Professional Practice Teaching Research Articles

Physical Education Administrators’ Instructional Leadership Affecting Their Leadership Efficacy

This study explored the impact of teaching leadership on leadership effectiveness of sports managers at Hunan Normal University. Through teachers' evaluation of sports managers in promoting professional learning, building relationships, collaboration, organizational skills, and teaching practices, their effectiveness levels in content knowledge, teaching knowledge, classroom management, evaluation, and technology application were analyzed. The results show that there is a weak positive correlation between the teaching leadership practices of sports managers and their leadership effectiveness. Based on the research results, this paper puts forward suggestions on improving the leadership of sports managers, aiming to promote the professional development of teachers, strengthen collaboration, improve teaching quality, and ultimately improve students' learning outcomes.

Review of the Australian nurse teacher professional practice standards: An e-Delphi study

AimThe aim of the study was to review the 2010 Australian nurse teacher professional practice standards (‘the Standards’) to see if they were still relevant to current nursing educator practice in any practice setting, such as academia or clinical settings. BackgroundIt has been over 10 years since ‘the Standards have been reviewed. Nurse education practice has met many challenges in the past decade, so it is timely to evaluate whether the Standards are still relevant to nursing educators today. DesignA modified Delphi technique was used for this study. MethodsDelphi surveys were used to obtain consensus on the relevance of the Standards’ statements to any nursing educator. Links to two electronic surveys were sent to an expert panel of nursing educator leaders. Also, two online focus groups of nursing educators from any practice setting or level of experience were held. Results from the first survey and focus groups led to word changes and additional statements, which were included in the second Delphi survey. ResultsForty participants responded to the first survey and 38 to the second. Fifteen nursing educators attended the focus groups. There was ≥85 % agreement on all statements in the first survey. with similar high agreement responses in the second survey. Changes in the Standards included language used around culture, inclusion of ‘sustainability of the program’ and ‘demonstrates knowledge and expertise in teaching and educational practice’. ConclusionsThe Australian nurse teacher professional practice standards remain highly relevant to nursing educators across all practice settings. In response to feedback from nursing educators some changes to language and additional standard statements were included in the revised standards.

Improving The Practice Of Teacher Learning Reflection Through Digital Technology-Based Lesson Study

This research explores the development of a lesson study model integrated with digital strategies, aiming to enhance collaborative learning among teachers. Using qualitative methodology, the study involved teachers from different disciplines in secondary schools. Data collection included surveys, interviews, and analyses of teaching practices. The main focus was on implementing digital tools such as online learning platforms, discussion forums, and collaborative learning among teachers. Data analysis uses Interpretive Phenomenological Analysis (IPA), which aims to determine the phenomenon that is the focus of the research. The results showed significant improvements in engagement, reflection, and exchange of teaching practices. Further analysis revealed that integrating digital technologies enriched the lesson study experience by providing wider access to resources and learning communities while facilitating more efficient data collection and analysis. However, challenges related to technology training and the integration of digital resources in the curriculum were also identified. This research provides new insights into the potential of digital technology in enhancing lesson study and suggests the need for a structured approach to technology integration in teacher professional development. The findings have the potential to make significant contributions to teacher professional development literature and educational practice, particularly in adapting digital technologies for effective collaborative learning.

Professional practice in teacher education: an approach to the conceptions constructed by teacher educators

Las prácticas profesionales en los trayectos formativos de los docentes normalistas han cobrado gran importancia debido a que son espacios de encuentro entre las experiencias generadas en escenarios reales de trabajo. Dada su relevancia, el presente estudio se dirige a dar cuenta de las concepciones que han elaborado los formadores normalistas en torno a las prácticas profesionales, a fin de comprender los constructos que comunican a los estudiantes en proceso de formación docente. Su orientación metodológica es de corte cualitativo, empleando un enfoque interpretativo-construccionista. La recogida de información se realizó a través de la observación participante y la entrevista en profundidad. Se seleccionó una muestra intencionada de dos formadores normalista ubicados en dos escuelas normales del estado de Oaxaca. De acuerdo con los hallazgos obtenidos, se constituyeron dos constructos sobre prácticas profesionales desarrolladas por los formadores: como espacio de generación de habilidades de enseñanza y como espacio de vinculación docente comunitaria. Ambos constructos les otorgaron un sentido fundamental a las experiencias integradas por los estudiantes. El primer constructo dirigía las experiencias en torno a la promoción de habilidades de enseñanza, mientras que el segundo lo enfocaba al fomento de un pensamiento y actuación docente vinculada con las condiciones y necesidades del pueblo o comunidad donde se intervenía. Sin embargo, los dos constructos subrayan el carácter formativo que poseen en la configuración del perfil profesional docente.

Exploration of Practice Teaching Reform Based on Outcome-Based Education Concept: Taking Environmental Design Major as an Example

The concept of OBE (outcome-based education) is more focused on designing and implementing teaching activities around expected learning outcomes than the traditional teaching model and enhancing the quality of education through clear and measurable learning outcomes, which has led to profound changes in the field of education. However, environmental design practice teaching faces a series of challenges in the implementation of the OBE concept, including the complexity of the assessment system, personalized learning and creative learning, and over-reliance on quantitative assessment. Therefore, in order to further deepen the professionalization of the OBE concept, we have conducted research on the design education practice models at home and abroad, explored the practice teaching models and their applications such as project system, studio model, practical internships, and technology-driven interdisciplinary integration, and took the practice innovative teaching models of Stanford d.school and Rhode Island School of Design (RISD) as examples to explore the characteristics of the curricula, cultivation modes, and the development of the environmental design professional practice teaching model. The characteristics of OBE and RISD are discussed to provide a global vision and local contextual reference for the practice teaching reform of environmental design majors.

Jessica Blanche Peixotto and the Founding of Berkeley Social Welfare

Jessica Blanche Peixotto was the first woman to become a full professor at the University of California in 1918 and yet her role in establishing social welfare studies at Berkeley is mostly untold. A social economist and foremost a scientist, she led efforts to infuse evidence-informed practice in professional social work education in the early 1900s, laying a foundation at Berkeley that is still felt today. Of her many efforts, she established a certificate in social welfare at Berkeley in 1917, the first such training on the West Coast. This article describes her personal and professional life and seeks to establish the importance of her role in establishing social work education at Berkeley and in furthering an evidence-informed approach to our professional work.

ПРОФЕСІЙНА ПІДГОТОВКА ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ ДО ВИХОВНОЇ РОБОТИ В НОВІЙ УКРАЇНСЬКІЙ ШКОЛИ

The article based on a holistic analysis of the theory and practice of professional education, describes the theoretical and methodological principles of training perspective primary school teachers to manage and implement educational work with primary school pupils in the New Ukrainian School. It has been established that in the context of the modernisation of the system of higher pedagogical education in Ukraine, there are significant shifts in the directions, content, and essence of primary school teacher training. The author proves that in the process of studying professional disciplines by future primary school teachers in a higher pedagogical education institution, there is an effective formation and development of their educational competence (professional thinking, emotional intelligence, creative potential, assimilation of educational values and value orientations, experience of social adaptation and socialisation of a growing personality to the challenges and threats of modern Ukrainian society). The elements of such competence are as follows: the knowledge, skills, and practical abilities, experience in designing effective areas of childhood education, communication skills, and abilities to implement, analyse and predict the effectiveness of pedagogical interaction of all participants in the educational process in primary school based on child-centredness, cooperation, co-creation, formed autonomy and responsibility by developing pedagogical thinking, creative activity, and independent improvement of the level of organisation of the educational process in primary school. The article defines and describes the current leading principles of organising and conducting professional training of perspective primary school teachers in the implementation of the strategy of creating an educational process in primary school. There has been highlighted and defined the essence of the basic requirements concerning the content of professional training of perspective primary school teachers for the organisation of educational work in the New Ukrainian School.

College of Education: Tutors’ Perceived Professional Practice and their Well-Being

The well-being of tutors is a multifaceted concept encompassing various dimensions of their physical, emotional, and social health. The study examines the tutor’s perceived professional practice and their well-being. A descriptive research design was used for the study. The accessible population was four out of the seven colleges of education with a sample size of 202 tutors’’. A standardized instrument was adapted with an alpha value of .869. From the findings, it was evident that some of the variables in the well-being factors predicted higher than others. The environmental well-being factors revealed that 7 out of 9 items of respondents believe that their College of Education environment was conducive to effective professional practice. However, 2 out of the 9 items, the respondents were in disagreement with because they were of the opinion that their college of education environment affects their effectiveness and efficiency in their professional practice in 21st-century tertiary education. To this, it was recommended that educational managers, administrators, quality assurance officers and other stakeholders of the colleges should formulate policies that will enable tutors’’ to continuously develop themselves professionally and also improve their professional practice. it is also recommended that tutors’’' personal well-being factors should be factored into their condition of service by stakeholders to enhance their self-esteem to perform their professional practice

Professionality Model for Vocational Teachers: Based on the Example of Estonian Vocational Teachers in the Changing VET Context

Vocational teachers (VTs) have been seen as the key individuals executing changes, solving problems and achieving goals in vocational education and training (VET). Therefore, the work of VTs is fragmented between different types of tasks which influence their professionalism and professionality (individual views, experiences and professional practices of teachers). Despite this, their professionality has been studied remarkably little, and previous studies have focused on different narrow aspects of professionalism. However, it is not clear how various factors, including changes in VET, can shape VTs’ perception of their professionality. Based on a meta-analysis, this study aims to create comprehensive knowledge through an empirical model of vocational teacher professionality in the context of VET changes based on the example of Estonian VET. The results show that VTs have expressed different perceptions, evaluations and experiences of change in VET, and therefore different forms of collaboration and learning activities have been used to adapt to changes, which together shape the professionality of VTs. Therefore, three profiles of VT professionality have emerged and the wider scope of the collaboration of VTs fosters more positive attitudes, satisfaction and commitment to their work and profession, while also relating to their higher self-efficacy, which supports coping in demanding pedagogical situations and when faced with new tasks and roles in a changing context.

Research on the Reform and Innovation of International Student Training Mode-Bases on Textile Engineering Major

With the rapid development of world economy, international student cultivation will be facing new challenges. The article focuses on analyzing the overall development of international education in China and the practical problems and major challenges faced by universities in the process of cultivating and educating international students. And taking the textile engineering major as an example, combined with the current international situation and background, it tries to propose innovative measures and ideas in terms of platform construction, enrollment channels, and professional course construction, practical teaching and other aspects for the reform of international education, in order to provide reference for the training of international students in the future.

Model for the formation of research competence of a future teacher of mathematics

Relevance. The study addresses the pressing need for educational reform in Kazakhstan, particularly in the training of pedagogical specialists, including future mathematics teachers. It emphasizes the importance of identifying and understanding the competencies required for effective educator preparation in the evolving educational landscape. Purpose. This study aims to explore the model for cultivating research competence among future mathematics teachers and to differentiate between the terms "competency" and "competence". It seeks to highlight the implications of these distinctions for professional development and educational practice. Methodology. The study likely utilizes qualitative research methods such as literature review and potentially case studies or interviews to investigate the formation of research competence in mathematics educators. Results. The findings underscore the comprehensive nature of mathematics education, emphasizing the integration of didactic, educational, and organizational skills. It explores how these skills contribute to fostering students' holistic development across emotional, intellectual, and physical dimensions. Conclusions. Effective mathematics teaching encompasses a blend of innate abilities, acquired skills, and personal traits, alongside a deep commitment to student welfare. The study underscores the necessity of aligning educational practices with contemporary societal demands and institutional frameworks. It advocates for the active integration of research competence models into teacher training programs to better prepare educators for the challenges of modern educational environments. Keywords: students; academic performance; education; competence

Investigation of the Current Situation of Innovation Ability Education of Vocational College Students Under the Guidance of Ideological and Political Education

Innovation ability is the ability to continuously provide new ideas, theories, methods, and inventions with economic, social, and ecological values in the fields of technology and various practical activities. The ideological and political education of vocational school students should be student-oriented and close to reality and life. It is necessary to improve the pertinence, effectiveness, attractiveness, and infectiousness of ideological and political education, and cultivate socialist builders and successors with all-round development of morality, intelligence, physique, and beauty. In this paper, we investigate and understand the practice of innovation ability education in colleges and universities at home and abroad, especially the current situation of professional practice teaching in Xinjiang Vocational Colleges. The construction of a professional practice base in vocational colleges is systematically studied.

Strategies for Leveraging the Role of Young Teachers in Enterprise Practical Courses Vocational Colleges in China

Enterprise practical courses are important courses that emphasize practical operations, professional ethics, integrate theory with practice, and possess specificity and flexibility. Teachers serve as advocates for school-enterprise cooperation and communication, maintain the connection between schools and society, and promote vocational education. However, there are several issues in current enterprise practical teaching, such as the separation between school learning and student enterprise practice, inconsistency between enterprise goals and student training, and lack of evaluation system for student internships. This article aims to address these issues by enhancing teachers' professional abilities and practical teaching levels, thereby providing better support and assistance for students' career development and employment competitiveness.

What makes a difference in teacher innovativeness? Evidence from the TALIS 2018 US teacher data

PurposeThis study looked into the factors that could make a difference in teachers’ individual innovativeness and team innovativeness. We investigated five categories of factors: (1) innovation-related teacher preparedness, (2) innovation-related teacher professional development, (3) teacher professional practices, (4) teacher empowerment and (5) innovation-related teacher self-efficacy.Design/methodology/approachThe data source is the 2018 Teaching and Learning International Survey (TALIS) US data. The samples include about 165 schools and 2,560 teachers. We applied the structural equation model to analyze the data and the unit of analysis is set at the individual teacher-level.FindingsWe found that all factors matter except professional development and that they matter differently for different innovativeness outcomes.Originality/valueThis study is significant in several aspects: first, it is among the first that examined the factors that could make a difference in teacher innovativeness. Second, we differentiated between individual and team teacher innovativeness. Third, the findings highlight the importance of several factors including teacher preparation, teacher collaboration, teacher participation in school decisions and teacher self-efficacy.

Learning science with fun: pedagogical games as a facilitating tool - an experience at PIBID, conducted by a scholarship student from Uemasul's bachelor of chemistry course

Science education has evolved over time to find more effective ways to engage students and impart knowledge. In this context, educational games emerged as a valuable tool in the teaching-learning process, offering a playful and interactive approach to science disciplines, to name but a few, chemistry. This work explores the experience of a student in a chemistry degree course at UEMASUL, who used educational games as facilitator in the Institutional Program of Initiation Scholarships to Teaching (PIBID), with the theme "Learning Science with Fun". The program awards scholarships to undergraduate students to implement projects in schools and stimulate reflection on professional practice in education. The focus of this article refers to is grounded in teaching practice for training future teachers and the use of educational games in chemical science classes. The research was carried out in a 6th grade class and involved interactive activities, lectures with student participation and the use of educational games to make learning more meaningful and concrete. The research phases included bibliographic research, planning, questionnaire development, and data analysis. Generally speaking, this initiative aims to bridge the gap between theory and practice in teacher education and to improve science teaching through engaging pedagogical interventions.

Democratisation and Educational Inclusion during Lockdown Times: Perceptions of Portuguese Teachers

The COVID-19 pandemic had a significant impact on school education, as confirmed by numerous studies produced at the international level. One of the most profound effects was the potential change to the political mandates of schools and resulting alterations in professional teaching practices, given the proliferation of remote (online and blended) teaching. This article aims to explore the extent to which the pandemic crisis has reconfigured schools’ educational priorities, with an emphasis on democratisation and inclusion at the expense of learning outcomes and meritocratic approaches. Based on an extensive study as part of a wider international project, the results of a questionnaire survey of Portuguese teachers (n = 3983) during the initial lockdown period in 2020 are analysed. The empirical evidence suggests that the pandemic resulted in a strengthening of the democratising pole, underpinned by the principles of equal opportunities, inclusion, and social justice, even though the practices and priorities of teachers as a whole are not homogeneous. This heterogeneity reflects pre-existing professional and school cultures, which vary depending on level of education, gender, school type, and career length, among other important factors.

Exploratory Study on the Integration of Patriotic Education in Professional Practice Teaching

Exploratory Study on the Integration of Patriotic Education in Professional Practice Teaching

A Study on the Practice of Professional Ideological Education for Undergraduate Nursing Students under the Perspective of “Three Comprehensive Education”--Taking the School of Nursing of a Medical University as an Example

A Study on the Practice of Professional Ideological Education for Undergraduate Nursing Students under the Perspective of “Three Comprehensive Education”--Taking the School of Nursing of a Medical University as an Example

Mining and Incorporation of Value Elements in Drainage Science and Engineering Programmes

Previous engineering education only focuses on the training of theoretical knowledge and skills, neglecting the formation of spirit and values. Mining education elements in the process of knowledge transfer is a new educational concept proposed by China's engineering education community in recent years. In order to achieve the goal of comprehensive education, the article suggests that, on the one hand, based on the main channel of classroom teaching, we should scientifically and systematically develop the value resources of the curriculum, and excavate the spiritual elements implicit in the depth of theory. On the other hand, we should make good use of professional lectures, disciplinary competitions and practical teaching platforms to achieve the unity of knowledge and action. We must pay attention to the unity of value formation, knowledge transmission, and ability cultivation, and make good use of the phenomenon teaching method to improve the coupling and fluidity of value elements in professional knowledge. This article provides an example of talent cultivation in civil engineering.

Professional profiles and educational practices of oral health in Primary Health Care

RESUMO Na saúde bucal, ações educativas ainda se fundamentam na transmissão de conhecimentos, com pouco diálogo com a população. Estudo transversal, descritivo e exploratório, com abordagem qualitativa. Objetivou-se analisar práticas educativas inseridas no modelo tradicional e dialógico de educação em saúde, identificando motivações e desafios dos dentistas na realização de ações efetivamente dialógicas, críticas e reflexivas. Realizaram-se entrevistas com 39 cirurgiões-dentistas de Fortaleza-CE, os dados submetidos à Análise de Conteúdo, identificando três perfis profissionais: dentista passivo, esforçado e empoderado. No passivo, a educação para adolescentes, a troca de benefícios e a valorização do atendimento clínico foram dificuldades citadas que remetem à culpabilização da população, sem fatores motivadores. A culpabilização também emergiu nos esforçados, com o desinteresse da população, sendo apresentado como motivadores a intersetorialidade, a melhoria da saúde da população e a motivação pessoal. Já os empoderados evidenciaram como desafios a vulnerabilidade e a falta de comprometimento profissional, sendo motivados por ações interprofissionais. A gestão e a pandemia da Covid-19 foram dificuldades comuns, sendo evidenciada a importância da educação permanente, que ainda possui pouco incentivo na difusão de abordagens educativas problematizadoras, além da necessidade de potencializar estratégias de motivação profissional no desenvolvimento dessas práticas.