Teaching Capabilities Research Articles

재일코리안 민족교육에 대한 한국 민간 지원의 성과와 한계

This paper discusses the outcomes and achievements of financial support provided by ROK’s private foundation to enhance the teaching capability of instructors of heritage education or minzoku koshi in Japanese in the Osaka public schools. The size of the fund reached 5 million Japanese yen for one year. Korea NGO Center, a Zainichi NGO in Osaka, was the recipient of this fund. The center employed one of the minzoku koshis as the moderator of this project. The mutual critique for class activities and the circulated instructor for minzoku koshis were implemented by her initiative. Among more than 50 minzoku koshis, 30 of them participated in the critique activities. Also, the coordinator visited Osaka public schools 54 times to settle a variety of troubles and difficulties in heritage educational activities. However, the fund was lifted one year later. The reasons were as follows. First, the term of the project was too short to decrease the tention of political conflicts among existing support groups. Second, the private foundation’s owner lost interest in providing financial support one year later. Third, it was insufficient to solve a financial difficulty for part-time minzoku koshis solely by ‘support’.

The Degree to which Islamic Education Teachers Employ the Strategy of Directed Discovery in Teaching to Develop Higher-Order Thinking Skills

The study aimed to know the degree to which Islamic education teachers employ the strategy of directed discovery in teaching to develop higher thinking skills (analysis, synthesis, and evaluation) among sixth-grade students at the basic stage in East Nile Province, Khartoum State - Sudan. The researcher used the descriptive-analytical method, and adopted a questionnaire that consisted of (15) indicators representing the skills of analysis, synthesis, and evaluation as a tool of the study. A random sample of (175) Islamic education teachers was selected, from the Department of Basic Education. The data were analyzed according to the Statistical Packages for Social Sciences (SPSS) program, and the results of the study have shown that the use of the directed discovery strategy by Islamic education teachers came (with a medium degree) in the axes of the indicators of the tool (analysis, synthesis, and evaluation), as well as in its calculation of their averages concerned with the three skills. This requires much more attention to be given to the employment of the directed discovery. As such a strategy help students to develop their skills and solve the problems they face. The researcher has recommended the necessity of creating applications and programs that help Islamic education teachers to develop their teaching capabilities using new and advanced methods of teaching, in order to raise their competencies and develop their students' higher thinking skills.

Effect of Reflective Practices on Student Learning in Higher Education—A Real Life Approach

Validation of ideas are of paramount importance in STEM fields. Learning and converting ideas into practical application is the main purpose of technical education. Aviation is a highly safety sensitive field where confusion and mistakes are not acceptable. This brings serious challenges for academia that provides higher education in this field. A yearlong observation of the reflective practices was done at an Australian university while teaching aviation students to analyse outcomes of reflection on teaching and learning. Reflection provides a powerful opportunity to a teacher in improving teaching qualities and to identify training needs for enhancing teaching capabilities.

Internet Plus University and College Foreign Language Teaching Reform

The “Internet Plus” on-line plateforms provide many innovative approach to learning; but providing convenient college education on-line also poses many new challenges that have not been explored. Some of these educational challenges are explored in the development of an innovative foreign language teaching program in China Universities. Foreign language education networks can be designed on “Internet Plus” platforms to enhance teachers' teaching capabilities. Using "Internet Plus" plateforms is key to foreign language teaching reform in colleges and universities.

Magic of Choosing Suitable Course Coordinator Based on Students’ Feedback: A Single Center Experience from Saudi Arabia

Background. Medical education is an unusual field whereby a teacher does not receive formal training to become a teacher and is usually marred by quality and effectiveness in imparting the curriculum. To add to the insult, the additive burden of administrating the implementation of the courses does affect the teaching capabilities of a particular teacher. At the College of Medicine (COM), a rigorous procedure for selecting suitable “course coordinators” is followed as they not only serve as administrators for the curriculum implementation but also serve as the role models for the students and their peers as well. Each course coordinator is an important cogwheel in the curriculum as each one can have a positive impact on the overall quality and success of the program. At COM, twenty-one courses are taught in the curriculum, and the execution of each course is led by the duo of coordinator and co-coordinator. The course coordinator is the one primarily involved in the execution, selection of faculty, ensuring smooth flow and delivery of objectives, finalizing and execution of the exam, and responding to students and faculty’s needs during and after the course execution and is the primary person to suggest an effective action plan based on needs to improve the course for the upcoming academic year. Aim. The aim of our study was to assess whether a good teacher can be an effective course coordinator and what the impact of a good teacher/course coordinator is on student satisfaction levels. Methods. This study is a descriptive cross-sectional study carried out for five academic years from 2013-14 till 2017-18. The sample included both male and female sections of the medical program, and the courses for the study were selected as consecutive sampling techniques. The data was retrieved from the evaluation units’ records for the period of 2013–18. SPSS version 20.0 was used for data analysis. Results. Our data reflects a strong positive correlation between course coordinator, course coordinator as a faculty, overall evaluation of the course, and mean faculty rating. Additionally, a strong positive correlation between the mean evaluation of all domains and overall course evaluation for both preclinical and clinical years of the medicine program was also found. Conclusions. Carefully selected effective teachers as course coordinators do have a positive impact on two domains of the course quality, that is, overall satisfaction and faculty ratings by medical students.

Constructing a teaching capability maturity model for content and language integrated learning teachers in Taiwan

The national policy of bilingual education will inevitably entail a demand for content and language integrated learning (CLIL) teachers. Consequently, feasible and sustainable CLIL teacher education in Taiwan will be required. This study explored a teaching capability maturity model for CLIL teachers based on the level of maturity of teachers’ teaching capabilities. The modified Delphi method and fuzzy analytic hierarchy process were used. Purposive sampling was employed to recruit 33 interdisciplinary professional CLIL teachers. The three most important levels in the model were the basic course management, advanced course management and implementation, and initial levels. Implications of the results are discussed and suggestions for CLIL teacher education are proposed, such as emphasising the development of course management capabilities and providing teachers with practical experience in teaching content subjects.

Factors Affecting the Student Performance during the COVID-19 Pandemic

In 2019, the wide COVID-19 outbreak had noxiously compelled the global educational institutes to experience the irrefutable impacts of the pandemic on students’ academic performance. The destructing COVID-19 emergencies have colossally elevated the concerns of individuals regarding the students’ perspective. The compounding outbreak challenges have made the global institutes alter the learning trends, thus inevitably impeding the students’ learning performance. This abrupt situation has encouraged the institutes to embrace e-learning protocols, ultimately recording a severe toll on students’ social and psychological well-being. In this regard, this empirical paper help to understand that the entire COVID-19 teaching has profoundly changed the learning environment, thereby bringing the unprecedented influence of COVID-19 fear, digital inaccessibility, teaching capability, psychological well-being, and work-life conflict to influence the students’ performance. Considerably, this abrupt shift from conventional pedagogy to digital learning demands that institutions should restore the global educational standards to enhance student learning performance. However, in owning to such factors of increasing vulnerabilities, a positive government attitude is needed to overcome the gap existing due to the online shift in conventional learning. Significantly, the paper suggests that academicians and practitioners should redefine their educational definitions, substantially making these novel technologies combat the emerging learning challenges.

Comments: Development of an early career academic supervisor in Statistics - a discussion on a guiding rubric

This discussant paper provides commentary on the “Development of an early career academic supervisor in Statistics - A discussion on a guiding rubric”. Later in this discussant paper, we refer to the original work as the “discussion paper”. Our perspective is that of academic actuaries involved in undergraduate and postgraduate professional training programmes. We commend the authors on a well researched and carefully argued paper, and fully support the renewed attention that has been drawn to the crisis in statistics in South Africa. Actuarial and financial risk management programmes rely heavily on strong teaching capabilities in mathematical statistics. The local crisis in statistics could therefore also be regarded as a crisis for actuarial science and other professional statistics-based programmes, such as the qualifications offered by the Centre for Business Mathematics and Informatics (BMI) at the North-West University (NWU).

Pedagogical conditions for the effective organization of distance draw learning in the digital space of modern culture

The modern educational situation is characterized by the expansion of opportunities for distance learning in connection with the active development of information and communication technologies. The spread of a new coronavirus infection has also become an important factor in determining the need to turn to remote forms of pedagogy and, in particular, in draw teaching. For the embodiment of distance draw learning in a university, it is important to familiarize yourself with the experience of conducting a variety of online courses on the Internet. The analysis of this experience is carried out in this article. The specificity of distance learning in the preparation of students in the architectural and artistic profile is considered. A comparison of the teaching capabilities of distance and full-time drawing training is carried out. Particular attention is paid to the use of various forms of visualization using information and communication technologies, such as educational presentations, visual aids, video materials, a portfolio of educational and creative works. The pedagogical experiment carried out within the framework of distance draw learning confirmed the effectiveness of the proposed methods of using visual clarity to enhance the educational and creative activity of students.

Case Based Interactive Class Teaching Mode for Graduate Students

Interactive teaching is helpful to cultivate the innovative and exploration spirit of postgraduates, because this teaching method has the characteristics of student-oriented, open and equal, facing challenges, learning care, and questioning encouraging. With consideration of the teaching characteristics of the courses, this paper introduces a case-based interactive class teaching mode between instructors and students, and expounds the specific methods of teacher-student interaction, focusing on the case analysis and interaction methods such as heuristic teaching, question and answer mode, and inquiry experience type. Activation of innovative thinking and exploration is the soul of interactive teaching. Teaching based on recessive knowledge often leads to "rich and full" class, which can promote the cultivation of innovative thinking, and promote the course teaching capability to a higher level.

The role of the specialized supervisor in developing the teaching skills of physical education teachers in secondary schools affiliated to the Diyala Education Directorate

تبرز أهمية البحث في ابراز دور المشرف الاختصاص في العملية التعليمية والتربوية، تأتي من خلال القيام بمسؤوليته في التقويم والتطوير بشكل مستمر، فيما يخص تنمية وتطوير المهارات التدريسية لمدرس التربية الرياضية.، لكون درس التربية الرياضية باعتبارها مادة تعادل المواد الأخرى في اهميتها. ويهدف البحث إلى: التعرف على دور المشرف الاختصاص من حيث التوجيهات والارشادات التي يركزون عليها في الاشراف على مدرس التربية الرياضية. والتعرف على دور المشرف في تقويم مدرس التربية الرياضية خلال زياراته الصفية من وجهة نظرمدرسي التربية الرياضية. استخدم الباحث المنهج الوصفي بالأسلوب المسحي و واشتمل مجتمع البحث على مدرسي التربية الرياضية، وعددهم في المدارس الثانوية البالغ عددهم (312) مدرسًا ومدرسة، موزعين على مدارس الأقضية في محافظة ديالى، أما عينة البحث فقد بلغت (35) مدرساً ومدرسة، واعتمد الباحث مقياس واقع الاشراف على مدرس التربية الرياضية، أذ تكون مقياس واقع الاشراف (46) فقرة. وبعد جمع البيانات، ومعالجتها استخدام البرنامج الإحصائي SPSS، من خلال النتائج التي توصل إليها الباحث أهم الاستنتاجات هي: للإشراف دور فعال وإيجابي في تنمية وتطوير المهارات التدريسية والتطوير المستمر للعملية التعليمية بكافة جوانبها وصقل القابليات والكفايات التدريسية لمدرسي ومدرسات التربية الرياضية وبما يصب في زيادة خبراته المهنية، اعتماد المشرفون الاختصاص على تقدير الدرجات لتقويم مدرسي ومدرسات التربية الرياضية على العديد من الابعاد الموضوعية كـ (السمات الشخصية واعداد الدرس وتنفيذه وادارة الصف والتفاعل الصفي).

Characteristics and Teaching Styles of an Effective English Teacher: A Case Study at SMPN 1 Pangkajene

The objectives of the research are to find out the characteristics of the effective English teacher and the types of teaching style at junior high school 1 Pangkajene. This research employed qualitative research design applying case study. The participant of this research was an English teacher of Junior High School 1 Pangkajene. The data of this research were collected by employing classroom observation and field notes. Classroom observation was used to get data deeply about the characteristics and teaching styles of an effective English teacher. Field notes used as supporting data for observation. The result of this research showed that (1) there were nine characters of the effective English teacher namely; Great loyalty and commitment, high responsive, to the students utilities, the capabilities in teaching which is compatible to the disposed, originative and entertaining, good at encouragement and stimulating, and self-reflection (2) Type of teachers teaching styles used by the effective English teacher in classroom were facilitator style, personal model style, delegator style, impressive style and self-check style. The researcher concluded that there were nine sub-categories the effective English teacher and there were five types of teachers teaching style used by the effective English teacher at Junior high school 1 Pangkajene.

Peningkatan Kompetensi Guru Melalui Pelatihan dan Pendampingan Pembuatan Media Pembelajaran Inovatif Berbasis Pembelajaran Daring

The high interest of the students has motivated the teachers at SDN Dermo 1 to improve the quality of learning. Therefore, they initiate to create a learning media innovations such as manipulative media and computer media. However, building a learning innovations with computers-based was not accompanied by the abilities. To solve this problem, we hold community service activities that aimed to improve their capability in developing innovations by holding outreach on mathematics learning methods and training on implementing computer applications. The last step in this program is assistance in developing and implementing computer learning media in online course. Further, the Community Service Program named "Peningkatan Kompetensi Guru Melalui Pelatihan Dan Pendampingan Pembuatan Media Pembelajaran Inovatif Berbasis Pembelajaran Daring" was carried out in 5 stages of preparation, socialization, training, mentoring, and evaluation. Finally, this community service program has been produced a training module and teacher's capability more better. About the training modules, it can be used in online learning-based learning media. It started from the perception to evaluation stage. In fact, the learning methods that applied in SD Negeri 1 Dermo Kediri is on the track with Minister of Education and Culture's direction. Other than that, the training program can increase the quality of learning.

Research on the Strategy of Effectively Carrying out Hotel Management Vocational Education from the Perspective of School-enterprise Combination

Over the past years, the educational pattern of vocational colleges and the top priority in education are undergoing substantial and qualitative transformations with incremental deepening of reform of China's vocational education. The new educational concept of vocational colleges is to upgrade and transform into the educational pattern of "Teachers with the Teaching Capability both in Teaching and Theory" based on the combination of school and enterprise, so the educational pattern of the combination of colleges and enterprises has become a significant feature of the transformation of vocational education. At present, enterprises have been deeply involved in the daily teaching planning of vocational colleges, which not only pay attention to the subject status of students, but also render practical teaching as the teaching focus, so as to give constructive suggestions for improving students' professional skills and social ability. The purpose of this paper is to expound the strategies of effective development of hotel management vocational education from the perspective of school-enterprise integration.

Empowering the future generation of teachers to promote optimal academic outcomes through physical activity: Transform-Ed!

Objective: The physical activity levels of children in Australia are critically low and correlate with reduced academic achievement and poor health outcomes. Schools provide an ideal setting for physical activity interventions to help children move more. However, a lack of time and teacher overload are consistently mentioned as barriers to the sustained implementation of physical activity programs by teachers in schools. We know the quality of initial or pre-service teacher education has a significant impact on learning and teaching outcomes more broadly, but little is known about the implementation and effectiveness of embedding physical activity interventions in initial teacher education. Transform- Ed! is a novel active pedagogy intervention embedded in initial teacher education. It equips future teachers with innovative strategies to promote optimal academic outcomes through meaningful physical activity in the classroom. Framed by implementation science, this research investigated the reach, effectiveness, adoption, adaption, implementation and maintenance of the Transform-Ed! program, when embedded within the first year of an Australian Bachelor of Education (Primary) degree. A further aim was to provide guidance for the scale-up of the program. Methods: Pre/post surveys and post-program interviews and focus group discussions were conducted with key stakeholders (n = 5), lecturers (n = 6), and pre-service teachers (n = 274) involved in the 12-week Transform-Ed! program. The design, implementation, and evaluation of the study were systematically guided by all five dimensions of the RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework. Linear mixed models, descriptive analysis and a framework approach were used to analyse the data. Results: Significant improvements were observed in pre-service teachers’ willingness, confidence, and competence to implement physically active pedagogic strategies following the intervention. Significant improvements were noted in pre-service teacher confidence and competence in the delivery of such strategies and their perceived effectiveness on student outcomes, while perceived barriers decreased. High adherence was consistently reported and the program was maintained after completion of the implementation trial. Four key themes spanning multiple dimensions and participant levels informed recommendations for program scalability: an “inter-systemic approach”, a “co-design” approach, “embedded in professional practice”, and “evidence of impact” on teacher practice. Discussion: Anchored in real-world settings and tethered by implementation science, this RE-AIM evaluation suggests Transform-Ed! could have the potential to advance the teaching capability of teachers, and improve the learning experience and physical and academic outcomes of children. There is no conflict of interest to declare by any author.

Effectiveness of teaching capabilities in positive psychology on life expectancy among female adolescents

هدف پژوهش حاضر بررسی اثربخشی آموزش توانمندی‌های روانشناسی مثبت بر امید به زندگی دانش‌آموزان دختر دوره دوم متوسطه شهرستان نجف آباد بود. طرح پژوهش حاضر، پیش‌آزمون- پس‌آزمون با گروه کنترل بود. پس از ارزیابی نمرات، 40 نفر از افرادی که در امید به زندگی نمرات پایینی داشتند، به صورت تصادفی در دو گروه آزمایش و کنترل قرار داده شدند. گروه آزمایش به مدت 8 هفته (جلسه) و در هر هفته به مدت 2 ساعت جلسات آموزشی توانمندی‌های روانشناسی مثبت به صورت گروهی، برگزار گردید. داده‌ها با استفاده از تحلیل کوواریانس مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد آموزش توانمندی‌های روانشناسی مثبت باعث افزایش معنادار امید به زندگی در دانش‌آموزان می‌شود. همچنین آموزش توانمندی‌های روانشناسی مثبت توانست سبب افزایش نمرات در بعد تفکر راهبردی در نوجونان دختر شود. با توجه به اثربخشی آموزش توانمندی‌های روانشناسی مثبت بر افزایش امید به زندگی پیشنهاد می‌شود این مفاهیم در حوزه پژوهش و طراحی برنامه‌های آموزشی بیشتر مورد توجه قرار گیرد.

Applying the Lesson Study Model in Developing Teaching Capability for Young Teachers in Vietnam

<p style="text-align:justify">The initial period of young teachers' careers is always significant in developing their professional capability. This is when teachers start coming into contact with practical teaching, which is more diversified than the theoretical training at the University. In this research, the authors propose a process of combining the Lesson Study model with the micro-lesson teaching method. This process helps young teachers, especially those working in the Northern of Vietnam, improve their planning and implementation of a lesson plan following the Lesson Study model. It has four steps: (1). Plan a Lesson Study; (2). Organize demo teaching and attend lessons; (3): Self-evaluate and discuss lessons; (4): Apply for practical teaching. The methodology research is carried out on 62 young teachers in Vietnam to measure the pre-impact and post-impact results. The results reveal that the researched group has made significant progress on their teaching performances (the average points for their capability of planning lessons have increased from 2.54 to 3.28 and the average points for their capability of implementing lesson plans have increased from 2.48 to 3.18). This development can be considered as an excellent experience to bring the Lesson Study model into Vietnamese schools to improve teaching sustainably.</p>

Pedagogies for sustainability: insights from a foundational sustainability course in the built environment

PurposeThis paper aims to draw on an in-depth qualitative case study of an undergraduate sustainability education course to show the extent of pedagogical reflection and teaching capability demonstrated in lived practice to support transformative, systemic and capability building learning processes, as advocated in the literature, for effective sustainability education.Design/methodology/approachTransformative learning and capability building are an essential part of sustainability education according to the growing body of literature. This approach to education, however, necessitates critical, learner-centred pedagogies which challenge traditional transmissive modes of teaching.FindingsThis paper finds that pedagogy which supports the learning experiences and outcomes advocated in sustainability education literature requires significant reflection on behalf of the educator and also motivation, capability and experience to do this, thus more research and academic support is needed which focusses on pedagogical development within sustainability education.Originality/valueLiterature on sustainability education often assumes that teachers are capable of reflecting on and transforming their pedagogical practice, and therefore, the pedagogical implications of sustainability education are often understated in research findings. This paper highlights why pedagogical reflection plays a crucial role in the effective implementation of sustainability education.

Supervisory feedback to postgraduate research students: a literature review

Feedback is a complex socio-cultural construct, utilising various modalities over the lifespan of a research candidature. This study reports findings from a review of global literature on supervisory feedback to postgraduate research students. Three focus questions guided the review: students’ problems in receiving feedback, perceptions of positive feedback strategies, and potential improvements to the feedback process. The review method combined a systematic search process with explicit inclusion and exclusion criteria applied to literature published over the last decade. A detailed content analysis of 43 articles is reported in a thematically ordered narrative. Findings suggested that problems with feedback were found to be caused by the content, processes involved and the expectations of those involved. Second, feedback strategies that positively impacted learning and teaching capabilities of both students and supervisors were identified as most effective. Third, improvements to the feedback process were canvassed through the three key actors of institutions, supervisors and students, providing insights into the synergistic relationship among these actors. Further research is warranted as feedback processes and products are at the mercy of research supervision, which is increasingly operating in online environments spanning different time zones, with professional, cultural and linguistic diversities impacting feedback processes and products.

A multidimensional, person-centred perspective on teacher engagement: Evidence from Canadian and Australian teachers.

Hitherto, little work has examined the proposition that teachers may simultaneously invest varying degrees of their energetic resources in the teaching and learning environment. Drawing on a multidimensional, person-centred perspective, the study aimed to identify profiles of teacher engagement, reflecting distinct configurations of teachers' energetic investments, and their generalizability across Canadian and Australian teachers. Additionally, we examined teachers' self-efficacy beliefs as predictors of engagement profile membership and the cross-country generalizability of these relations. We also examined emotional exhaustion (EE) and job satisfaction (JS) as outcomes of profile membership in Canadian and Australian teachers, respectively. The samples comprised 586 Canadian and 595 Australian teachers. Data on teachers' multidimensional engagement and teacher self-efficacy were collected in both the Canadian and Australian samples. Additionally, data on Canadian teachers' burnout and Australian teachers' job satisfaction were collected. Latent profile analyses revealed three engagement profiles, representing distinct configurations of teachers' multidimensional energetic investments, which were found to mostly generalize. Additionally, self-efficacy beliefs were found to predict the likelihood of engagement profile membership equally in Canadian and Australian teachers, and EE in Canadian teachers and JS in Australian teachers were found to differ significantly across the profiles. The results of the study constitute among the first evidence that teachers may be differentially engaged in the teaching environment with respect to their distinct energetic investments, and such differential profiles of engagement have differential implications for well-being-related outcomes and can be predicted by their teaching capability beliefs.