Teacher Teaching Research Articles

Kurikulárne ukotvenie predmetu občianska náuka a výchova v období prvej Československej republiky (1918 – 1938)

The paper systematically maps the development of the curriculum for the subject of civics education in the Czechoslovak Republic from the tendencies leading to its creation to the form of the definitive curriculum in 1933. This area has not yet been significantly retracted in Slovakia. The main research interest is oriented not only on the curriculum, but also on related archival documents and monographs, which provide information on both the legislative frameworks and the school realities of the time (the approach to the application of the curriculum in the didactic framework). In the case of curricula for municipal (folk) and civic (bourgeois) schools, the focus is on observational criteria such as the position of the subject in the system and its objectives, the hourly allocation, the organisation of teaching, the instructions for teachers, the binding content (thematic concept) and the ideological platform, which make it possible to understand what transformations the various versions of the curriculum have been carried out, under what influence and with what results. Overall, this represents a set of information suitable for in-depth content analysis, supported in places by links to the current state of the curriculum. A comparative approach is applied to identify positive and negative elements in the changing versions of the curriculum. This also reflects the aim of the research – document the development as comprehensively as possible, using the above-mentioned methodology, and to link it to the current state of the curriculum for social studies education. The resulting findings are summarized in the final evaluation.

Physical education teacher skills in preparing HOTS lesson plans and their contribution to teaching performance

Background: Higher-order thinking skills (HOTS) are 21st-century thinking skills needed by students to survive the demands of the current era. However, the problem is that teachers often do not optimally include HOTS in the lesson plan and the implementation of learning. Research Objective: This study aimed to investigate the relationship between the teacher's skill in preparing HOTS lesson plans and the teacher's performance in applying them to physical education. Methods: This type of research is correlational using two research variables: the teacher's skills in preparing HOTS lesson plans and teaching performance. The participants were 28 physical education teachers (men = 21, women = 7) who participated in the Teacher Professional Education Programme at Universitas Negeri Padang in 2022. The HOTS lesson plan data and teacher teaching videos were taken from the documented performance test results (PDF files and teaching videos). Data analysis used regression with the help of SPSS version 25. Findings/Results: The results showed that α < 0.05 (0.007) with a regression value of 2.923 means that the teacher's skills in preparing HOTS lesson plans are positively determined by their performance in teaching HOTS to students. The contribution made by the teacher's ability to prepare HOTS lesson plans to teacher teaching performance is 24.70%. Conclusion: Teachers who can prepare a good HOTS lesson plan can provide a guarantee for their HOTS teaching performance. Thus, the more detailed the teacher formulates the goals, objectives, activities, media, and HOTS assessments, the more it helps them determine their teaching performance that encourages their students' HOTS.

ChatGPT를 활용한 하브루타 수업의 효과

Purpose: The purpose of this study was to examine whether Havruta classes using ChatGPT are effective in enhancing the creative problem-solving and critical thinking skills of pre-infant teachers, and to explore the direction of teaching and learning methods for pre-service teachers to improve future education capabilities. Methods: The subjects of this study were twent-two second graders who are taking early childhood curriculum classes at E University. Havruta classes using ChatGPT were operated for twelve weeks, excluding the first week orientation, midterm and final exams. In order to confirm the effectiveness of classes for pre-infant teachers, creative problem-solving and critical thinking skills were checked before and after, and then analyzed through a paired-sample t-test. Results: First, Havruta classes using ChatGPT of pre-infant teachers were found to have a positive effect on improving creative problem-solving skills. Second, Havruta classes using ChatGPT of pre-infant teachers were found to have a positive effect on improving critical thinking skills. Conclusion: It was confirmed that Havruta and classes using ChatGPT were meaningful as teaching and learning methods for pre-child teachers for future education.

The Influence of Transformational Leadership Style and Teacher Performance Through Organizational Commitment As A Mediation Variable

A good education is obtained from the quality of good teachers. And the success of education is largely determined by the performance of teachers, both teacher performance in learning planning, teacher performance in the implementation of learning, teacher performance in learning evaluation, teacher performance in the task discipline, as well as the activeness of teachers in teaching in the classroom. Research methods using data collection techniques used in this study is a questionnaire or questionnaire method. The population in the study were teachers , which amounted to 75 people. The results of this study have 7 conclusions. First, transformational leadership directly affects teacher performance. Second, Transformational Leadership directly affects organizational commitment. Third, competence directly affects organizational commitment. Fourth, competence has no direct effect on Teacher Performance. Fifth, organizational commitment has no direct effect on Teacher Performance. Sixth, Transformational Leadership directly affects the performance of teachers without going through organizational commitment as mediation. Seventh, compensation directly affects the performance of teachers through organizational commitment as mediation

Evaluating Student Satisfaction and Self-Confidence in Simulation-Based Anesthesiology Training among Final-Year Medical Students.

Simulation-based training (SBT) is increasingly recognized in medical education for enhancing clinical skills and confidence. This study evaluated the impact of SBT on satisfaction and self-confidence among final-year medical students at Jazan University, Saudi Arabia. A total of 117 students participated in a cross-sectional study after attending SBT sessions focused on anesthesiology. Data were collected via a questionnaire assessing satisfaction and self-confidence. Statistical analyses included descriptive and inferential statistics. Results showed mean satisfaction and self-confidence scores of 3.64 ± 0.79 and 3.70 ± 0.90, respectively, with no significant differences by gender or age. A strong association was noted between the learning experience ratings and both satisfaction and self-confidence (p < 0.001). The highest satisfaction was with the instructor's teaching style, whereas the lowest was with the motivation provided by teaching materials. For self-confidence, the highest scores related to the instructor's guidance, while the lowest concerned the application of SBT to critical skills learning. A strong positive correlation was found between satisfaction and self-confidence (R = 0.847, p < 0.001). The study concludes that SBT significantly enhances student satisfaction and self-confidence, emphasizing the importance of learner-centered methods and interactive learning in medical education.

The Effect of Blended Learning in English Language Proficiency Courses on the Language Performance of Kurdish EFL Postgraduate Students in Sulaimani City

Recently, the effect of the blended learning strategy as compared with the face-to-face instruction in English language teaching has become a popular topic of research. This study focuses on the effect of implementation of Blended Learning (BL) approach in English Language Proficiency courses in Sulaimani city, Kurdistan Region of Iraq (KRI) on the language proficiency of both Elementary and Pre-intermediate level course participants. The study utilizes the quasi-experimental research design involving 104 Kurdish postgraduate students, who were allocated into a treatment group (blended learning) and control group (traditional face-to-face classroom), from these two levels. Thus, the main goal of this study is to investigate whether there are any significance differences in obtained language proficiency between participants of the two groups between groups and per level. The sampling has been taken from the population who were enrolled in an English language proficiency course at the public universities’ language centres in Sulaimani city. The experiment was carried out during an intensive course lasted for six weeks (100 hours) in which the classes of English language proficiency were taught four days per week. The experimental group was taught using blended learning (i.e. an equal combination of both virtual and face-to-face teaching) and the control group was only instructed with regular face-to-face teaching. Overall, the results show that the participants who were taught using both blended learning and traditional teaching methods outperformed the control group who were only taught in face-to-face classrooms. Additionally, the pre-intermediate experimental group achieved higher language performance than the pre-intermediate control group and improved their overall language proficiency slightly higher than the elementary group. The findings of this study bring further evidence and support for the integration of blending learning into English language classes, particularly in the language proficiency courses of the universities’ language centres. This study also has a number of teaching implications for EFL teachers which will be highlighted at the end of the paper.

A Structural Equation Modeling of the Impact of Teacher Self-Efficacy on Teachers' Teaching Practice in Saudi Arabia: Evidence from TALIS 2018

This paper intends to investigate the causal relationship between teachers' self-efficacy and teacher teaching practices in Saudi Arabia using Structural Equation Modeling (SEM) based on the public database of the Teaching and Learning International Survey (TALIS 2018). In this study, 2744 teachers responded to the survey, representing lower secondary in mainstream public and private schools in Saudi Arabia. Based on the literature review and the exploratory factor analysis presented in the TALIS 2018 technical report, three constructs represent teacher teaching practices including (clarity of instructional, cognitive activation, and classroom management practices). Teacher self-efficacy includes two constructs (classroom management efficacy and instruction efficacy). After applying structural equation modeling, the main finding indicates a positive influence of teacher self-efficacy on the clarity of instructional practices, cognitive activation practices, and classroom management practices.

A Learner-Centered Approach to Learning: Students from Diverse Professional Backgrounds

The review paper aims to focus on the learner-centered approach to education, which is characterized by student participation and a focus on tailoring instructional methodologies to accommodate each student's circumstances, interests, and goals. For this review research, secondary materials, which include projects, theories, and articles that have previously been published, were used. The study results from increased student engagement, improved learning outcomes, and the development of lifelong learning skills. Nevertheless, there are potential challenges that may arise, including the need for teacher instruction and assistance, the potential for inconsistent student involvement, and the imperative for meticulous planning and readiness. Technological improvements have facilitated students' access to a plethora of educational materials, enhanced their ability to collaborate, and provided them with the opportunity to receive tailored and customizable teachings. The research findings demonstrated that promoting collaboration among students from various professional backgrounds via team-based work is an additional method of incorporating interprofessional education. Simulations and other interactive instructional methods, together with student involvement in patient care and decision-making, may be beneficial in a clinical environment.

Peer Assessment to improve the Pronunciation of Sibilant Sequences in English at the University Level

Phonetics plays a crucial role in the instruction of future English language teachers. Even more so when it comes to identifying and correcting pronunciation errors through Peer Assessment. The objective of this research was to identify segmental mispronunciation sequences among Ecuadorian university students. Using Demirezen's Auditory Articulation Model, the research focused on discovering pronunciation errors. The study was designed as action research with a quasi-experimental approach, incorporating a pre/post-test, a pronunciation validation sheet and a structured interview. The results reveal a significant improvement in phonetic performance. In addition, word intelligibility was affected by the incorrect concretization of the sibilant phonemes in English, for which a correction phase was intervened. Finally, the effectiveness of peer assessment in improving the pronunciation and speaking skills of English teachers was reaffirmed.

A comparative study of technological pedagogical content knowledge between special education and general education in China

ABSTRACT This study examined the technological pedagogical content knowledge (TPACK) profiles of teachers at special education schools for the blind and at general elementary schools in China. A total of 113 teachers in special schools and 193 teachers in general elementary schools were enrolled. A questionnaire was used as a quantitative method of data collection and analysis. The modified scale is appropriate for this investigation and has great reliability and validity. The results revealed that, regarding each dimension of TPACK, the competence of the general school teachers was significantly superior to that of the teachers in special schools. Data showed that most pathways to TPACK as proposed were supported, but there were some differences between the two groups of teachers. This study hopes to contribute some insight regarding the assistive technology application in curriculum teaching and design for teachers both at special schools and at general schools.

A Case Study on the Application of Information Technology in Rural Music Education

In recent years, the application of information technology in the field of education has received considerable attention, especially in music education, where its potential is increasingly evident. This study explores the application of information technology in rural music education through a case study of a volunteer teacher teaching music in a rural school in China. Using qualitative research methods, including classroom observations and semi-structured interviews with the teacher and students, the study analyzes the practical application of information technology in music education. The results show that by integrating multidisciplinary teaching methods and using interactive games and information technology, rural students not only developed a strong interest in learning music but also improved their singing skills and emotional expression abilities. These methods enabled students to better grasp musical knowledge. This study provides valuable insights for educators and demonstrates the significant potential of information technology in rural music education in China. The research indicates that even in resource-limited rural areas, the successful application of information technology in music classes is feasible. As information technology continues to develop, educators should continue to explore and innovate, providing students with richer and more effective educational resources to enhance educational quality and promote the comprehensive development of students.

A Comparative Study of Male and Female Undergraduate Learners Receiving Varied Instructional Teaching Strategies with Respect to Academic Anxiety

A Comparative Study of Male and Female Undergraduate Learners Receiving Varied Instructional Teaching Strategies with Respect to Academic Anxiety

Integrative Learning Model in Pediatric and Sorches on Athletics Materials with Science Education Biology Materials for Junior High School Students

This research aims to produce an integrative learning model for junior high school students that is suitable for use. The integrative learning model is expected to be used by physical education teachers in teaching and learning activities. This development research was carried out by adapting the following research steps: data collection, analysis of the information collected, development of initial product draft, expert validation and revision, small-scale trials and revisions, large-scale field trials and revisions, and final product creation. A small-scale trial was carried out on 25 students of SMP Negeri 1 Samarinda. Large-scale trials were carried out on 31 students of SMP Negeri 2 Samarinda, SMP Negeri 3 Samarinda, and SMP Negeri 4 Samarinda. Data collection instruments are interview guides, field notes, validation value scales, teacher participation, student responses, performance tests and knowledge tests. Data analysis uses qualitative and quantitative descriptive analysis. The results of this research are in the form of a guidebook containing syntax (steps), assessment forms, 6 integrative games, and plans for implementing appropriate and effective learning.

KREATIVITAS GURU PENDIDIKAN AGAMA ISLAM DALAM MELAKSANAKAN TUGAS PENGAJARAN PADA MASA PANDEMI COVID-19

This research was carried out to find out more clearly about the creativity of Islamic Religious Education teachers in teaching during the Covid-19 pandemic. This is one of the reasons for researchers to conduct in-depth studies and research related to the creativity of PAI teachers in carrying out teaching tasks during this period. the covid-19. The method used in this research activity is to use a qualitative approach with a phenomenological type. The data collection methods used were interviews, observation and documentation data analysis, while the data sources in this case were PAI teachers whom the researcher managed to meet in the field when the researcher conducted the research. And the results of the research show that PAI teachers have a variety of creativity to create a teaching process, namely by sending short stories and pictures, with the help of the internet, laptop, Instagram, WhatsApp, zoom meeting applications and so on, and PAI teachers also use various methods so that participants students do not feel bored, namely the project-based learning method is very important because it is effectively applied to students by forming small study groups. The online method is learning that is carried out face-to-face by paying attention to zoning and health protocols. In this method, students will be taught in turns (shift model). The implications of this research are: 1) PAI teachers' creativity is increasing, 2) teachers are becoming more active in making learning activities successful, 3) students are required to be more skilled in participating in learning activities using new methods.

Multidisciplinary-Based Design of a Nursing Informatics Curriculum.

This paper explores the development of a multidisciplinary nursing informatics curriculum. The aim is to integrate multiple disciplines to meet the educational objectives of undergraduate nursing students. The curriculum design included a thorough needs assessment, curriculum development, and evaluation. Of the 29 undergraduate nursing students enrolled in the course, 21 completed the course evaluation with a response rate of 72.4%. The comprehensive assessment of the course (part 1) scored 93.7 out of 100, while the quality of the teacher's teaching (part 2) scored 93.4 out of 100. In addition, in response to the subjective questions, students expressed satisfaction with the course design and teaching methods, and emphasized the usefulness of the course for their future nursing practice.

Teaching Staff Mathematics University: Catalyst of the Emotional-Techno-Ontological Logic

The relevance of the study lies in the necessity to investigate the psycho-emotional state of teachers during the transition to remote teaching in universities and its impact on academic performance and emotional state of students. The aim of the research was to develop a theoretical approach to describe the emotional and techno-ontological logic of mathematics teachers during distance learning during the COVID-19 pandemic and the impact of their emotional state on the learning process. The study involved teachers and students from universities in Ecuador, both private and public. The study observed the behavior of teachers and students, analyzed the use of technology in mathematical activities, and analyzed personal opinions about the learning process of the participants of the study. A digital observation guide and open-ended interviews were used to collect data. The qualitative analysis program Atlas.ti was used to analyze the data. The program created three categories: andragogical retrotopia of mathematics, emotional scar in teacher preparation, and perceptions of the educational process. As the results of the research showed, there was a deficit of digital professional training of teachers in the university teaching of mathematics. And it was also found that the teacher played the role of a catalyst for the emotional-techno-ontological state of the educational process. As a result of the research work carried out, a theoretical approach is proposed, through which it is possible to avoid the manifestation of techno-ontological logical emotions in mathematics teachers in Ecuadorian universities.

University teachers’ perspectives on teaching: The differences among academic disciplines

Numerous studies indicated that perspectives and approaches to teaching of university teachers vary considerably across academic disciplines. However, other research presented contrary results. Regarding such inconsistencies in previous findings, the aim of this research was to examine the representation of five perspectives on teaching and three commitment components (Beliefs, Intentions and Actions) among university teachers of different academic disciplines. The Teaching Perspectives Inventory (TPI) which contains 45 items was used on the sample of 342 teachers from the University of Novi Sad. Dominant perspectives indicated that these teachers were more teacher-centred and that there are differences among university teachers from different academic disciplines (technical, social, medical and natural sciences) in terms of how they conceptualise and approach teaching. Differences between teachers from hard and soft sciences were evident only on the Social Reform perspective and on Intention component; hard sciences teachers were more teacher-centred and content-oriented while soft sciences teachers were more student-centred and learning-orientated. Understanding of the teaching process should include knowledge about academic culture and the context in which teaching takes place, which suggest the need to respect different disciplinary cultures when creating pedagogical training programs for university teachers.

Content Specific Pedagogical Knowledge and Teacher Knowledge Transfer

Pedagogical knowledge and in particular Content Specific Pedagogical Knowledge (CSPK) has been widely researched and discussed. Teacher training institutions globally have embraced knowledge bases proposed by researchers in their curriculum to prepare teachers for teaching. The transferability of CSPK has, however, received little attention. This article explores the transferability of CSPK by teachers. Using a literature review analysis method, the article raises the questions of why, and how, the need for CSPK transfer and addresses issues surrounding knowledge transfer. Focusing on a spiral curriculum, the transfer is seen more in relation to conceptual connection within a subject and across subjects, and integration of disciplines. The authors argue that teacher training should embrace aspects of knowledge transfer so that teachers are not rendered redundant when curricular changes and when some subjects which teachers have been trained are dropped from the curricular. Further research is recommended.

USING YOUTUBE VIDEOS TO TEACH WRITING

This article aims to describe how an English teacher taught writing procedure text using YouTube videos to the 11th-grade students of Vocational High School. The study applied a descriptive qualitative approach. This research was conducted at one Vocational school in Pacet. The participants of this research were an English teacher and 36 students from grade 11 of Tourism Travel Business (ULP) major. This study was guided by one research question “How does the teacher teach writing procedure text using YouTube video to grade 11 students of Vocational High School?” The instruments used in this study were observation, documentation, and interview. The findings of this study show that: 1) the English teacher engaged the students to watch a video from YouTube together in the opening activity, 2) the English teacher and the students discussed the contents of the YouTube videos that have been watched in the core activity, and 3) the English teacher played YouTube videos to prepare the students’ mental condition before they were doing presentation about their writing project of procedure text in core activity. The results indicated that the YouTube video on teaching writing aligns with the stages of the teaching activities proposed by Rusmawan.

Supplementary Student Support Services for a Blended Learning Environment: A PANT model

Objective: To explore the expectations of the medical students regarding the support services in the blended learning environment. Methodology: the qualitative exploratory study was conducted at four institutes where blended learning was adopted during the covid-19 Pandemic. The participants were selected through convenience sampling while both male and female students from second-year MBBS to final year MBBS were included. Five Focus Group discussions were conducted with ten students in each group. The discussion was recorded and written by a note-taker. The recorded data was transcribed. Thematic data analysis was done manually. Results: Themes were encapsulated under four main categories based on commonalities across the observations. In Psychological support, the themes were personalized support for teachers and learners, social support, supportive strategies, e-mentoring, and professional therapy. For academic Support the themes identified were the identification and division of course for both face and online, more student centered online session, on campus skill labs role of teachers in teaching and learning, modified assessment methods, the company of peers for motivation, and the role of parents and family. In Non-academic Support, the themes were online recreational activities, online gaming gadgets, and support for differently-abled students. In Technological Support the themes identified were online interface for teaching, use of social media group for sharing, training of senior teachers and students in information technology, and accessible digital e-resources. Conclusion: Students need additional support while learning in a blended program which is reflected by their demands to include support in four main categories. The study highlighted the role of peers for online discussions sessions along with family support for a personalized space to study. E-resources must be provided while proper technological assistance is mandatory for smooth learning journey. Furthermore, need for psychological support was also emphasized.