Teaching Capabilities Research Articles

Leading New Prospects: English Teachers' Perceptions of Technology-Mediated Professional Development

The significance of technology-mediated professional development (PD) in rapidly evolving school education system in Nepal has grown substantially, particularly for English teachers attempting to acclimate to digital modalities of instruction and learning. English teachers' perspectives on technology-facilitated PD were investigated and assessed in this study. The information was gathered through semi-structured interviews conducted using Zoom. English Teachers’ viewpoints on the effectiveness, challenges, and prospective benefits of technology-enabled professional development were revealed in this study. The study encompasses a range of facets such as the accessibility of digital resources, the impact of technology on pedagogical approaches, and the overall enhancement of teaching capabilities. By providing best practices to enhance professional development practices, the study's findings support policymakers and professionals. Moreover, The study also investigated the impact of perceived relevance of professional development (PD) content on instructors' teaching practices, prior technology experience, and institutional support on perceptions

Collaborative strategies for designing employability curriculum in a liberal arts context

In Australian higher education, the push for curriculum innovation to enhance graduate employability is crucial but faces contention and debate. While the importance of integrating employability skills is widely recognised, perspectives on how and whether to incorporate these as curricular objectives vary, especially in liberal arts programs. This paper explores a multidisciplinary academic team’s experiences of embedding employability units into the Bachelor of Arts and undergraduate Communication and Creative Arts degrees at one Australian university. It addresses the challenges of diverse disciplinary perspectives on employability, career education, and work-integrated learning (WIL), and the design for a diverse student cohort, including career starters, career advancers, and career changers from multiple disciplinary contexts. Utilising Tuckman’s ‘forming, storming, norming, and performing’ model, the paper evaluates the team’s dynamics, offering insights and guidance for academics and institutions undertaking similar curriculum innovation projects to enhance graduate employability. This case study highlights the institutional support necessary for fostering sustainable curriculum reforms and the positive effects of collaborative curriculum design on the professional development and teaching capabilities of the educators involved.

예비영⋅유아교사의 인권의식, 세계시민의식 및 다문화 태도가 다문화 교수역량에 미치는 영향

Objectives The purpose of this study was to investigate the effects of human rights awareness, global citizenship awareness, and multi-cultural attitudes of pre-service early childhood teachers on multi-cultural teaching competencies. Methods A questionnaire was conducted on 134 college students enrolled in the department of child education and Early Childhood Education in C. The Cronbach α coefficient was calculated to verify the reliability of the collected data, and Pearson correlation analysis was conducted to examine the relationship between human rights awareness, global citizenship, multi-cultural attitude, and multi-cultural teaching competencies of pre-service early childhood teachers. Multiple regression analysis was conducted to examine the effects of human rights awareness, global citizenship, and multi-cultural attitudes on multi-cultural teaching competencies. Results First, there was a positive and significant correlation between human rights consciousness, global citizenship, multi-cultural attitude, and multi-cultural teaching competencies variables. Second, it was found that multi-cultural attitudes and global citizenship had a significant effect on multi-cultural teaching competencies. Conclusions In order to develop the multi-cultural teaching capabilities of pre-service early childhood teachers, it is necessary to cultivate multi-cultural attitudes and global citizenship, and it is judged that it will provide basic data for the development of related programs.

Comprehensive Evaluation of Digital Teaching Competencies of Vocational College Educators: A Comparative Study

This paper provides a comprehensive overview of the current status, key factors, and future trends in the evaluation of digital teaching competencies among vocational college educators, both domestically and internationally. In China, vocational colleges have markedly enhanced teachers' digital teaching capabilities through various evaluation methods, including self-evaluation, peer evaluation, and student feedback, integrated with diverse teaching activities such as classroom observations, lesson plan evaluations, and digital resource production. However, challenges remain in the evaluation system, particularly in balancing technical assessments with innovations in teaching and student interaction. Internationally, regions such as the United States, the European Union, and Russia have developed robust evaluation systems that emphasize the deep integration of technology with pedagogical practices, digital literacy, and interdisciplinary competencies. These systems offer clear evaluation criteria, scientific methodologies, and diverse approaches, providing valuable insights for China's educational framework. Moving forward, the evaluation of digital teaching competencies in vocational colleges is expected to become more detailed and multi-faceted, with a heightened focus on media resource design and the integration of school-industry partnerships to advance teaching practices and professional development.

Examining the psychometric properties of the self-efficacy in clinical teaching scale with undergraduate nursing students: A cross-sectional study

AimThis paper aimed to examine the psychometric properties of a modified version of the Self-Efficacy in Clinical Teaching Scale with a sample of undergraduate nursing students. BackgroundEnhancing nursing students’ self-efficacy in clinical teaching is important for developing their clinical teaching capabilities, which ultimately contributes to safe quality healthcare. Little is known about nursing students’ self-efficacy in clinical teaching, potentially due to a lack of validated instruments to measure their self-efficacy in clinical teaching. DesignThis study used a cross-sectional survey design. MethodsIn 2022, a convenience sample of Year 2 and Year 3 nursing students in an Australian Bachelor of Nursing Program completed the modified Self-Efficacy in Clinical Teaching Scale. The scale’s construct validity was assessed using known-group measures (year level and peer teaching experience) and confirmatory factor analysis. Concurrent validity was established through correlation with a visual analogue scale and reliability was tested with Cronbach’s alpha. ResultsThree hundred and nineteen surveys were analysed. The mean total self-efficacy in clinical teaching score for Year 2 participants was significantly lower than that of Year 3 participants (mean difference = −11.13, 95 % CI [-16.33, −5.93]). Participants with peer teaching experience had a significantly higher mean total score compared with those without peer teaching experience (mean difference = 15.32, 95 % CI [8.74, 21.91]). The scale’s relative chi-square test was acceptable (CMIN/df = 4.69); other fit indices were within or just outside acceptable parameters (RMSEA =.11; SRMR =.039; NFI =.89; RFI =.88; IFI =.91; TLI =.90; CFI =.91). There was a strong correlation between participants’ total self-efficacy in clinical teaching scores and their visual analogue scale scores (r =.83, n = 314, p <.001 [two-tailed]). Cronbach’s alpha for the total scale was .98. ConclusionsThe modified Self-Efficacy in Clinical Teaching Scale was sensitive to student year level and peer teaching experience. When subjected to confirmatory factor analysis, the scale’s model was an acceptable fit across several indices. These findings support an argument for the scale’s construct validity. Total self-efficacy scores were strongly correlated with visual analogue scales, suggesting concurrent validity. Using Cronbach’s alpha, the scale was found to be reliable, however may benefit from a reduction of item numbers. The modified Self-Efficacy in Clinical Teaching Scale may support future investigations of undergraduate nursing students’ self-efficacy in clinical teaching and contribute to an understanding of health professional students’ self-efficacy in clinical teaching across disciplines.

Challenging Native Speakerism: TEFL in Indonesia Beyond Native Speaker Fallacy

This article examines the English native speaker fallacy and its implications in the field of Teaching English as a Foreign Language (TEFL) in Indonesia. The NS fallacy refers to the belief that Native English-Speaking Teachers (NESTs) are inherently superior and more competent in teaching English, disregarding the importance of their Pedagogical Content Knowledge (PKC). Through a synthesis research methodology, this article involves examining, integrating, and synthesizing existing conceptual and empirical studies related to teacher professional identity, NESTs, TEFL, and its implementation in Indonesia. The findings suggest that the notion of standard English taught in EFL classrooms should be questioned, as it is influenced by linguistic imperialism and marginalizes World Englishes. In Indonesia, the dominance of standardized English tests further reinforces the perception that NESTs are more competent in teaching standard English. To challenge native speakerism, the article argues for a shift in focus from linguistic proficiency to pedagogical expertise when evaluating NESTs' qualifications. Emphasizing the value of Pedagogical Content Knowledge can lead to a more inclusive and equitable hiring process, where NESTs are assessed based on their teaching capabilities and experience. By prioritizing pedagogical expertise, educational institutions can promote a culturally responsive learning environment that embraces linguistic diversity and enhances the quality of English language education in a globalized world.

An Exploration of Ideological and Political Education in College English Courses

This paper delves into the theoretical foundation and practical implementation of ideological and political education (IPE) within college English classrooms. Initially, it defines IPE and highlights its critical role in the fundamental educational task of cultivating virtue and character. The paper then outlines the specific requirements and principles necessary for integrating IPE into college English courses. The study underscores that beyond enhancing students' language proficiency, college English courses should also foster students' social responsibility, academic integrity, and scientific ethics through implicit teaching methods. By improving teachers' IPE teaching capabilities, deeply integrating IPE elements into course content, and utilizing modern information technology to innovate teaching methods, the paper proposes effective strategies to achieve IPE goals. The integration of IPE in college English courses holds substantial theoretical and practical importance, particularly in the context of the new era, and it actively promotes higher education teaching reform. This comprehensive approach ensures that students not only gain linguistic skills but also develop a strong ethical foundation and a sense of social responsibility, thereby aligning with the broader educational objectives of fostering well-rounded individuals.

RESEARCH ON CURRENT DIGITAL TRANSFORMATION STRATEGIES IN HIGHER VOCATIONAL COLLEGES

This article explores the connotation, effectiveness, challenges and response strategies of digital transformation in higher vocational colleges in the context of the current digital era. First, the impact of digital transformation on education and teaching methods, management models and talent training concepts is analyzed, and the importance and necessity of digital transformation are emphasized. Secondly, it summarizes the achievements of digital transformation in improving teaching quality, enriching teaching resources, and improving management efficiency. Then, the challenges faced by digital transformation such as campus infrastructure, student literacy, teacher capabilities, and teaching model innovation were pointed out, and strategies such as strengthening infrastructure construction, cultivating students digital literacy, and improving teachers digital teaching capabilities were proposed. Finally, it emphasized the importance of building a digital support system, establishing a service evaluation system and a data-driven governance system, and called on all parties to work together to promote the in-depth development of digital transformation and make more efforts to cultivate high-quality application talents and promote social and economic development. Great contribution.

교원양성기관 체육 전공과목 초임 강사의 교수 경험과 지원방안 탐색

Objectives The purpose of this study was to explore my experience teaching physical education major subjects as a first-time instructor at a teacher training institution and how universities support new instructors. Methods We collected data such as personal diaries, reflection journals, mobile phone recordings and memo records, syllabus, student activity photos, student lecture evaluations, and student LMS reflections for about 10 months from January to October 2023, and analyzed them inductively. Category analysis was performed. Results My experience as a first-time instructor was categorized as “Road to Part-time Lecturer,” “standing in the pulpit,” and “giving and receiving evaluations.” The ‘Road to Part-time Lecturer’ was categorized as ‘Preparation for permission for concurrent employment’, ‘Approval of concurrent positions completed by coordination’, and ‘Preparation for educational activities’. ‘Standing in the pulpit’ was categorized as ‘striving to improve the lesson’, ‘responding to unforeseen variables’, and ‘struggling to interact with students’. ‘Giving and receiving evaluations’ was categorized into ‘I who evaluate’ and ‘I who am evaluated’. Universities should establish a systematic system to develop the teaching capabilities of beginning lecturers starting from the doctoral program and create an atmosphere of voluntary and proactive efforts to improve the teaching and increase expertise of beginning lecturers. Conclusions Universities should establish a systematic system to develop instructors' teaching capabilities starting from the doctoral program and provide support so that new instructors can collaborate with fellow new instructors or receive systematic help from experts to enhance their individual expertise.

Measuring teacher's capabilities: Development of the CSA-SE scale for assessing teachers' self-efficacy in addressing suspected cases of child sexual abuse

Measuring teacher's capabilities: Development of the CSA-SE scale for assessing teachers' self-efficacy in addressing suspected cases of child sexual abuse

Exploration of Issues in Online Learning for Undergraduates in Sichuan Province and Construction of an Evaluation Model

Online learning gradually becomes an important way for people to acquire knowledge. The current study aims to construct an effective online learning evaluation model to enhance online learning. In order to achieve the research aim, this study interviewed 21 respondents regarding online learning to analyze the current problems in the development of online learning among undergraduate students in Sichuan Province. Secondly, the Delphi method was used to establish a graphical model based on the feedback from 21 experts. Finally, referring to the CIPP evaluation principle, 5 experts evaluated the online learning evaluation model. Research results show that online learning suffers from low student engagement and motivation, limited teaching content and methods, inadequate personalized teaching know-how, insufficient online teaching capabilities, imperfect privacy and security, technical environment and conditions mismatched, and not available resource updates and sharing, etc. To solve the above-mentioned problems, the current study constructed an online evaluation model which comprised four core components, namely, students, teachers, technical support, and learning resources. For students, this model encourages students’ learning engagement, family support, and learning desire. At the same time, this model takes teaching method, instructional design, and teaching feedback into consideration. Moreover, this model provides support for technical support, platform availability, and technical security. Last but not least, this model generates learning resources with appropriate content, interactive tools, and managing shared resources

Analysis of the current status and improvement paths of digital teaching capabilities among early childhood education teachers in Chinese higher vocational colleges

Analysis of the current status and improvement paths of digital teaching capabilities among early childhood education teachers in Chinese higher vocational colleges

Integration of whiteboard use in maritime education and training to enhance environmental awareness of cadets

The paper is devoted to analysing the use of whiteboards in maritime education and training of cadets of the ship engineering department. This research highlights the benefits of incorporating interactive whiteboards into maritime education and provides practical recommendations for educators aiming to enhance environmental awareness among future maritime professionals. Whiteboards provide a promising way to bridge the gap between theoretical knowledge and practical application. This ensures cadets are equipped with the essential skills and awareness needed to navigate the challenges of a rapidly evolving maritime industry while prioritising environmental sustainability. The findings demonstrate a significant improvement in cadets' understanding of environmental concepts and their ability to apply sustainable practices in real-world maritime scenarios. Cadets expressed higher levels of engagement and motivation when learning through interactive whiteboards, citing the dynamic and immersive nature of the technology as a contributing factor. Moreover, faculty members reported enhanced teaching capabilities and the ability to address individual learning needs effectively. This work highlights the potential of using whiteboards (e.g. Whiteboard.fi, Miro) to enhance environmental awareness. It suggests further research to explore its effectiveness in other educational contexts.

The Strategies of enhancing the blended teaching capabilities of English oral teachers in China

The purpose of this study is to explore the strategies to improve the blended teaching ability of Chinese oral English teachers. Through literature review and empirical research, the importance of blended teaching in oral English teaching is found, and the factors affecting teachers' blended teaching ability are explored. The results show that teacher training, technical support and teaching resources are key factors to improve teacher blended teaching ability. In response to these findings, targeted training and support programs are proposed to help Chinese oral English teachers improve their blended teaching skills, so as to improve students' oral expression skills and communication skills. The exploration of this study is expected to provide a reference for improving the quality of oral English teaching in China.

Organizational and pedagogical conditions of profile training of students with special educational needs in the printing industry

Relevance. One of the main responsibilities of modern society is to educate students with special educational needs and integrate individuals with disabilities into the community. Purpose. The aim of this research is to study the peculiarities of organizational and pedagogical conditions of profile training of persons with special educational needs. Methodology. The study was conducted by means of a sociological survey. 265 respondents took part in the survey, including 198 teachers, 43 representatives of administration and 24 heads of educational institutions and their departments. During the survey, the respondents assessed their skills and abilities of teaching capabilities. Results. The results showed the need to improve teachers� ability to manage the teaching process, and to apply inclusive education strategies, the need to improve management skills and the use of equipment. Administrators and supervisors need to improve their skills in communicating with students in an inclusive classroom, understanding how to communicate their vision to teachers. Conclusions. The study of the possibilities of improving the conditions for teaching students with special educational needs, shows the need to form a space taking into account the needs of students, the creation of infrastructure, the selection, and use of appropriate technologies for teaching, quality training and continuous professional development of teaching staff. The practical significance of the study lies in the study of the level of readiness of teachers, administrators, and supervisors to implement studies for students with special educational needs in the polygraphic field in institutions of profile training. Keywords: inclusion; curricula; infrastructure; adaptability; teaching capabilities

Design of English Teaching Capability Evaluation Model Under Big Data Analysis

Design of English Teaching Capability Evaluation Model Under Big Data Analysis

Exploring Pedagogical Adaptation Challenges Faced by Novice EFL Teachers in Higher Education: A Study from Hubei Province, China

Exploring Pedagogical Adaptation Challenges Faced by Novice EFL Teachers in Higher Education: A Study from Hubei Province, China

ELEVATING CONSTRUCTION GRADUATE STUDENTS' PEDAGOGICAL PROWESS THROUGH FACULTY DEVELOPMENT INITIATIVES

Faculty development programs improve the performance of academic scholars and instructors by providing up-to-date teaching and research management tools and methods. The overall objective of this research was to organize a pilot faculty development program for recent graduates of construction programs in which participants could improve their teaching capabilities and further prepare for their classes. The overarching question of this research was to investigate the perception of participants about different aspects of a program and factors that impact the program outputs. A program was designed and developed around the main topics in construction curricula. The eligibility criterion for participation was being a Ph.D. student in the last stage of the study in a construction program. A cohort of eight students from different construction schools participated in the program in April 2023. A cross-section survey was designed and distributed to participants during the program in which they evaluated the impact of various factors on their teaching preparedness and improvement. The analysis of the data revealed that the importance and necessity of faculty development programs in the construction was greatly felt. In addition, participants indicated positive effects of the program on the course design and management process. The findings of this study provide a pilot structure for administrators and scholars in construction to design and develop general or specialized faculty development initiatives for junior faculty members who join construction schools without prior ample teaching experience.

ELEVATING CONSTRUCTION GRADUATE STUDENTS' PEDAGOGICAL PROWESS THROUGH FACULTY DEVELOPMENT INITIATIVES

Faculty development programs improve the performance of academic scholars and instructors by providing up-to-date teaching and research management tools and methods. The overall objective of this research was to organize a pilot faculty development program for recent graduates of construction programs in which participants could improve their teaching capabilities and further prepare for their classes. The overarching question of this research was to investigate the perception of participants about different aspects of a program and factors that impact the program outputs. A program was designed and developed around the main topics in construction curricula. The eligibility criterion for participation was being a Ph.D. student in the last stage of the study in a construction program. A cohort of eight students from different construction schools participated in the program in April 2023. A cross-section survey was designed and distributed to participants during the program in which they evaluated the impact of various factors on their teaching preparedness and improvement. The analysis of the data revealed that the importance and necessity of faculty development programs in the construction was greatly felt. In addition, participants indicated positive effects of the program on the course design and management process. The findings of this study provide a pilot structure for administrators and scholars in construction to design and develop general or specialized faculty development initiatives for junior faculty members who join construction schools without prior ample teaching experience.

Exploration and Research on the Construction of Vocational English Curriculum in China under the Context of Digital Transformation

This study delves into how digital transformation affects vocational English education in China, revealing the positive impacts of digital tools and strategies on teaching methodologies, curriculum content, and educational quality. The research indicates that the application of online Learning Management Systems (LMS), Virtual Reality (VR), and interactive platforms has significantly enhanced interactivity and practicality in vocational English education. Innovative teaching methods such as flipped classrooms and project-based learning have been effectively employed, enhancing students’ critical thinking and practical skills. However, the study also highlights issues that still need attention and resolution, such as insufficient digital skills among teachers, unequal distribution of technological resources, and a disconnect between teaching practices and student needs. To address these challenges, it is recommended to strengthen policy support, enhance teachers’ digital teaching capabilities, improve curriculum content to better meet student needs, and promote school-enterprise cooperation to strengthen practical teaching.