Teacher Teaching Research Articles

Analisis Faktor-Faktor yang Mempengaruhi Minat Belajar Bahasa Arab Siswa MTs Ira Medan

Interest in learning plays a very important role in learning, especially Arabic. When students' interest in learning decreases in a learning process, it becomes one of the problems faced by educators, and becomes a challenge for teachers to create a learning atmosphere that is of interest to students. The purpose of this study was to analyze the factors that influence students' interest in learning at MTS Ira Medan. The method used in this study was qualitative with a descriptive approach. Data collection techniques used were interviews, observations and documentation. The results of the study showed that there were several factors that influenced students' interest in learning Arabic at MTS Ira Medan, which were divided into external and internal factors. motivation or desire to learn, students' ability to understand the material and students' attention, while external factors were the background of Arabic language education, the teacher's teaching method, the relationship between educators and students, the learning media used and the students' friendship environment at school

Организация Самостоятельной Подготовки Военнослужащих по Русскому Языку как Иностранному

The study is devoted to the organization of independent training of military specialists in a military university when teaching the Russian language. The purpose of the article is to prepare means for managing self-training, taking into account the creation of effective mechanisms for intensive training using modern interactive techniques that stimulate the motivational interest of military specialists in verbal communication and organizing their own speech. The article offers practical recommendations for mastering textual activity both under the guidance of a teacher and in self-training, promoting the individualization of learning and self-management of the speech-thinking intellectual-cognitive process. To solve the problem, research methods such as applied and descriptive were used. The presented article actualizes the problem of organizing self-training in teaching Russian as a foreign language to foreign-speaking military personnel. Factors specific to a special purpose educational institution are analyzed, to which a teacher teaching RFL in short-term intensive courses must pay close attention. The idea is substantiated that it is necessary to take into account the specifics of special-purpose educational institutions when training, as well as to compensate for the limited language environment, which will entail the effectiveness of mastering language training programs for military specialists. The key problematic points on the way to preparing for the development of short-term language training programs are identified and characterized. The conditions and ways to eliminate difficulties in the process of learning the Russian language are identified and argued, the implementation of which will allow the teacher to effectively carry out language training. As a result of this study, the author concludes that the correct organization of independent work of foreign language students can increase the effectiveness of their learning of the Russian language, and also contribute to the formation of the personality of a specialist ready for self-development and self-education.

Navigating Academic Language in English Medium Instruction (EMI) Science Classrooms in Hong Kong

The use of English to teach content subjects is a growing phenomenon in schools around the world. However, many content teachers in English medium instruction (EMI) classrooms are unsure of the extent to which they should focus on academic language while teaching their subjects. Should they focus on content and not be overly concerned about language, or should they put more emphasis on fostering students’ academic language skills? This study explored the role of academic language in EMI science classrooms from the perspective of secondary teachers and students in Hong Kong through the lens of Systematic Functional Linguistics (SFL) and a sociocultural approach to academic language. Interviews and focus group discussions were conducted with 10 teachers and 50 students, respectively. The results reveal the participants’ attitudes towards academic language in science learning, report relevant practices, and highlight the challenges and coping strategies for teaching and learning academic language in science classrooms. The data shows that the participating teachers and students all had a preference for teaching and learning science content over language. The teachers expressed concerns regarding their students’ limited academic English proficiency for effective communication during science lessons. However, the students focused overwhelmingly on their lack of vocabulary knowledge. Both groups also demonstrated a lack of effective strategies to improve academic English abilities necessary for authentic communication during science learning. The implications of the value of using different registers of English to facilitate EMI science learning are discussed.

Teacher Pedagogical Competence Development Workshop for Strengthening Student Character and Achievement Motivation

This workshop aims to improve teachers' pedagogical competence in strengthening students' character and achievement motivation. Strong pedagogical competence is an important foundation for teachers to be able to teach effectively and build students' character. This workshop involved a series of interactive sessions that included discussions related to the application of innovative learning techniques that focus on building students' character. This workshop was held at SDN 1 Ampenan, Mataram City and was attended by teachers and principals. From the results of the evaluation of this workshop activity, it received a positive response from all participants who attended. Most teachers also stated that this workshop provided new insights related to pedagogical competence which was considered very relevant to increasing student engagement. In addition, this evaluation also showed the need for further mentoring and periodic training so that implementation can run more optimally in the classroom

The Role Of Teachers In Improving Learning Interest In Civics Education Learning Of Grade IV Students Of Nusukan Barat State Elementary School

Low student interest in citizenship education (civics education) is one of the problems often encountered in schools. This condition is influenced by various factors, including teacher teaching methods and student motivation. This study aims to describe the role of teachers in fostering students' interest in learning Civics Education in grade IV at ELEMENTARY SCHOOL Nusukan Barat, as well as the factors that influence this interest. This research uses a qualitative approach. Data collection techniques included observation during learning, semi-structured interviews with respondents from the fourth-grade teacher of ELEMENTARY SCHOOL Nusukan Barat, and documentation studies conducted in the fourth-grade classroom of ELEMENTARY SCHOOL Nusukan Barat. The results showed that the teacher's role as a facilitator, motivator, informator, and classroom manager has a significant influence in increasing students' interest in learning. In addition, there are supporting factors such as teacher creativity and competence, supportive school programs, and good communication between teachers and students. However, there are also inhibiting factors such as limited learning time, students' dislike of the subject, and lack of support from parents at home. Therefore, the active role of teachers in the learning process and classroom management is very important in fostering students' interest in learning. It is recommended that teachers continue to increase creativity in teaching and involve parents to support learning at home so that students' interest in learning Civics can be improved optimally.

Reflective Practices of Secondary School Teachers for Effective Teaching and Learning: Using Gibb's Reflective Model

Reflection is essential to continuous improvement, learning and professional proficiencies. Although it is not evident in Pakistani public schools, the teachers are implicitly involved in reflection. Gibbs' reflective cycle offers them a systematic and organized structure to write their reflection about the different events they experienced and tackled. This study explores the reflective practices of secondary teachers in Punjab, using the 6-stage cyclic model of Gibbs. This is a qualitative study; structured interviews were conducted based on Gibbs' model. For this purpose 14 secondary school teachers were the study participants. Deductive coding and thematic analysis were used to analyze the data. The study explored the events the secondary school teachers reflected upon and how their reflections added to their professional practices. The participants could also devise future action plans if they faced a similar situation next time. The study contributed to the existing body of knowledge and implications of Gibbs' reflective model in exploring systematic reflections of secondary school teachers.

Analisis Kesulitan Belajar Akademik Siswa-Siswi SMAN 13 Surabaya

Academic learning difficulties are a challenge that is often found and faced by students when studying at school and at home. Internal factors such as motivation, ability, cognitive, and there are external factors such as family environment, teacher teaching methods, learning facilities and also teacher support are also important to determine the success of student learning. This study aims to analyze various forms of students' academic learning difficulties at school and at home, as well as understand the influence of the environment on the success of students' learning. This study uses a qualitative descriptive approach. Data collection techniques include in-depth interviews with teachers and questionnaires involving students, observations are carried out in the school environment of SMAN 13 SURABAYA. The results of the study showed that students of SMAN 13 SURABAYA had diverse learning disabilities, learning difficulties that were felt included students having difficulty concentrating, sleepiness during lunch, teachers who lacked in explaining material and unconducive classroom conditions. In the questionnaire data that I got, most of the students had difficulty in understanding the subjects of Mathematics, Physics, English and Chemistry. This can affect the academic performance of students. The academic learning difficulties of SMAN 13 Surabaya students are caused by the interaction between internal and external factors. To overcome learning difficulties in students, efforts can be made such as strengthening learning strategies by teachers, improving learning facilities, and active involvement of parents in supporting the learning process of students.

Teaching Reform and Practice of Linear Algebra Based on the "Three Transformations and Six Dimensions" Progressive Model

Linear Algebra serves as a crucial foundational course for economics and management majors in universities, where its abstract nature and complexity often pose challenges to student learning. To address the pain points of the course, we have proposed a "Three Transformations and Six Dimensions" Progressive model. This model integrates Linear Algebra with professional education and course education, using stratified and progressive teaching strategies to simplify teaching content, guide learning methods, and achieve effective teaching evaluation. Specific measures include reconstructing course content, building knowledge maps, integrating course ideology and politics, optimizing teaching models, strengthening practical innovation, and advancing a diversified evaluation system across six dimensions. Practice has demonstrated that this model effectively enhances teaching quality and markedly boosts students' mathematical literacy, logical thinking, and application capabilities. The questionnaires show that students have a relatively high level of satisfaction with the teaching methods, instructional tools and diversified assessment processes of this course. Statistical analysis of grades over the past three years indicates a significant increase in the proportion of students achieving excellent or good results in their final exams, along with a decrease in the failure rate. Students have been able to apply the knowledge of linear algebra in academic competitions and innovation and entrepreneurship practices, achieving remarkable success. Concurrently, the teaching outcomes are bountiful, with the course team's teachers winning the second prize in the provincial teaching innovation competition and the second prize in the provincial young teacher teaching competition. The MOOC and AI courses based on knowledge graphs have been adopted by over 600 universities in China, with more than 100,000 students using them. The demonstration and radiating promotion effects are quite good.

Research on the Problems in Chinese Classroom Teaching in Ethnic Regions—Taking Four Primary Schools in Nagqu City as an Example

Classroom teaching is the main channel of Chinese language teaching, which is the process of imparting Chinese knowledge, cultivating Chinese core literacy and abilities through teaching activities in the classroom. By means of interviews and classroom observation, found that in the classroom teaching field, western China’s primary school unified language textbooks have been put into use since the autumn of 2017, and have had problems in teacher teaching, student learning, curriculum nature and classroom culture. Based on this, it is proposed that putting literacy first, emphasizing teaching research, and striving for teaching effectiveness; Promoting student development through mutual aid in lesson observation and situational teaching; Based on text, combining reading and writing to enjoy the beauty of Chinese language; Integrating education into culture, creating an infectious atmosphere, and showcasing the art of teaching, with a view to improving the quality of Chinese education and teaching in western China.

Analysis of the relationship between high school teachers 21st century teaching and learning skills

In this study, it was aimed to examine the relationship between 21st century teaching and learning skills of high secondary school teachers. In line with this main purpose, firstly, the levels of high education teachers' use of 21st century teacher and learner skills were determined; then it was examined whether the levels of use of these skills differed according to the gender, years of professional seniority and the type of school they worked in. The research was designed according to correlational research design. The participants of the study consisted of a total of 282 high education teachers working in high schools affiliated to the MoNE within the borders of Altınordu district of Ordu province in the 2023-2024 academic year. In the data analysis process, total scores, mean, and standard deviation values were calculated to determine the levels at which high school teachers use 21st-century teaching and learning skills. To identify whether the levels of 21st-century teaching and learning skills vary by gender, years of experience, and type of school where teachers work, independent sample t-tests and one-way ANOVA tests were conducted. According to the results of the study, it was determined that high school teachers used affirmative skills with the highest score, then technopedagogical skills, administrative skills, generative skills and flexible teaching skills with the lowest score among 21st century teaching skills. Among the 21st century learning skills of high school teachers, it was determined that they used cognitive skills with the highest score, then innovativeness skills, collaboration and flexibility skills and autonomous skills with the lowest score. Within the scope of the other sub-problem of the research, there was no significant difference between the gender and professional seniority variables of the teachers and the level of use of 21st century teaching and learning skills of high school teachers. According to the school type, there was a significant difference between the levels of high education teachers' use of 21st century teaching and learning skills. According to the results obtained within the scope of the problem based on the research, it was concluded that there is a significant positive relationship between the levels of use of 21st century teaching skills and 21st century learning skills of high education teachers.

Examining the relationship between language proficiency and self-efficacy among Cypriot teachers of English as a foreign language

The field of English language teaching (ELT) has undergone significant changes in the 21st century, evolving into a Lingua Franca and supplanting French as an official diplomatic language. The concept and practice of ELT have shed light on factors affecting the self-efficacy of EFL teachers. The objective of this study was to evaluate the impact of language proficiency on the self-efficacy of non-native English as a Foreign Language (EFL) teachers in English Language Teaching (ELT) in Northern Cyprus. This study utilized a mixed-method approach incorporating the Foreign Language Learning Anxiety scale as a theoretical framework and conducting interviews on teaching self-efficacy. The study was carried out utilizing online questionnaires and interviews and garnered responses from 45 English as a Foreign Language (EFL) educators, 12 of whom participated in the interviews. According to the study, the self-efficacy of EFL Cypriot teachers in ELT is impacted by their level of English language proficiency. Additionally, they demonstrate a favorable understanding of the relationship between language proficiency, self-efficacy, and ELT. The study revealed that misconceptions regarding attaining native-level proficiency have a detrimental impact on the confidence and anxiety levels of non-native educators. This emphasizes the necessity for professional development initiatives and inclusive educational policies to bolster teacher self-assurance and accommodate diverse linguistic backgrounds.

Navigating pedagogical transitions : Perceptions of teaching effectiveness in the era of emergency remote teaching during COVID-19

In the aftermath of the global COVID-19 pandemic, the educational sector experienced an unprecedented transition to emergency remote teaching (ERT). Scholars have extensively examined the factors affecting teaching and learning during this phase; however, a significant research gap exists concerning the influence of these factors on teaching effectiveness. Using survey data from 466 instructors at a large Southeastern US university, this study scrutinises the relationships between various instructor, instructional and institutional factors and educators’ perceptions of their teaching effectiveness both before and after the ERT shift. Key questions posed include the circumstances under which instructor and instructional elements moderate the effect of institutional support factors on teaching effectiveness perceptions. Robust multiple regression analysis reveals instructor preparedness and number of resources used positively predicted effectiveness ratings, while reducing planned assessments negatively predicted effectiveness. Synchronous instruction and adequate preparation time also showed positive marginal effects. Notable moderating effects suggest offering resources and training benefits unprepared instructors, retaining assessment plans amplifies the impact of preparation time, and peer assistance negatively interacts with greater resource use. These findings provide theoretical and practical implications to inform institutional strategies for supporting instructor teaching effectiveness during abrupt pedagogical transitions.

Analisis Pengetahuan Guru Bahasa Arab di Lembaga Yayasan Baitul Huda Duri Tentang Teori Mengajar Bahasa Arab sebagai Bahasa Kedua

With the development of technology in education, theories related to education also follow its development, making it easier to learn and achieve understanding of the goals of learning. Therefore, this article was written to find out the theories known by teachers at the Baitul Huda Duri educational foundation in teaching Arabic as a second language. It's not just that they know the material, but also the theory they use in learning Arabic at the institution and how it is applied. In this research, the author used a descriptive qualitative method approach to find answers to the article questions. Then interviews were conducted to obtain the information, of course those who would be interviewed were teachers who taught Arabic language lessons at the Baitul Huda Duri educational foundation. The results of the author's discussion found that there were three theories known to the teacher, namely: behaviorism, nativism and cognitivism, however, in their use by the three teachers they only used two theories, namely behaviorism and nativism. In its application they read the material to the students then explain it sentence by sentence after that they are given an evaluation to find out the extent of their understanding of the related material and that's all when they explain the teacher's teaching material using full Arabic and some of the students don't know the explanation from Teacher. The teacher explains again using as simple language as possible or by using his body gestures and practicing it directly.

Enrichment and acceleration of highly motivated children’s instrumental music learning: A case study of a pilot development project

This case study examined a pilot development project to intensify the learning of instrumental music and enrich the development of highly motivated music school children in Finland. The project was built on four core components: (a) increased tuition, (b) integration of peer learning alongside one-on-one instruction, (c) parallel teaching, and (d) an emotionally nurturing environment. The school-year-long project was implemented in three music schools in collaboration with a higher education institution. The research findings suggest that all the core components intensified the children’s instrumental music learning and that group lessons and activities increased their motivation. Parallel teaching served as continuing education for the teachers and diversified the children’s learning; however, it also occasionally caused confusion among the children. The nurturing learning environment, coupled with collaboration between teachers and families, as well as the commitment and support of caregivers, sustained the children’s socio-emotional development and ability to cope with the concise schedule. Regarding the further development of such practices, based on this study, it can be suggested to better prepare the collaboration and parallel teaching of different teachers and to offer a clearer vision, negotiated with the participants, of what the child is expected to do at home and what the parents’ role is. The project was perceived as very time-consuming and intense. Therefore, finding the right balance in an extended instrumental education that integrates several elements is a challenge that needs further reflection. Overall, the project raised questions about how to reconcile the provision of equal opportunities for all children with the legitimation of special treatment in music education. These issues should remain the subject of careful, critical, and open consideration in music education policy and research.

Research on the Status Quo of Generative AI Tools Used by Pre-service Teachers

Through excellent text generation ability and rich knowledge reserves, generative AI has been widely discussed among pre-teachers in the past two years, and the analysis of the status of generative AI tools is particularly important. This study of 280 Chinese Qingdao University teachers questionnaire is analyzed, discusses the pre-professional teachers use the main scenarios, influencing factors of artificial intelligence, the view of former teachers use generative artificial intelligence tools on self-efficacy, and generative artificial intelligence tools for pre-service teachers cause certain anxiety. The following conclusions are drawn: generative artificial intelligence tools have improved the learning and teaching of teachers to a certain extent, examples are improving the efficiency of lesson preparation, enriching course design, summarizing knowledge points, etc. However, it still needs to be strengthened in the course feedback and personalized analysis. At the same time, it can be preliminarily concluded from this study that if people want to promote the further widespread application of generative AI tools in the pre-service group of teachers, the accuracy and some ethical considerations of generative AI tools need to be addressed. This study provides insights into the nexus between the characteristics of generative AI influencing pre-service teachers.

Survey and Analysis of Primary School Teachers' Use of Generative Artificial Intelligence

In the wave of generative artificial intelligence (GenAI) applications in education, the current status and attitude of primary school teachers towards the use of GenAI have not yet been fully studied. This study surveyed 78 primary school teachers through an online questionnaire to reveal their understanding level of GneAI, the usage of GenAI, their views on GenAI applied in education, and expectations for future applications of GenAI. The results show that most teachers have some understanding of AI, but less knowledge of GenAI. Despite this, almost all teachers agree that GenAI plays a positive role in assisting teacher teaching and promoting student learning, and they hold an optimistic attitude towards its application prospects. There are differences in the degree of use of GenAI by teachers of different ages and young teachers are more inclined to use AI. Teachers of different identities have different preferences for the content of GenAI-assisted work. Liberal arts and science teachers prefer intelligent search and intelligent homework correction, while art and physical education teachers and middle and senior teachers prefer personalized teaching and personalized assessment. Finally, the author recommends relevant departments strengthen the use of AI in primary education, develop practical teaching and assessment systems, and paying attention to the resource management and protection.

AI Empowered Undergraduate Translation Teaching and Professional Improvement of Translation Teachers

With the rapid development of artificial intelligence technology (AI technology), the field of education has ushered in unprecedented changes. The application of AI not only provides new means and methods for undergraduate translation teaching but also prompts translation professionals to improve their teaching abilities and professional qualities continuously. The purpose of this paper is to explore how AI empowers undergraduate translation teaching and propose effective paths for the improvement of translation professionals. Through literature review, case analysis, and practical exploration, this paper elaborates on the role and impact of AI in translation teaching and strategies for teachers' professional development, aiming to provide references for undergraduate translation teaching and teachers' improvement.

Embracing diversity through differentiated instruction in music education

The article discusses the importance of differentiated instruction in music teaching and learning, emphasizing its role in fostering inclusivity and meeting the diverse needs of students. Drawing from personal teaching experiences, the author highlights how traditional, uniform teaching methods often neglect students’ varied readiness levels, learning profiles, and interests. Differentiated instruction, as conceptualized by Tomlinson, is presented as a proactive and flexible approach that tailors content, processes, products, and learning environments to cater to individual student needs. The article demystifies several myths about differentiation and discusses practical music classroom scenarios, illustrating how differentiation can address real-world challenges faced by music teachers. The conclusion advocates for the implementation of differentiated instruction as a non-negotiable, essential practice in music education, urging teacher educators to prepare future music teachers to engage every student meaningfully. The approach ensures a democratic and supportive music classroom where each student’s potential is recognized, nurtured, and celebrated.

Appealing Classroom Organization and Building Community Teaching of Teachers in Public Elementary Schools

This study examined the relationship between appealing classroom organization and building community teaching among public elementary school teachers in Manay District, Davao Oriental, Philippines. A non-experimental quantitative research design using a correlational method was employed. A total of 135 teachers were surveyed using universal sampling. Data were analyzed using mean, Pearson-r correlation, and regression analysis. The findings revealed that teachers often manifested appealing classroom organization in terms of vision, sensitivity, needs, and risk-taking. However, they sometimes demonstrated building community teaching practices such as supportive, instructive, preventive, and responsive approaches. A significant positive correlation was found between appealing classroom organization and building community teaching. Furthermore, the domains of appealing classroom organization significantly influenced building community teaching practices. Based on these findings, it is recommended that public school teachers participate in DepEd-sponsored conferences and trainings to enhance their professional capabilities. This can contribute to improved teaching practices, better support for learners, and ultimately, higher academic achievement.

Fostering Early English Education in Saudi Arabia: A Pathway to Achieving the United Nations’ Sustainable Development Goals in Education

English language education has become increasingly vital in non-English-speaking countries, driven by globalization and the demands of the international economy. In Saudi Arabia, enhancing English proficiency is one of the most important aspects of educational reform emphasized by Vision 2030. This study examines the perceptions of 420 kindergarten and elementary school teachers, Saudi Arabia, regarding early English education for young learners aged 4 to 8. Using a structured questionnaire, the study reveals strong support among teachers for early English instruction, with 77% agreeing that every child should master at least one foreign language. Additionally, 86% of respondents believe that English should be introduced in primary school to establish a solid foundation for language mastery. Multiple regression analysis identified significant predictors of teacher support, such as teaching experience, educational qualifications, and regional location. Teachers with more experience and higher qualifications were more supportive of early English education, with greater support seen in urbanized areas. The findings also highlight the significance of English proficiency in the context of economic globalization. A total of 88% of teachers recognize that English is necessary for global communication and competitiveness. The study concludes that teacher perceptions align with the goals of Vision 2030, highlighting the strategic importance of early English education in Saudi Arabia's educational reforms. It further highlights the need for ongoing professional development for teachers and increased parental involvement to ensure the positive implementation of early English programs. These insights are critical for informing educational policies and practices that support Saudi Arabia's broader socio-economic objectives.