Teaching Behaviors Research Articles

Beyond asynchrony: Evaluating hybrid and live online teaching

The research and advice in Evaluating Online Teaching (2015) covered the range of then-possible online instructional scenarios — what we might nowadays call ‘traditional’ online spaces such as learning management system (LMS) shells that afforded a highly mediated and structured range of possible interactions among instructors, learners and the tool sets within those spaces. Largely asynchronous, online teaching left a clear trail of observable phenomena. Announcement posts, discussion threads and comments on student work were all captured in the LMS space. At the time of publication, we worried that such a cornucopia of observable data points would lead to ‘analysis paralysis’, and we advised observers of online teaching to limit their observations to one unit or online session, much as an on-ground observer might observe only one or two class periods of live class time. We now find ourselves in an instructional world where the bounded environment of the LMS seems almost simple. Especially as a result of the emergency remote instruction during the COVID-19 pandemic, the possible permutations and definitions of ‘online teaching’ have exploded. For those of us tasked with observing, evaluating, crediting and critiquing the teaching that happens at our institutions, we can no longer assume that looking in one ‘place’ — whether that is a classroom, an LMS shell or a Zoom recording of a live remote session — will afford us a representative sample of the teaching practices and behaviours that instructors exhibit. This best-practice paper outlines what has changed in technology-supported and technology-mediated teaching and offers ways to observe and assess online teaching that are consistent, equitable and fair.

Research on English Teaching in Higher Vocational Colleges based on Flipped Classroom Model

In higher vocational English teaching, flipped classroom, as an information-based teaching method, can achieve better classroom effects than traditional teaching methods. However, with the development of the times, today's flipped classroom teaching mode is also facing the problem of appropriate innovation. As a new cloud service platform represented by smart phones, cloud class can effectively support innovative flipped classroom and online teaching. Perfect the teaching behavior to construct active and effective teaching content, achieve the maximum effect within the unit teaching time, and cultivate students' effective English autonomous learning strategies and higher autonomous learning ability; Can teachers improve their level and ability to use micro-class to optimize and strengthen the content of the course, so as to improve students' English language quality and improve students' comprehensive ability to use English.

The Effect of Teachers' Digital Literacy on Innovative Teaching Behavior with ICT: The Mediating Effect of Teacher Autonomy and Engagement

본 연구는 교사의 ICT 수업 혁신행동에 영향을 미치는 교사의 개인적 특성인 교사의 디지털 리터러시, 교사 몰입 요인과 학교조직 환경의 특성에 해당하는 교사 자율성의 구조적 관계를 파악하고자 하였다. 이를 위해 국내 초·중·고 재직 교사 639명의 데이터를 수집하고 구조방정식 모형을 적용하여 이중매개효과를 분석하였다. 연구결과, 교사의 디지털 리터러시가 교사 몰입, 교사 자율성, ICT 수업 혁신행동에 정적 영향을, 교사 자율성이 교사 몰입에 정적 영향을, 교사 몰입이 ICT 수업 혁신행동에 정적 영향을 미치는 것을 확인하였다. 또한, 교사의 디지털 리터러시와 ICT 수업 혁신행동의 관계에서 교사 자율성, 교사 몰입은 부분 매개하였고 교사의 디지털 리터러시와 교사 몰입의 관계에서 교사 자율성의 간접효과를 확인하였으며, 교사 자율성과 ICT 수업 혁신행동의 관계에서 교사 몰입이 완전매개하였다. 교사 자율성이 ICT 수업 혁신행동에 직접적인 영향은 없었으나 교사 몰입을 매개로 ICT 수업 혁신행동을 증가시킨다는 점에서 교사 몰입의 중요성을 확인하였다. 연구결과를 토대로 교사의 ICT 수업 혁신행동에 영향을 주는 교사의 디지털 리터러시, 교사 몰입, 교사 자율성 요인을 고려하여 교사 개인 차원, 학교조직의 환경 차원에서 실천적 시사점을 제시하였다.This study aims to identify the structural relationship between teachers’ digital literacy, teacher engagement, and teacher autonomy, which are expected to affect innovative teaching behavior with ICT. The data of 639 elementary, middle, and high schools teachers in Korea were collected and the dual mediating effects was analyzed by applying a structural equation model. As a research result, teachers' digital literacy had a positive effect on teacher engagement, teacher autonomy, and innovative teaching behavior with ICT. And teacher autonomy had a positive effect on teacher engagement. It was confirmed that teacher engagement had a positive effect on teachers' innovative teaching behavior with ICT. In addition, teacher autonomy and teacher engagement were partially mediated in the relationship between teachers' digital literacy and Teachers' innovative teaching behavior with ICT. In the relationship between teacher's autonomy and innovative teaching behavior with ICT, teacher engagement was fully mediated. Based on these research results, practical implications were proposed focusing on the individual teachers and school organizational dimensions.

Nominated exemplar teacher perceptions of culturally responsive practices in the classroom

The current study provided voice to nominated exemplar classroom teachers in identifying malleable, discrete aspects of the classroom environment, teacher behavior and practices that define culturally responsive instruction. Interview data from 13 teachers was analyzed using a consensual qualitative research approach. Results provided insight into the common teaching practices (e.g., classroom management), qualities (e.g., empathetic), actions and behaviors (e.g., tailoring the curriculum) of culturally responsive teachers. Study findings suggest that there may not be one universal way to implement culturally responsive practices in the classroom. Implications for the future of culturally responsive teaching research and practice are discussed.

Not all engaged students are alike: patterns of engagement and burnout among elementary students using a person-centered approach

Due to its potential to address low achievement, high dropout rates, and misbehavior among students, school engagement has become an important topic in contemporary developmental psychology and educational research. Although there is a wealth of literature on the causes and effects of student engagement, the current understanding of how student engagement varies in response to different teaching styles is limited. This study examined the engagement and burnout profiles of elementary school pupils (N = 798; 51% females; Mage = 11.54, SDage = 0.72) and the interactions between those profiles, students’ characteristics and their perceptions of instructional behaviors (e.g., supporting criticism, suppressing criticism & independent viewpoints, intruding). Latent profile analysis revealed five types of profiles: moderately burned out, slightly burned out, moderately engaged, highly engaged, and highly burned out. Follow-up logistic regression analysis found that students clustered into engagement groups were likely to report higher autonomy support from teachers, especially when teachers permit criticism and independent thinking from students. In contrast, students clustered into burned out profiles were more likely to rate teacher strategies as autonomy suppressive. This became more obvious when instructors imposed meaningless and uninteresting activities. Taken together, this study indicated that autonomy-supportive teaching behaviors are pivotal in understanding student engagement and school burnout. The significance of the findings was addressed, along with implications and limitations.

Understanding the Relevance of Digital Media in Higher Education

In higher education, new teaching and learning behaviors have been observed over the past few years, mainly driven by digital transformation. The COVID-19 crisis has accelerated this process, with higher education institutions as well as students often having to change their behavior virtually from one day to the next. Digital media is a widely used term in the academic literature. It can refer to components such as social media, smartphones or tablets, videos, wikis, and search engines. Online-based technologies and the consumption of digital media content became more prevalent during the COVID-19 crisis. The present study reviewed scholarly databases in an attempt to ascertain current knowledge of the use and relevance of digital media in higher education. Several studies have discussed the advantages of using digital media in higher education institutions, but a framework supporting the application of digital media components is lacking. The present study used content analysis to examine these studies. It recommends that examination preparation, instructional content assistance, and student self-study enhancement would benefit most from the use of digital media.

Providing quality improvement workplace-based professional development to Australian general practice clinical educators: findings from a feasibility study

ABSTRACT In Australia, doctors undertaking advanced training to become general practitioners work under the supervision of clinical educators. Primarily clinicians, these clinical educators participate in one day of teaching-related professional development annually, generally a workshop. Shortcomings with this form of professional development led to the development of a quality improvement focused intervention that is facilitated in the workplace and based on the clinical educator’s self-identified concerns. Drawing on teacher action research and feasibility study methodologies we explored this novel form of professional development by asking ‘Can this intervention work?’ We employed an embedded multiple case study design, trialling the intervention in four settings. The intervention’s constituent activities were acceptable to participants; including a preparedness to experience discomfort for the purpose of improving their teaching practices. They perceived the intervention as convenient and the workload manageable. Participants were motivated to experiment with new teaching behaviours, but measuring outcomes was challenging. Medical educators facilitating the intervention perceived their tasks as cognitively ‘hard work’. The findings provide support for this workplace-based intervention as a feasible form of professional development, which should be implemented on a larger scale and evaluated for impact.

Faculty Perceptions of How Their Altruistic and Servant Teaching Behaviors Influence Student Learning

The purpose of this qualitative exploratory case study was to explore how faculty teaching social sciences in a post-secondary online modality judge or perceive the influence of their altruistic and servant teaching behaviors on student learning. This study analyzed altruism and servant teaching theories and used a qualitative case study method. The study was completed at a four-year university and included participants who had at least three years of online teaching experience. Three research questions framed this study, asking how online social science faculty judge the influence of instructor altruistic and/or servant teaching behaviors on student learning. The study used three instruments to collect data, a questionnaire, one-on-one interviews, and focus group discussions. The coding process identified five themes, which were rapport, barriers, values, success, and response. From these themes, the data was found to be consistent with previous literature, showing that these behaviors can be influential in student learning.

Clustering and Mining Algorithm of Factor Structure Data of Physical Education Teachers' Teaching Behavior Based on Internet Information Retrieval Algorithm

Integrating visual word list and Rocchio algorithm, constructs an implicit relevance feedback retrieval model in semantic space, and judges information retrieval preference. User demand mining is introduced, Jensen-Shannon divergence is used to calculate the relative entropy distance between the probability distributions of document sets, and similarity matching is calculated to complete interactive information retrieval. Teaching ability is gradually formed by teachers in long-term teaching practice, and is stably and comprehensively reflected in teaching viewpoints, teaching methods, teaching skills, teaching style and so on. The weight analysis of each index in the evaluation index system was carried out by using the analytic hierarchy process, and the selection of the evaluation subject was completed through the third round of expert questionnaires, and the evaluation criteria were formulated in combination with the opinions of tutors and some expert teachers.

Reactions of Students Towards Class Cancellation, Class Rescheduling, Inadequate Classes and Classes for Less Than Designated Duration in Dhaka University

A serious departure from the norm in taking classes has been a regular phenomenon in the University of Dhaka in recent years. The present study aimed to investigate perceptions, reactions, and grievances of students towards class cancellation, class rescheduling, inadequate classes, and classes for less than duration at the University of Dhaka. Data were collected online from 522 students (51.5% male and 48.5% female, mean age = 21.74 years) of the university using a mixed-method design. The quantitative data were analyzed by t-test, Chi-square test, and Pearson product-moment correlation coefficients in SPSS version 24. The results of the t-test demonstrated no significant gender differences in perception towards the main variables. The Chi-square test reveals that the frequencies of occurrences of these phenomena significantly differ among the faculties of four hierarchical positions. The content analysis of the qualitative data revealed 12 major themes namely the four factors across academic units, the favorable impact of these phenomena, increased absenteeism, the sources of stress, anxiety, and frustration, lack of priority, teachers’ disinterest in teaching and learning, a sense of punctuality and responsibility, mutual understanding, timetable of the rescheduled classes, teacher’s accountability and students’ feedback, introducing training for teachers, and the role of authority. The findings of the study suggest a clear lack of administrative control over the teaching behavior of the faculties. The study recommends that the university authority should immediately address these issues to redress the grievances of the students and thereby ensure a quality culture in teaching, learning and research. Dhaka Univ. J. Biol. Sci. 31(2): 309-319, 2022 (July)

‘관계융합 퍼실리테이팅’의 의미 탐색을 위한 해석학적 연구

Objectives This study tried to achieve two objectives by exploring the meaning of ‘Relations-Convergence Facilitating’. First, it is to suggest the meaning of relations-based, essence-centered facilitating that can realize convergence in the era of VUCA. Second, it is to suggest implications for facilitation or facilitator education that can more appropriately respond to the changes in the times of VUCA.
 Methods To explore the meaning of ‘Relations-Convergence Facilitating’, the hermeneutical method in the form of literature was taken to interpret the meaning of the theoretical text as accurately as possible. To explore the meaning of ‘facilitating’, ‘relations’, and ‘convergence’, Schleiermacher’s hermeneutical cycle was repeated, centering on the theoretical text selected as each interpretation frame, going back and forth among the parts and the whole.
 Results The meaning of ‘Relations-Convergence Facilitating’ revealed the multilayered meaning in three aspects. First, ‘ontological integration’ means integrated facilitating that superimposes inter-subjective and inter-objective teaching behaviors. Second, ‘epistemological scalability’ means expanding compatible recursive relations by expanding awareness of relations in the facilitating context and by practicing authentic relationships. Third, ‘methodological insight’ means deconstructing the binary oppositional structure related to the problem situation at the macro level and insight into various meanings revealed in the center and the periphery. At the micro level, it means insight into the practical methods of relational perspective that coordinates the diversification of interpretation, the convergence of meaning, and the characteristics of each type of empathy.
 Conclusions The meaning of ‘Relations-Convergence Facilitating’ is to solve the problems of real life that require convergence in the era of VUCA. It is to practice the meaning in life through hermetical circle and fusion of horizon(structural coupling). This study presented the implications of two aspects of the existing facilitation and facilitator education.

Exploring Skills in Observing Teaching Competency through Video Evaluation of Class Demonstrations by Pre-Service Physical Education Teachers

This study aimed to evaluate the level of skill in observing teaching competency in pre-service physical education (PE) teachers and provide basic data to cultivate teaching competency. A total of 21 third-year pre-service PE teachers were selected as participants. The study derived descriptive statistics to analyze the participants’ observation skills regarding teaching competency in different class stages using evaluation results of class demonstrations by pre-service teachers. The Mann–Whitney U test was conducted to verify the statistical significance of the evaluation between in-service and pre-service teachers. Compared with in-service teachers, pre-service teachers reported high agreement with intuitive teaching behaviors. However, pre-service teachers indicated low agreement with skills that required complex teaching behaviors depending on various situations. Based on theories by Schon (1983), pre-service teachers showed high “knowledge for practice” and low “knowledge in practice”. The present study confirmed that pre-service PE teachers tended to have high propositional knowledge and low methodological knowledge regarding teaching. Pre-service teacher education requires an approach that harmonizes theory- and practice-centered education. This study provided directions for pre-service teacher education to enhance the competency of pre-service teachers for leading and analyzing classes.

The Effects of Teachers’ Teaching and Learning Management by Integrating CCR Concepts on the Teaching Behavior Change in Schools under the Office of the Basic Education Commission

The goal of this study was to examine the effects of teaching and learning management practices used by teachers in schools run by the Office of the Basic Education Commission by using CCR ideas. Teachers of mathematics who work in classrooms run by Secondary Educational Service Area Office 40, Phetchabun Province, made up the population. Purposive sampling was used to pick 127 individuals overall. The study tools included an observation form for teacher training development, a teacher supervision record, a supervision report form for teacher development project by integrating CCR principles, a teacher's teaching record, and a teacher satisfaction assessment form. Utilizing the mean and standard deviation, the quantitative data was examined, content analysis was used to analyze the qualitative data. The study's findings indicated that teachers' teaching behaviors changed as a consequence of the development of mathematics instructors in line with the workshop titled “The teacher development by adopting CCR integration.” By using CCR ideas in schools, start by being able to develop learning management plans that utilize CCR integration for setting up math learning activities. According to the findings of the project's educational oversight of the math teachers who took part, the average results of the improvement of teaching and learning management increased for each individual item as well as overall, and the teachers who underwent development gave the workshop titled “the teacher development by CCR concepts integration” the highest level of overall satisfaction. Additionally, the qualitative data showed that teachers had altered their pedagogical practices. The instructors successfully managed their students' learning in the classroom by utilizing the CCR integration and the information and understanding they gained from the training in terms of the learning activity process. Through the use of a variety of activities, including singing, playing games, searching for information, using questions, solo and group activities, and presentations in front of the class, the teachers were found to have altered their teaching styles in accordance with the concepts of contemplative education, coaching and mentoring, and research-based learning. These gave pupils the chance to learn, comprehend, practice, and communicate their ideas, the usage of a range of instructional material by teachers to encourage and promote learning among pupils in the classroom was also noted.

What Affects Vocational Teachers' Acceptance and Use of ICT in Teaching? A Large-Scale Survey of Higher Vocational College Teachers in China.

This study aimed to explore what factors affect teachers' acceptance and instructional use of ICT in Chinese higher vocational colleges. Grounded in the modified UTAUT model, the current study investigated the direct and indirect effects of teachers' performance expectancy, effort expectancy, external conditions, and behavioral intentions on using ICT in teaching. A total of 6087 teachers from 219 vocational colleges in 28 provinces in China participated in a large-scale survey. Structural equation modeling revealed that the teachers' psychological perceptions (including performance expectancy, effort expectancy, and intention to use ICT technology) and the external support conditions (including professional development support, infrastructures, the climate of organizational reform and innovation, and teacher performance assessment mechanisms) significantly directly affect the use of ICT in Chinese higher vocational college teachers' teaching practice. Moreover, this study confirmed the mediating role of teachers' intention to use ICT in teaching in the relationship between teachers' psychological perceptions and ICT instructional usage behavior. However, there were differences in the significance of these variables in the chain effect of teachers' intention to use ICT. These findings expand our understanding of the factors influencing ICT use in teaching among VET teachers in China, thus providing practical implications for higher vocational college managers to promote teachers' ICT teaching behaviors.

Problem of Dialogue in Online Teaching and Learning During the Coronavirus Pandemic

The covid-19 pandemic lockdowns of university campuses have been a catalyst for remote online teaching and learning. The lockdown forced teachers and students to transpose, adopt and adjust on-campus face-to-face classroom interaction to online interaction. In departments that did not have any previous experiences with distant learning courses, online teaching and learning was a novel field of interaction, with none or few institutionalised norms and codes of conduct. It is a culture in its making. Based on teachers’ and students’ experiences from an undergraduate course in ethnographic method, which consisted of lectures and debate-style seminars, we discuss the challenges we faced with dialogical teaching when the entire course went online. Online teaching and learning behaviours are relational phenomena involving social relations between students and between students and teachers, university policies and data protection regulations, digital communication technology, and an online classroom that stretches into peoples’ private spaces. Anticipating a future with blended learning we recommend that teachers and students join forces to develop an online culture of academic exchange, and that departments develop institutional memory on the possibilities and limits of remote online teaching.

‘Below the surface’: power and professionalism in the further education sector

ABSTRACT Professionalism in the English Further Education (FE) system has been traditionally discussed in terms of superior teaching practices, attitudes and behaviours. The concept of ‘good work’ is therefore central to this paper’s analysis. Following a Bourdieusian tradition, professionalism is treated as a ‘site of struggle’ between FE teachers and managers, where managers hold the power to change the definition and substance of ‘good work’. This has implications for how teachers understand and speak about professionalism and highlights the discord that arises when teachers hold different viewpoints from managers. Drawing on a survey of 461 responses, the analysis makes three contributions: first, professionalism is theorised as a form of symbolic capital which actors attain by acquiring and deploying cultural, social and economic capital. Second, it shows how inequalities in capital can affect teachers’ perceived opportunities for professional recognition. Finally, it reveals that senior managers, with the greatest power, enforce a compliance model of professionalism based on the production of ‘good data’, which is the legitimate capital in the FE field, even when this is shown to be deprofessionalising to teachers.

Structural Model of the Effect of Psychological Capital on Innovative Behavior in Teaching: The Mediating Role of Conscientiousness Personality Trait

Purpose: The purpose of this research was to predict teachers' innovative behavior in teaching based on psychological capital with the mediating role of the conscientiousness personality trait. Methodology: The current study is applied in terms of its goal and descriptive-correlational in terms of its method and nature. The research population consisted of female primary school teachers in the city of Rey, from whom a sample of 250 individuals was selected through the available sampling rule in structural equation modeling, and questionnaires were distributed among them through convenience sampling. The data collection tools were the standard questionnaires of Janssen's (2000) innovative behaviors in teaching, NEO's (1985) conscientiousness, and Luthans' (2007) psychological capital. The reliability of the questionnaires was confirmed by Cronbach's alpha coefficient, and their validity was confirmed through content validity. The data were analyzed using PLS software version 3. Findings: According to the data analysis, it was shown that: Innovative behavior in teachers' teaching is predictable based on psychological capital and conscientiousness. Also, the mediating role of conscientiousness in the relationship between psychological capital and innovative behavior in teaching was confirmed. Conclusion: It can be concluded that the adolescent-parent psychological capital is effective in predicting innovative behavior by mediating conscientiousness.

Examining the Perceived Effect of the English Baccalaureate Exam on Teachers' Teaching Behaviour in Tunisian Secondary Schools

This paper seeks to explore the relationship between teachers' attitudes and their teaching practices within the context of the high-stakes English Baccalaureate Exam in Tunisia. Previous studies have found that factors other than the exam itself play a role in determining the amount and type of washback. Teachers' beliefs have incited much research, particularly in the context of high-stakes examinations. This study examines ELTs' AE. While most washback studies are qualitative and based on case studies, this study used a quantitative oriented approach relying on both quantitative (questionnaire, 364 ELTs following random sampling) and qualitative data (classroom observations and interviewees, 4 ELTs). Pearson product-moment correlation coefficient and linear regression were used. Results showed that ELTs had mixed attitudes ranging from positive to negative. The findings also demonstrated substantial evidence of the relationship between ELTs' views and their TP. To varying degrees, ELTs' views on EBE were mirrored in their teaching practices, affecting various aspects of their classrooms. Owing to the importance of the issue, much focus should be given to teachers' beliefs. The findings are expected to contribute to developing appropriate policies and procedures for implementing effective teaching practices in the context of EBE.

Transformational Leadership and Organizational Citizenship Behavior of Virtual Teaching During the COVID-19 Pandemic in Indonesia: The Mediating Role of Job Satisfaction

Transformational Leadership and Organizational Citizenship Behavior of Virtual Teaching During the COVID-19 Pandemic in Indonesia: The Mediating Role of Job Satisfaction

Observation and Analysis of Reciprocal Peer Teaching in University Guitar Classes

Abstract The purpose of this study was to observe and analyze the reciprocal peer teaching (RPT) behaviors of university students who were enrolled in an introductory-level guitar course. Students (N = 30) participated in two training sessions, were paired off in asymmetrical dyads based on a baseline examination of their individual performance skills, and arranged a 10-to-15-minute time to meet with their partner outside of class and record their RPT over the video conferencing platform Zoom. Using SCRIBE software (Duke, 2020) and a modified version of codes derived by Colprit (2000), the timing and durations of selected peer tutor behaviors were recorded. A total of 2 hours, 23 minutes, and 40 seconds of video footage was analyzed. Results of student surveys following the treatment period indicated the value of individualized instruction and newfound empathy for the teaching process. The explicit use of modeling and repetition coupled with the relative lack of negative feedback and guiding questions indicated that further training would have been beneficial in promoting tutee success. The present findings prompt questions regarding the training and implementation of RPT in university music classrooms and directions for future research.