Teaching Behaviors Research Articles

Antecedents of teachers’ motivational behaviours in physical education: a scoping review utilising achievement goal and self-determination theory perspectives

ABSTRACT Physical Education (PE) teachers’ adoption of motivational teaching behaviours is a critical determinant of students’ quality of experience in lessons. Drawing from achievement goal theory (AGT) and self-determination theory (SDT), extensive evidence has substantiated the consequences of teachers emphasising a specific type of motivational climate (AGT) or interpersonal style (SDT). However, less attention has been paid to critically appraising the antecedents of teachers’ behaviours underpinning a particular climate or style. Therefore, the aim of the present scoping review was to evaluate the extant literature addressing the determinants of teachers’ motivational behaviours in PE from AGT and SDT perspectives. Nine databases were searched to identify 94 studies that met the inclusion criteria. Findings revealed that more studies had sought to understand the reasons for teaching behaviours from a SDT approach than from the lens of AGT. Moreover, multiple personal and contextual factors were shown to be associated with, or to impact upon, teachers’ behaviours. Future research should adopt a more theoretically integrative approach to advancing our understanding of teachers’ motivational behaviours, as well as examine additional antecedents that might be suitable for intervention with pre- and in-service PE teachers.

Personal narratives of three EMI teachers: construction of their identities based on their experiential development

ABSTRACT This study focuses on English-medium instruction (EMI) teacher development in the specific context of a technical university in Spain, where English-medium instruction has been adopted swiftly but irregularly over the past decade. In contexts where EMI implementation relies mainly on bottom-up initiatives, its success largely depends on the preparedness of content lecturers, which is why attention must be paid to lecturers’ experiential development. In order to understand how EMI lecturers view themselves, their teaching practices and their impact, we analyse the personal narratives of three effective EMI lecturers as they reflect on their lived experiences. The approach taken in this study is that of narrative inquiry, with the purpose of understanding the extent to which teachers’ experience and perceived identity relate to their teaching behaviour. Findings shed light on different experiential journeys and EMI lecturer profiles. These narratives help us gain insight that can inform EMI teacher trainers and institutions on how to bridge the gap between individual, volunteering approaches to EMI and scalable actions for institutionally implemented and quality EMI.

The flip side of teacher enthusiasm?

AbstractResearch suggests that enthusiastic teachers show good teaching. At the same time, based on flow theory, it can be hypothesized that high enthusiasm is associated with a limited ability to perceive others’ needs. Hence, this study examines the relation between teaching enthusiasm and socio-emotional support. Based on questionnaire data from 89 mathematics teachers (61.8% women) and their 1716 students (50.0% girls), manifest multilevel analyses show that higher student-perceived teaching enthusiasm was associated with higher perceived socio-emotional support. In addition, the difference between student- and teacher-perceived support was lower for high student-perceived teaching enthusiasm. However, teacher-reported teaching enthusiasm was neither related to student-perceived socio-emotional support nor to the difference between teacher and student perceptions of teacher support. The study indicates that a multi-perspective assessment of motivation and teaching behavior may contribute to a better understanding of their correlates.

Teaching on the Fly: A Needs Assessment for an Ambulatory Resident-as-Teacher Workshop.

Residents play an important role in medical education, yet often feel unprepared without formal training. Teaching in the ambulatory setting raises unique challenges such as the difficulty of educating in a limited amount of time. We designed a brief, focused intervention as an initial needs assessment for a residents-as-teachers program in an ambulatory setting to address these concerns. A 1-day, 2.5-hour workshop was designed focusing on microskills, providing feedback, and ways to address common barriers in ambulatory teaching. Pre- and post-intervention surveys were conducted with both residents and medical students to assess the effects of the workshop on resident teaching in the clinic. Although post-intervention surveys showed increased resident confidence and self-reported teaching behaviors, medical student surveys did not clearly demonstrate an increase in teaching behaviors. Didactic teaching on feedback and microskills with follow-on role playing were seen as the most helpful parts of the intervention. Self-assessment alone is an inadequate measure of effectiveness of our teaching intervention. While medical student data can help verify resident self-report, future iterations of our intervention should incorporate objective, third-party evaluation of teaching skill implementation.

The impact of Chinese university music teachers’ teaching beliefs on creative teaching behaviors: the mediating role of technological acceptance

This study focuses on college teachers in the Ningxia Hui Autonomous Region of China, aiming to explore the relationships among teaching beliefs, creative teaching behaviors, and technology acceptance. The research adopts a questionnaire survey method, using scales for teaching beliefs, creative teaching behaviors, and technology acceptance to conduct online surveys of college teachers in the Ningxia Hui Autonomous Region of China. Convenience sampling is employed during the survey. The study mainly verifies the theoretical model proposed by using statistical analysis software such as SPSS and AMOS. The results reveal that teaching beliefs of college teachers in the Ningxia Hui Autonomous Region of China positively predict creative teaching behaviors; teaching beliefs positively predict technology acceptance; technology acceptance positively predicts creative teaching behaviors; and technology acceptance has a significant mediating effect between teaching beliefs and creative teaching behaviors.

A Study on High School Mathematics Teaching Design Based on Teaching for Robust Understanding: Taking the Cosine Theorem as an Example

Teachers’ teaching behavior plays a crucial role in students’ development, and there are problems in the current teaching behavior of mathematics teachers such as ignoring students’ cognitive needs, lack of equal opportunities for students’ classroom performance as well as lack of formative evaluation of students. In order to solve the phenomenon, this paper analyzes and explains how to promote teaching based on the Teaching for Robust Understanding (TRU) evaluation framework with the goal of focusing on the development of all students, taking the teaching design of The Cosine Theorem as an example, and provides ideas and methods for first-line high school mathematics teachers.

Differences of the Teaching Behavior between Nursery and Elementary School Teachers

Differences of the Teaching Behavior between Nursery and Elementary School Teachers

Current teachers' perceptions and students' perspectives regarding activities modalities, instructional settings during primary school physical education classes in China: a cross-sectional observational study.

This study set out to understand the association between teaching practices, teacher confidence, competence, self-efficacy, and the resulting student outcomes. Data regarding teaching behaviours were collected via video recording and then evaluated using the MASTER Observation Tool. The information about demographics, self-reported teaching confidence, competence, self-efficacy, and student outcomes was collected using questionnaires. The association between teacher characteristics, and teacher and/or student outcome variables were tested using a one-way analysis of variance (ANOVA). A total of ten primary schools were involved, including 597 children (age range: 10-12 years, grade 4-6) and 16 grade 4-6 PE teachers (with 16 PE classes). Most of the Physical Education (PE) lesson time was spent in training-form activities (60.2% ± 9.1), followed by instructional time (33.1% ± 8.6%), reflection (3.4% ± 2.3%), and warm-up (2.9% ± 2.0 %). It was observed that teaching behaviours and student outcomes were significantly better in urban than rural areas. Smaller class sizes (21-30 children) were found to have more positive feedback than larger ones (41-50 children). PE teachers with more than 10 years of teaching experience reported more teaching competence and self-efficacy than teachers with less than 10 years of experience. PE teachers with class sizes of 21-30 children enjoyed significantly better scores in self-efficacy than classes with 41-50 children. They also scored more highly in confidence and competence than classes with 41-50 and 51-60 pupils. The current study confirmed that teachers dedicated a large proportion of lesson time to PE delivering training-form activities, followed by instructional time. Teaching behaviour and student outcomes were associated with location and class size, but not gender. The study contributes to our understanding of PE instruction in Chinese primary schools and offers preliminary evidence to improve future PE teaching strategies in the country.

Pre-service teachers’ adaptability to blended teaching and its predictors

Blended teaching (BT) in pre-service teacher (PST) education has significantly increased, particularly owing to the impact of COVID-19. However, there is limited literature on how pre-service teachers (PSTs) adjust to this mode of teaching. This study provides new longitudinal evidence on the adaptability of PSTs (n = 1285) and its predictors, including perceived social support, blended teaching behaviors, and demographics, over the course of one semester of multiple transitions in teaching format. The findings indicated a decrease in both behavioral cognition and affective adaptability, with the latter significantly decreasing. Perceived support and teacher educators’ blended teaching behaviors significantly predicted initial levels and changing rates in both adaptability domains. Female PSTs reported higher initial adaptability and a less pronounced decrease than male PSTs. Implications are drawn regarding the need for specific interventions to promote PSTs’ adaptability to uncertainties and improve teacher educators’ pedagogical techniques in blended teaching contexts.

Student Classroom Teaching Behavior Recognition Based on DSCNN Model in Intelligent Campus Education

Student Classroom Teaching Behavior Recognition Based on DSCNN Model in Intelligent Campus Education

Preference for Student Activity over Teacher Guidance: Effects of Task-Related Knowledge and Learner or Instructor Roles

During interactions within educational settings, individuals may find themselves in the position of a learner or an instructor. This study examined how individuals change their perceptions of task difficulty and their preferences for educational approaches oriented toward teacher guidance and student activity based on whether they possess task-related knowledge and whether they are in a learner or an instructor role. University students enrolled in teacher education programs were divided into four groups based on two variables: knowledge (with or without) and role (learner or instructor). Study 1 (N = 359) utilized a between-participants design, whereas Study 2 (N = 141) employed a mixed design, with role as a between-participants variable and knowledge as a within-participants variable. Participants with task-related knowledge perceived a mathematical problem to be less difficult and exhibited a stronger preference for student activity, and participants in the instructor role showed a stronger preference for student activity. These results suggest that individuals tend to distance themselves from teaching behaviors when they have task-related knowledge and are in an instructor position, thus highlighting the potential misalignment of preferences between learners who lack knowledge and more knowledgeable instructors.

Learning search algorithm: framework and comprehensive performance for solving optimization problems

In this study, the Learning Search Algorithm (LSA) is introduced as an innovative optimization algorithm that draws inspiration from swarm intelligence principles and mimics the social learning behavior observed in humans. The LSA algorithm optimizes the search process by integrating historical experience and real-time social information, enabling it to effectively navigate complex problem spaces. By doing so, it enhances its global development capability and provides efficient solutions to challenging optimization tasks. Additionally, the algorithm improves the collective learning capacity by incorporating teaching and active learning behaviors within the population, leading to improved local development capabilities. Furthermore, a dynamic adaptive control factor is utilized to regulate the algorithm’s global exploration and local development abilities. The proposed algorithm is rigorously evaluated using 40 benchmark test functions from IEEE CEC 2014 and CEC 2020, and compared against nine established evolutionary algorithms as well as 11 recently improved algorithms. The experimental results demonstrate the superiority of the LSA algorithm, as it achieves the top rank in the Friedman rank-sum test, highlighting its power and competitiveness. Moreover, the LSA algorithm is successfully applied to solve six real-world engineering problems and 15 UCI datasets of feature selection problems, showcasing its significant advantages and potential for practical applications in engineering problems and feature selection problems.

IMPROVING STUDENTS’ LISTENING COMPREHENSION IN NARRATIVE TEXT BY USING DICTOGLOSS TECHNIQUE

Abstract:The research was conducted based on the problems that were found in the teaching and learning process. The students faced some problems in listening to the narrative text: writing the right vocabulary based on the teacher's pronunciation, identifying important supporting details, and drawing inferences. The purpose of this research was to investigate how the Dictogloss technique improved students’ listening comprehension in listening narrative text on the eleventh grade students in class XI IPS 3 of SMAN 5 Pontianak in the academic year 2017/2018. The results showed that the implementation of the dictogloss technique in this research is successful in improving students’ listening comprehension in the narrative text, and the implementation of the dictogloss technique not only improves the students’ listening comprehension in the narrative text but also changes the students’ behavior in teaching and learning process and motivated them. To sum up, the research finding proved that the implementation of the dictogloss technique improved the students' listening comprehension in the narrative text to the eleventh grade students of SMAN 5 Pontianak in the academic year 2017/2018. Keywords: dictogloss technique, listening comprehension, narrative text.

Implementing and Marketing an Online Social–Emotional Learning Yoga Program: A Collaborative Approach

Physical education teacher education and sport marketing courses both require their majors to apply theory into real-world experiences that simulate the professional experience upon earning their degrees. After-school programming serves as a potential field site for teacher candidates and can also provide sport marketing students with the opportunity to authentically engage in the process of marketing and promotion. This article describes a collaboration between two university courses focused on implementing and marketing a middle school social-emotional learning yoga after-school program. The yoga program was virtual due to the pandemic, and it was led by university personnel. Teacher candidates learning basic teaching behaviors in their coursework logged in and engaged with the students and the content throughout the semester. Sport marketing students completed a project focused on marketing the program to secure additional student participants, and they also developed group names and logos to engage the community beyond the program. Collaborations across disciplines can enhance community-engaged partnerships, practical experiences for college students, and youth experiences in after-school programming.

Differentiated Instruction for Gifted Teaching Behavior in Classrooms: What Are the Levers of Change in the United Arab Emirates?

Differentiation is recommended as the best teaching strategy to nurture gifted and talented (GT) students. While numerous studies have explored teachers’ perceptions of differentiating instruction for GT students in Western countries, the body of literature on this phenomenon remains small in non-Western contexts. This study attempted to understand the differentiation of the curriculum for GT students among teachers in the United Arab Emirates (UAE). The Maker's model was used as a framework to guide development of the Gifted Teaching and Talent Development Scale (GTDS) and collect data from 239 teachers in the UAE. We assessed the structural validity of the GTDS using AMOS software to perform confirmatory factor analysis. Further, we used SPSS to compute multivariate analysis of variance, which revealed differences between background and latent variables (content, process, product, and environment). The findings support the use of multifaceted lenses to study gifted teaching behavior and its other implications.

Design of intelligent behavior analysis software based on speaker identity classification algorithm in microgrid mode

AbstractDigital technology still has a low level of intelligence in the microgrid mode of teaching behavior analysis, resulting in the traditional manual observation and recording stage still being used for speaker identity classification, and the efficiency of teaching behavior analysis is also low. In response to the above issues, the research is based on the teacher‐student analysis method and proposes a dual clustering algorithm based on the general background model Gaussian mixture model for speaker identity classification, thereby realizing the development and design of intelligent behavior analysis software. The research results indicate that the average recall rate of behavior transition points in the classroom teaching discourse corpus of the intelligent behavior analysis software is 89.03%, which is better than traditional analysis methods. Therefore, the intelligent behavior analysis software constructed by the dual clustering algorithm has high effectiveness and practicality. The research proposes a method model and implements intelligent visualization for classroom teaching behavior analysis, improving the efficiency of analyzing current microgrid teaching behavior.

Can you teach me how to open the box?: Examining young children’s teaching behavior toward adults with and without disabilities

This study examined how children (31–71 months; N = 85) adjusted their teaching behaviors with three learners, each posing different communicative challenges, in comparison to a control learner, who showed no communicative challenge. With a Disabled learner, children showed fewer explicit teaching behaviors, and more eye contact with their parents and/or the primary experimenter as compared to when teaching a Control learner. With a Tired learner who followed identical scripted actions as the Disabled learner, children’s overall rate of teaching behaviors was largely unchanged. With a Spanish Speaking learner, children spoke less frequently but showed more frequent eye contact with the learner. These results demonstrate that while preschool children can modify their teaching strategies to adapt to the needs of different learners, they appear to teach less effectively and show markers of uncertainty when teaching to learners with disabilities.

Predicting Satisfaction with Money Management and Life Satisfaction in Parents of Emerging Adult Students

AbstractMany parents cope with the prolonged financial dependence of their emerging adult children and problems arising from sharing a household, which may challenge parental satisfaction with money management (SMM) and life satisfaction (LS). We created and tested a conceptual model of potential pathways to parental SMM and LS. Data were collected in a sample of 482 student–parent pairs via an online survey that included adjusted questionnaires on financial functioning (Shim et al., Journal of Youth and Adolescence 39:1457–1470, 2010) and Satisfaction with Life Scale (Diener et al., Journal of Personality Assessment 49:71–75, 1985). Relying on the model of financial satisfaction from the student perspective (Sirsch et al., Emerging Adulthood 8:509–520, 2020), we proposed pathways of the family SES, financial parenting (explicit teaching and financial behavior; parent report; 22.8% fathers), and parent–child financial relationships (student report; Mage = 19.94; 45.2% males) to parental SMM and LS. We also anticipated intermediate relations of financial parenting with the students' self-reported financial learning outcomes (cognitive and behavioral/relational). The SES, proactive parental financial behavior, and favorable parent–child financial relationships predicted parental SMM and LS. Financial parenting was linked to the student's positive financial learning outcomes, but only financial knowledge further influenced the financial relationship with their parents. The findings suggest the benefits of successful parental financial socialization for both the offspring's finance-related outcomes and their parents' satisfaction.

Students as Teachers: Development and Implementation of a Workplace-Based Assessment.

Students as Teachers programs are prevalent, though assessments within these programs are lacking. A workplace-based assessment for clinical teaching was developed to foster formative feedback and support learner growth. Feedback narratives were analyzed to identify student teaching behaviors and demonstrated the themes medical knowledge, professionalism, communication, and teaching skills, which were subcategorized as clinical relevance, learner stage appropriateness, use of evidence-based teaching strategies, learning environment, feedback-related, and time-appropriate. This analysis supports the use of the assessment form for student teachers in the clinical environment as students received construct-relevant feedback from various raters while teaching in multiple settings.

Application of Multimedia Courseware in Ideological and Political Education Management

The intervention of modern teaching media in classroom teaching activities has greatly extended the time and space of teaching practice, and new teaching methods, teaching models, and teaching designs have emerged one after another. Improving pertinence and effectiveness and cultivating high-quality talents with solid theoretical foundations provide something that many schools and related teachers have been exploring and researching. Multimedia teaching courseware has its excellent advantages and effects. However, when we enjoy the convenience brought by multimedia to basis of the existing teaching behavior analysis technology, it combines research methods such as residual calculation (residual calculation) and support vector machine (SVM), aiming at both teachers and students. It becomes intuitive, visualized, concrete, and contagious, which keeps students' attention, emotion, interest, and other psychological factors in the learning process in a good state.