Knowledge Base For Teaching Research Articles

‘Put yourself in their shoes’: developing a knowledge base in urban physical education

ABSTRACT Guided by culturally relevant teaching (CRT) and culturally relevant physical education (CRPE), the purpose of this single case study was to examine how one PETE alumnus teaching in a culturally and ethnically diverse urban school developed a knowledge base about cultural diversity and community dynamics. To accomplish this, one participant completed five semi-structured interviews, five reflection journal prompts, and eight voice memos over the course of 12 weeks. Pre-existing data included a semi-structured interview with John completed in May 2021 and documents, such as lesson plans, reflections, and assignments from John’s teacher preparation program. Three main themes emerged, including critical reflections of one's own identity, nurturing knowledge of school and community, and nurturing knowledge of students. This research is significant because it highlights strategies PETE programs and in-service teachers may emulate to identify cultural distance and gain knowledge of community dynamics and their influence on educational processes.

Knowledge-based education and the management of artificial intelligence tools: Experiences and good practices

The purpose of the research is to share experiences of good practices in the implementation of Knowledge-Based Education (CBE) and the management of Artificial Intelligence (AI) tools in the classroom. The methodology corresponds to a documentary research with a qualitative approach. A systematic review of the literature and analysis of successful cases in higher education programs were carried out. Key factors for the success of CBE and AI in the classroom were identified. The result obtained was the elaboration of a set of recommendations for the implementation of CBE and AI in the classroom that can serve as a guide to integrate AI tools into their teaching practice. It was concluded that CBE and AI are powerful tools that contribute to improving student learning, as long as ethical considerations and relevant validation strategies are taken into account, however, their implementation in the classroom is subject to proper planning by the counselor and the responsible use of technological tools. The implementation of AI tools is a means to improve the quality of education and not an end.

Fostering early career teachers' preparedness, self-efficacy and professional commitment: The role of teacher education

Retaining high-quality early career teachers (ECTs) has become a considerable challenge in recent years. Few studies have concentrated on the role played by teacher education. Building on Shulman's conceptual framework of the “knowledge-base for teaching,” the study investigates its contribution to ECTs' sense of preparedness, self-efficacy, and professional commitment. The results demonstrate a direct positive correlation between the components of the teacher education knowledge base and ECTs' sense of preparedness and self-efficacy. Moreover, the knowledge acquired during teacher preparation indirectly contributes to teachers' professional commitment, mediated by a sense of preparedness and self-efficacy. Implications for theory and practice are discussed.

Vocational Education Skill Assessment and Intelligent Assistance: A Study on the Application of Machine Learning Algorithms in the Assessment of Vocational Information Literacy Teaching Ability

Investigating vocational educators' knowledge-based teaching skills across China's Vocational Education (VE) institutions, this research focuses on the practical use of Machine Learning (ML) algorithms. Instructors' efficacy must be evaluated, and this work addresses the gap. VE performs an essential role in connecting learning abilities with the demands of industry. The investigation plans on developing an adaptable, subjective assessment technique that extends within the boundaries of conventional subjective evaluation methods using modern ML techniques such as Support Vector Machines (SVM), Decision Trees (DT), and Neural Networks (NN). Each ML model's accuracy, reliability, and feasibility have been determined using data collected from 120 vocational educators encompassing various fields and regions. Researchers predict that our findings will provide perspective on how to improve vocational education settings' teaching methods and governance.

Rethinking of the knowledge base for teaching through duoethnography reflective inquiry

This article explores our formation, transformation, and scrutiny into our teaching practice using a duoethnography reflective inquiry. The purpose of the duoethnographic inquiry was to reexamine our understanding of the knowledge base for language teaching. The context of our reflective autoethnography inquiry was the school teaching practicum that we experienced at the beginning of the seventh semester of our teacher education program. Throughout the teaching practicum program, we engaged in four duoethnographic reflective dialogues facilitated by our faculty advisors to share stories from our teaching practices. The objective of the dialogues was to reflect on our teaching experience and reexamine our understanding of “what counts as knowledge for language teaching.” The analysis of our duoethnographic reflective dialogues revealed that we relied more on a) the knowledge-in-person and in-place, and b) knowledge for teaching as the primary base for our teaching than those of c) disciplinary knowledge and d) knowledge of pedagogy. Below, we outline the segments of conversation that reflected how we relied on our practices on a) the knowledge-in-person and in-place and b) knowledge for teaching.

Teaching English in an engineering international branch campus: a collaborative autoethnography of our emotion labor

Abstract While a number of studies have documented the significant role of emotions and the emotion labor produced in English language teaching, research exploring English instructors’ emotion labor in transnational higher education contexts such as international branch campuses (IBCs) and within Science, Technology, Engineering, and Math (STEM) programs is lacking. Arguably, these neoliberally-driven and educational neocolonialist endeavors can produce intense emotion labor for English instructors. This study employs a collaborative autoethnography (CAE) methodology to investigate what provoked emotion labor for expatriate instructors, who teach English courses to Qatari national students at an IBC in Qatar. Taking a poststructural approach to emotion labor as our theoretical framing, we collaboratively examined our emotion labor in audio-recorded weekly meetings and then engaged in further dialogues and writings about our emotion labor. We reflect on two themes that produced emotion labor as well as emotional capital for us: 1) navigating our purpose teaching English to engineering majors and 2) confronting our roles as English instructors within a context of educational neocolonialism. Our study adds to the knowledge base of English teachers’ emotion labor in transnational and STEM spaces, while also showcasing CAE as a transformative methodology to explore language teachers’ emotion labor.

Examining the Effect of Innovative Behavior, and the Role of Contingency Plan on HEI's Effective Teaching

Purpose: Academics often underestimate the importance of having an Academic Contingency Plan (ACP) during crises, which can lead to failure in achieving institutional innovation objectives. Despite extensive research, the role of an ACP is not fully understood in higher education. To gain a comprehensive understanding, it is crucial to analyze the significance of integrating contingency plans into the strategic plan of higher education. Design/methodology/approach: This study involved the use of 101 lecturers from 5 universities in Indonesia as respondents. An online questionnaire using a Likert Scale was used for data collection, which was analyzed using Smart PLS. Findings: The existing research gap in academic collaborative culture about innovative behavior in HEIis is resolved by testing the role of the Academic Contingency Plan. Research limitations/implications: The study suggests that ACP should be an integral component of an organization's strategic plan, which should be formulated within the organization. Effective teaching objectives can be achieved through the active participation of all stakeholders in the implementation of knowledge-based education. Originality/value: This study is expected to contribute to the academic community by providing a comprehensive understanding of ACP in higher education. It aims to facilitate the achievement of academic targets through the implementation of a well-established plan. The value of this study lies in its potential to enhance the clarity of knowledge in this area and to provide practical insights for academic institutions.

Sexual Health Needs Among Men Who Engage in Transactional Sex with Men in the UK.

Men who engage in transactional sex with men (MTSM) are a high-risk population for HIV and other sexually transmitted infections. Epidemiological data have so far included them in the broad category of men who have sex with men (MSM), while research on transactional sex typically focused on female sex workers. The internet has substantially changed sex work practices and earlier findings concerning the sexual health needs of MTSM may no longer be applicable. We analyzed quantitative data from MSM based in the UK (n = 11629) taking part in the European MSM Internet Survey (EMIS-2017). Compared to non-MTSM, MTSM (n = 230; 2%) were younger, more likely to self-identify as an ethnic minority, be single, have lower education levels, struggle financially, and-controlling for age-more likely to be living with diagnosed HIV. Commonly unmet needs among all MSM were a lack of confidence in accessing HIV post-exposure prophylaxis, uncertainty about HIV status, and ignorance of where to access hepatitis vaccinations. Compared with other MSM, MTSM were notably less satisfied with the safety of their sexual practices, less confident in their ability to maintain sexual boundaries, and more likely to engage in risk because of absent precautionary resources. Given their greater opportunity for sexual risk, as well as fewer resources for negotiating safety, our findings suggest that services should prioritize MTSM in HIV prevention and sexual health promotion, including assertiveness and social skills training, in addition to knowledge-based education.

Teachers’ Perception of Some Effects of the COVID-19 Lockdown: The Case Study of Ludovika University of Public Service

The COVID-19 lockdown has had serious consequences, including rethinking higher education. The study aims to enhance the knowledge base of online education and academic integrity through a case study of the Ludovika University of Public Service (LUPS), Budapest, Hungary. The research aimed to assess the teachers’ experience with distance learning and examinations, including the change in workload, digital competencies, Moodle, Turnitin, and other software used during and after the lockdown. This paper summarizes the university-level policy changes induced during the lockdown, covering the introduction of emergency distance teaching and online examinations in academic integrity at the university. Two years after the first lockdown, the researchers made a survey (n = 145) about the continuation of the introduced solutions. The results show that a remarkable reordering started while the technical and technological backgrounds were available for the changes. The teachers could feel a significant increase in workload with distance education and have low trust in maintaining the standards of academic integrity. However, the research shows moderate and low levels of digital competencies in the majority of teachers, which clearly defines the most crucial task leading to success. Maintaining the monitoring system with objective indicators of the development and the opinions of the interested parties is essential for successful strategies in the field.

Teacher professionalism, expertise and the jurisdictional struggle

ABSTRACT In this paper, the relationship between teacher professionalism, expertise and educational knowledge is examined via the sociology of the professions, studies of professional knowledge, and the philosophy of expertise. Drawing on the work of Abbott the jurisdictional context of teaching is foregrounded, with a focus on (i) how educational problems are defined; (ii) professional knowledge-in-use (or diagnosis, inference and “treatment” in teaching); and (iii) the potential of systematically organised abstract knowledge base for teaching. It is suggested that teaching is a profession particularly vulnerable to external jurisdictional challenge, with little opportunity for protection against forms of what Abbott terms “advisory” or “subordinate” jurisdiction through state intervention. Reflecting on this context, it is suggested that a key task for teachers and educational researchers internationally is to gain greater control of the definition of educational problems and construct a knowledge base that is more suited to the distinctive purpose of teaching practice.

Culturally Responsive Pedagogical Knowledge: An Integrative Teacher Knowledge Base for Diversified STEM Classrooms

Teaching can be challenging, especially when teachers are under-prepared to enter a workforce with a constantly changing landscape. Preparing teachers for STEM content has generated multiple approaches from varying perspectives. While some scholars advocate for content expertise, others promote pedagogy or social context as approaches for translating STEM content for students. Yet, many contend that teachers must be culturally knowledgeable to respond to student diversity effectively. While these arguments are valuable and needed, many have not considered the interconnectedness of these approaches, often used in silos. This conceptual paper unpacks some of these arguments using the social constructivism theory of learning as the epistemic lens to examine and interpret what STEM teacher knowledge should encompass in the 21st-century diversified classroom. After thoroughly evaluating the core elements of three commonly used teacher constructs, this paper presents an integrative, holistic teacher knowledge—culturally responsive pedagogical knowledge (CRPK) framework that considers the necessary qualities that teachers must possess that are functional, content-focused, and pedagogically inclusive. The proposed CRPK construct would be a valuable programmatic tool for teacher preparation, curriculum development, and classroom praxis.

Practices in Parental Involvement in Type 1-6 of Epstein Typologies Significantly Predicting the Level of Parental Education Knowledge Base in Mathematics Curriculum Content

This descriptive-correlational study examined whether the level of parental involvement in type 1-6 of Epstein typologies influenced the level of parents’ education knowledge base in Mathematics curriculum content. Data was collected from selected Seventh - day Adventist primary schools in Central Kenya Conference. Questionnaires were used to collect data from 291 parents. The study suggests that there is a significant relationship between the level of parental involvement in the parenting typology and the level of parents’ education knowledge base in Mathematics curriculum content in grade group A, parenting typology was the best predictor for the level of parents’ education knowledge base in Mathematics curriculum content in grade group A, learning at home typology was the best predictor for Mathematics curriculum content in grade group B and decision-making typology was the best predictor for mathematics curriculum content in grade group C. The study recommended that parents, teachers and communities manifest themselves into cultivating partnerships to enable all stakeholders to participate in decision making, which will empower the learner to sail through learning process.

School Practices in Parental Involvement in Type 1-6 of Epstein Typologies Significantly Predicting the Level of Parents’ Education Knowledge Base in English Curriculum Content in Grade group A, B and C

This descriptive-correlational study examined whether the level of parental involvement in type 1-6 of Epstein typologies influenced the level of parents’ education knowledge base in English curriculum content. Data was collected from selected Seventh - day Adventist primary schools in Central Kenya Conference. Questionnaires were used to collect data from 291 parents. The findings suggested that 19 % of the variance in English curriculum content in grade group A was explained by the learning at home typology, the level of parental involvement in the communications typology, has a statistically significant impact on parent’ education knowledge base in the English curriculum content in grade group B and Communications typology was distinguished as the best predictor of English curriculum content in grade group C. The study recommended that parents, teachers and communities manifest themselves into cultivating communication channels which allow free conversations with the aim of sharing learning initiatives in schools

A STRESS MANAGEMENT INTERVENTION FOR SECONDARY TEACHERS

Several studies have reported the prevalence of stressors and work- related conditions among educators in Nigerian school environments, but there are limited reports on the coping mechanisms of physics teachers. Therefore, this study aims to investigate the effect of rational-emotive behavior therapy (REBT) on stress management among secondary school physics teachers. A randomized controlled group trial design was used, and the sample population comprised 64 physics teachers who served as participants. Pretest, posttest, and follow-up data were collected using the Job Stress Questionnaire (α=.73). The results showed that participants undergoing REBT experienced a significantly greater reduction in work- related stress compared to those in the control group. The findings of this study were expected to contribute to the knowledge base in measurement, counseling, and physics education. In addition, the incorporation of REBT programs was recommended to assist physics teachers in effectively managing their work-related stress.

‘We Taught You How to Teach Us’: An Autoethnography of Decolonising of Social Work Education in a Programme for Bedouin-Arab Social Workers in Israel

Abstract The need to decolonise social work education has become prominent in curricula developed over the past years. The curriculum in social work schools defines and shapes ways of knowing largely in terms of privileged Western knowledge. It is therefore necessary to change it and adopt pedagogical approaches more suitable for populations from different cultures. This article presents a study on a dedicated training programme for Bedouin-Arab social workers in Israel. Its pedagogies are informed by decolonised and culturally adapted social work education. This qualitative study was conducted in a teacher-researcher reflexive autoethnography approach, based on documentation of thirty-six lessons and reflections by the programme lecturers and on a thematic analysis of their experiences as social work educators. The findings present several pedagogies in terms of ‘bridge’: the pedagogic, the cultural sensitivity, the theory–practice and the safe space bridge. These expand the knowledge base in social work education beyond Western knowledge, demonstrating how knowledge practices unique to different cultures and identities may be adopted and adapted within it. Based on these findings, it is suggested to transform and enrich social work education by decolonising it to include new knowledge from diverse populations.

Using Mind Maps to Identify Meaning-Making about ELs in Pre-Service Teachers

The purpose of this research was to examine the use of mind-mapping as a classroom strategy for identifying and assessing the knowledge base of pre-service teachers as they prepare to work with English Learners (ELs) in mainstream classrooms. Using mind maps, the study identified the pre-service teachers’ knowledge base on ELs at the beginning of a 3-week service-learning course and in what areas they were able to grow. Using an action research framework and thematic analysis of the phrases written on mind maps, researchers were able to identify eleven themes prioritized by the pre-service teachers. Analysis of the mind maps revealed that pre-service teachers grew in ways that developed their knowledge of 1) supporting ELs through specific classroom strategies, 2) building awareness of and appreciating cultural diversity, 3) approaching language learning with an asset-oriented mindset, and 4) gaining a basic understanding of second language acquisition. The study found that mind maps are a helpful tool for identifying what pre-service teachers find meaningful about working with ELs as well as a source for data to inform teacher educators as they design and implement curriculum and experiences in teacher preparation that focus on ELs.
 Key Words: Mind Maps, Teacher Preparation, English Learners

Powerful Knowledge in Social Studies Subjects—Challenges and Possibilities: A Problematizing Approach—Introduction

Issues relating to the design of knowledge-based teaching in social studies subjects are always topical and it is important to discuss them in light of both research and pedagogical practice [...]

Student Diversity and School Climate in the Mediterranean Zone: A Comparative Study

This study aimed to identify the extent student diversity and school climate vary within and across France, Italy, Spain, and Turkey, to investigate and compare the impact of student diversity on school climate in the selected Mediterranean countries. A quantitative research design was adopted by using the data of 41,789 teachers obtained from the dataset of the Teaching and Learning International Survey (TALIS) 2018. The research questions and hypotheses were formulated to investigate the extent of student diversity and school climate variations within and across the selected countries. Accordingly, the variability of general school climate, teacher-student relations, teaching experience in multicultural classrooms, teachers’ self-efficacy in multicultural classrooms, the presence of students from various ethnic backgrounds, and diversity practices were tested in the schools of France, Italy, Spain, and Turkey in the research model. Statistical analyses, including chi-square and t-tests, ANOVA, and multiple regression analysis, were conducted to test the hypotheses and examine the relationships between student diversity and school climate. The findings revealed significant variations in student diversity and school climate within and across the participating countries, and evident relationships between student diversity and school climate were discovered and compared among the selected Mediterranean countries. This study contributes to the knowledge base of educational policymakers, administrators, practitioners, and teachers by guiding them in creating inclusive and supportive learning environments that promote positive student experiences and academic success and suggesting the need for policies and practices that support inclusive education and foster positive school climates in multicultural classrooms.

Lost in translation – production, reproduction and transformation of teacher education knowledge in teacher educators’ local practices

ABSTRACT European teacher educations today are expected to not only be ‘close to school practices’, but also to equip their students with academic knowledge. This article analyses one year of fieldwork data to discuss how these expectations are produced, reproduced and transformed in local practices by different categories of teacher educators (lecturers/assistant lecturers). The theory of practice architectures and Basil Bernstein’s concepts of vertical and horizontal knowledge discourses are employed to analyse different practices of teacher educators, and how these practices constrain and enable different actions, understandings, and relations. Different roles are identified, and it is argued that local and distal arrangements fuel isolation and fragmentation, leading to a situation where difference becomes a burden and important discourses risk being lost in translation. Under such circumstances, seemingly tangible, applicable knowledge risks overshadowing important general, theoretical, and context-independent knowledge that are crucial for a scientific professional knowledge base in teacher education.

Genealogy of Novice Teachers’ Beliefs about Pronunciation Instruction: A Complex Systems Approach

There is a substantial body of studies investigating teachers’ beliefs about pronunciation. However, this line of research has rarely examined teachers’ beliefs as a complex system. To fill this gap, the present study aims to shed light on the genealogy of teachers’ beliefs about pronunciation instruction from the perspective of complexity theory. To this end, two EFL teachers who taught English at a private institute were asked to participate in this study. Data were collected using semi-structured interviews and narratives. The findings indicated that the teachers recognized the importance of pronunciation instruction for improving students’ listening skills and knowledge of vocabulary and manifested aspiration for native-like pronunciation. However, their lack of self-confidence and insufficient pronunciation pedagogical knowledge base were reported to be major challenges of pronunciation instruction, which they attributed to teacher training courses among other factors. In addition, teachers’ beliefs about pronunciation, learners, learning pronunciation, teaching pronunciation, teachers, and curriculum were shown to co-exist and interact in a nonlinear manner, suggesting the complex, dynamic, co-adapted, and contextual-driven nature of teachers’ belief systems. In light of these findings, teacher education programs are advised to help teachers reappraise their preference for native speakerism and give pronunciation more prominence by introducing a wide range of strategies for teaching it.