which the appropriate methodology should be based, its stages, the specified means of training and their sources of selection were described. The purpose of training is the formation of a secondary language personality; the content includes substantive and procedural aspects: areas, topics, subtopics, types and styles of communication, situations, problems, linguistic and sociocultural material, non-verbal means of communication, educational and communicative strategies, texts; among the approaches, we distinguish competence, reflexive, linguistic, sociocultural, cognitive, communicative-activity, level approaches; formation of basic intercultural professionally oriented foreign language communicative competence of future primary school teachers (normative foreign language course); formation of advanced intercultural professionally oriented foreign language communicative competence of future primary school teachers (variable foreign language courses); formation of highly specialized intercultural professionally oriented foreign language communicative competence of future primary school teachers (selective specialization courses taught in a foreign language); we recommend video phonograms, phonograms, and texts as teaching aids. We emphasize that it is advisable for future primary school teachers to teach pedagogical discourse, taking into account the personal, public, professional, and educational spheres of communication.

The ‘Universe in a Box’: a hands-on activity to introduce primary school students to cosmology

Abstract Physics Education Research shows that active learning and interdisciplinary strategies can enhance students’ engagement in physics. In primary school, the implementation of active learning pedagogies such as Inquiry-Based Science Education aims to encourage students’ autonomy and participation in their learning process. Indeed, active learning promotes pupils’ creativity, helping them develop the skills that increasingly determine their future employability and personal development, introducing them to STEM. In this regard, stories and storytelling can help improve teaching and students’ physics learning. Telling the Universe and its history can afford this job. The Big Bang, the Cosmic Microwave Background, and the formation of stars and planets are valuable tools for introducing primary school students to physics and the scientific method while fostering their curiosity about science. Moreover, it helps the instructors monitor the development of peculiar misconceptions on these topics, preventing them from fully understanding physics phenomena. In this paper, we present an innovative short-term program (one session of three hours) called ‘The Universe in a Box’ to introduce primary school students (grades 4–5, ages 9–10) to cosmology. We illustrate our design and the educational purposes of the program and present the outcomes from its implementation in five different laboratories in Sardinia, Italy, from 2022 to 2024 (60 students involved). This work can furnish a theoretical and methodological guide for primary school teachers and instructors on integrating formal curricula with contemporary physics topics using interdisciplinary approaches, engaging their students in STEAM (STEM plus Arts).