Challenge For Teachers Research Articles

Investigating the Challenges Teachers Face in Using an Eclectic Approach for Students’ English-Speaking Skills: A Case Study of Two Public Secondary Schools in Rwanda

Investigating the Challenges Teachers Face in Using an Eclectic Approach for Students’ English-Speaking Skills: A Case Study of Two Public Secondary Schools in Rwanda

非目的语环境下的汉语口语教学问题——以刚果布拉柴维尔市为例

<p>This study aims to explore the challenges of teaching Chinese oral language in a non-target language environment, using Congo (Brazzaville) as a case study, and to propose effective solutions. To achieve this goal, we employed a case study approach, conducting a detailed analysis of the current state of Chinese oral language teaching in Congo (Brazzaville). Through field interviews and classroom observations, we systematically identified the key challenges in teaching. The study found that the lack of consistency in setting teaching goals and training systems has limited the effectiveness of oral language instruction. Furthermore, the current approach is overly focused on grammar and structure, neglecting the development of oral communication skills. Based on these findings, we recommend enhancing the training of communicative skills in Chinese oral language teaching, while also incorporating listening comprehension to address the specific needs of a non-target language environment. The results of this study provide practical insights and theoretical support for improving Chinese oral language teaching in non-target language settings.</p>

Optimizing Flipped Classroom Teaching in College Basketball Through 'Internet +' Algorithm

The integration of the flipped classroom model with network technology has revolutionized college basketball education, shaping a new era of instructional dynamics. This study delves into the optimization process of algorithms within the “Internet +” technology framework, with a focus on enhancing recognition accuracy. Through a comprehensive exploration of the application of the “Internet +” algorithm across different academic grades in the context of flipped classroom teaching for college basketball, insights from both students and teachers are synthesized. Empirical tests underscore the effectiveness of incorporating “Internet +” technology into the pedagogical framework of college basketball flipped classrooms. By identifying and addressing prevalent teaching challenges inherent in this setting, the research proposes strategic interventions aimed at elevating the overall teaching quality of college basketball flipped classrooms.

Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures

AbstractSpecial tasks for pre-service teachers (PSTs) in university mathematics courses (“interface tasks”) are a common innovation in recent years to overcome the second discontinuity. By this, we mean tasks that are situated by typical everyday challenges of mathematics teaching and in which PSTs must use their mathematical knowledge and skills in a professionally relevant way. In this paper, we analyze answers that PSTs have created to an interface task on symmetry. The PSTs were asked to clarify a student’s question from a mathematical perspective and then give a suitable elementarized answer. We situate these two steps theoretically and reconstruct the mathematical reasoning in PSTs' answers. Through qualitative content analysis, we examined how PSTs justify figures' symmetries from a university mathematics perspective and when responding to the fictitious student. The scenario of a student questioning the existence of 100° rotationally symmetrical figures elicited rich and varied responses, proving suitable for an interface task. We compared PSTs' reasoning related to mathematical clarification with the reasoning related to elementarization. In many cases, this revealed a productive use of course content. An interesting result is that there is no uniform picture as to whether the arguments are more detailed in the mathematical clarification or in the elementarization.

The Educational Value and Implementation Challenges of Teaching Table Tennis in Physical Education

Table tennis, recognized for enhancing personal development and fostering an inclusive learning environment, remains underutilized in educational curricula due to resource constraints and practical challenges in teaching. This article explores the educational value and implementation challenges of table tennis in physical education and proposes strategies to address these challenges.

Optimization of the convolutional neural network classification model under the background of innovative art teaching models

To improve students’ ability to recognize and appreciate artworks, and further enhance their academic performance and classroom satisfaction, this study explores the application of the Convolutional Neural Network (CNN) model based on optimization in art teaching. Firstly, the importance and challenges of art teaching are analyzed. Secondly, the principle and structure of CNN and its application in the classification field are expounded, and then the CNN classification model is optimized. Finally, the effectiveness of the optimized model is verified by experiments. Experimental results show that the optimized model’s accuracy is up to 95.2% in the performance evaluation. The training time of the optimized model is much lower than that of the traditional model, and this model still maintains 95.2% accuracy under the noise of 14.7%. In addition, the accuracy of the optimized model on the unseen test data is 92%. In comparing teaching experiment results, by introducing the CNN classification model, Class B students’ average score of art homework has increased by 4.3 points. The score for class satisfaction is 8.1 points. This indicates that the optimized CNN model has significant advantages in art teaching and can effectively improve students’ classroom satisfaction and academic performance. Therefore, this study has specific reference significance for the innovation of the art teaching model.

Monoglossic ideologies and the two-way relationship between linguistics and language learning/teaching: idiosyncratic variation in Brazilian Portuguese and its challenges for usage-based teaching.

Monoglossic ideologies and the two-way relationship between linguistics and language learning/teaching: idiosyncratic variation in Brazilian Portuguese and its challenges for usage-based teaching.

Theories, practices, and challenges of teaching and learning Arabic as a modern language at the secondary stage in Dubai

Theories, practices, and challenges of teaching and learning Arabic as a modern language at the secondary stage in Dubai

A case study of how first-year early childhood teachers figure their roles within the profession and whether to remain in it

ABSTRACT The first year of teaching can be overwhelming, and many early educators in elementary schools located in the United States often choose to exit the classroom. Despite various suggestions for reversing this trend, many early childhood teachers working in elementary schools still leave teaching as their profession’s complexity continues to increase. Here, we examine how first-year early childhood teachers whom we have followed since they enrolled in their teacher education program figured their roles within the profession and whether they thought they would remain in it. Through this analysis, we illuminate the complexity of the world of teaching in which these beginning teachers figured their identities as professionals, and we offer suggestions for teacher educators to employ figured worlds as a construct to support novice as well as preservice teachers as they navigate the realities and unexpected challenges of teaching in the early childhood grades in elementary schools.

Research on Dance Education in Universities Based on Online and Offline Blended Teaching

With the rapid development of educational informatization, the transformation of teaching methods has become an inevitable requirement for the long-term development of education, which also puts forward higher requirements for the work of art education in universities. With the development of network technology, online and offline hybrid teaching modes came into being. This mode uses the Internet, cloud computing and other technologies to provide students with a diversified and adaptable expansion teaching mode. As a branch of art teaching in universities, college dance should focus on innovative teaching methods, construct a blended online and offline teaching model, broaden educational channels, and enrich educational resources. Based on this, the article analyzes and studies the blended teaching of online and offline dance education in universities, explores the advantages and challenges of blended dance teaching, analyzes the necessity of blended teaching in online and offline dance teaching in universities and proposes specific educational strategies for reference.

The Auxiliary Role of Artificial Intelligence Applications in Mitigating the Linguistic, Psychological, and Educational Challenges of Teaching and Learning Chinese Language by non-Chinese Students

Learners might have several challenges while attempting to learn a second/foreign language. Learners of Chinese face linguistic, psychological, and educational challenges. The integration of technology, especially artificial intelligence (AI), into teaching foreign languages is a blessing for teachers and learners. This study delved into the auxiliary role of AI-powered applications in mitigating the linguistic, psychological, and educational challenges which non-Chinese learners face while learning Chinese/Mandarin language. Qualitative research was employed, and 20 teachers of Chinese language were selected through theoretical sampling. In-depth interviews were used for collecting data, and MAXQDA was used for thematic analysis. Findings revealed that AI-powered educational applications are useful for helping language learners overcome the commonly reported linguistic, psychological, and educational challenges which non-Chinese learners and teachers of Mandarin might encounter. Findings verify the effectiveness of AI-powered applications, such as ChatGPT, Poe, Brainly, and so forth, in helping teachers and learners of Chinese language learn grammar, structure, idioms, and cultural issues of Chinese language. Findings have implications for foreign language (Chinese) learners and teachers, educational technologists, as well as syllabus designers.

INFRAESTRUTURA ESCOLAR NO PROCESSO DE ENSINO-APRENDIZAGEM

This work presents an excerpt from the Master’s Dissertation that analyzes SCHOOL INFRASTRUCTURE IN THE TEACHING-LEARNING PROCESS: REALITIES AND CHALLENGES FOR TEACHERS AND STUDENTS AT ESCOLA MUNICIPAL ANTÔNIO DOS REIS MORAIS IN THE MUNICIPALITY OF TABATINGA-AM. The text discusses the benefit of a good school physical structure on student performance. The teaching-learning process needs to be constantly evaluated, measurement is based on students’ academic performance, which is nothing more than evaluating what was learned. There are many factors that lead students to perform well at school, because as we know, for learning to flow properly, all components that make up this action must be in tune. School infrastructure is part of this component that can positively or negatively influence this process, considering that a good physical space contributes significantly to the educational process. It is a fact that a quality infrastructure maximizes student learning, as the better the school infrastructure, the better the students’ performance. The school must offer a space that is pleasant and welcoming, considering that in such a space the student will have a significant improvement in their learning.

Challenges facing the implementation of Chemistry and Physics as separate and stand-alone subjects in the revised Secondary School curriculum in Malawi

It is impossible to overestimate the importance of chemistry and physics to society, but in Malawi, secondary schools do not adequately teach these subjects. The purpose of this study is to investigate the obstacles to the efficient teaching of physics and chemistry and to suggest ways to improve their application. Using Cornbleth's framework for curricular implementation as a guide, the study looks into the challenges instructors in these areas confront. The qualitative case study, which took place in two secondary schools in Malawi's Blantyre District, involved 28 participants which were two head teachers, three chemistry teachers, three physics teachers, and twenty students. Data was collected through classroom observations in addition to interviews. The results show that there are a number of issues, such as a lack of certified teachers, inadequate resources and labs, a dearth of textbooks, inadequate teacher orientation, poor teaching and evaluation techniques, and a lack of supervision. To improve Chemistry and Physics education in secondary schools, recommendations include hiring more trained instructors, constructing well-equipped laboratories, and enhancing teacher preparation and oversight.

Ethical dilemmas of translanguaging pedagogy in L2 and basic literacy education for adults: social justice and ethics of care

ABSTRACT This paper explores the ethical challenges and possibilities of conducting responsible and transformative translanguaging pedagogy in adult education for second language learners with limited previous experience of schooling. We identify and explore ethical dilemmas in teachers’ interaction and multilingual teaching practices. The data was produced in a linguistic ethnography and action research project. It consists of classroom observations and interviews with teachers who teach in the programme Swedish for Immigrants (SFI). The teachers express and embody ambivalence in relation to the students’ use of their whole linguistic repertoires and the students are not always treated as competent to make informed decisions about their own use of linguistic repertoires. This touches on issues of citizenship and democracy and here the framework ethics of care offers context-specific ways of understanding and responding to the ethical challenges of multilingual teaching.

The Didactic Contract in Hybrid Education: A Prospective Analysis

Following the COVID-19 epidemic in March 2020, Algerian universities were forced to implement remote teaching across the country. Nonetheless, the major players in this context have not been pre-implemented. We are therefore interested in the difficulties encountered in this new context, mainly in the didactic relationship. Having made this preliminary statement regarding distance teaching, we should now ask what the nature of the problems is that flow from these breaches of the didactic contract and what their consequences are for both the introduction of teaching content and for the assessment methods. To answer these questions, a questionnaire was addressed to both teachers and students of the faculty of letters at Hassiba Benbouali University, in the French department, to detect the nature of the obstacles encountered. In other words, the data analysis aims to solve the various problems presented by these new hybrid teaching situations within Algerian university settings. The findings provide valuable insights into preparing for and addressing the challenges of hybrid and remote teaching. Thus, it is crucial to proactively develop actionable strategies to elevate the overall quality of education in this ever evolving academic prospect.

Nature-based teacher education as beyond ‘getting outside:’ relational attunement, attending to the un-noticed, and ethical responsibility

ABSTRACT As in-service teacher educators, we take concerns about the environmental emergency and the crisis of colonialization seriously. We offer graduate programs in Place and Nature-based Experiential Learning to try and foster cultural change within mainstream schooling, while also preparing teachers for the immense challenge of teaching within the Anthropocene. In this article, we share four vignettes that describe experiences that contributed to important shifts in worldviews and ways of being with land for ourselves and/or our students, and we explore how this has led us to think differently about teaching and learning. Guided by Indigenous and eco-critical scholarship, we identified ecological pedagogical practices across the vignettes that contributed to such shifts, including relational attunement and attending to the un-noticed. We consider how this attending and attuning makes ethical demands that potentially puts us at odds with conventional dominant educational practices and expectations.

The Relevance of Curriculum for Pre-Service Teachers in Addressing Dynamic Classroom Changes in South Africa

In South Africa, the educational landscape is characterised by constant evolution and dynamic classroom changes, driven by technological advancements, diverse student populations, and evolving pedagogical approaches. Pre-service teachers are crucial in navigating these changes and fostering effective learning environments. This systematic literature analysis explores the relevance of curriculum for pre-service teachers in addressing the challenges posed by dynamic classroom contexts in South Africa. Drawing upon a comprehensive review of existing literature, this study examines the alignment between pre-service teacher education curricula and the evolving needs of classrooms in South Africa. Key themes explored include integrating technology, cultural responsiveness, inclusive education practices, and pedagogical flexibility. The analysis also considers the efficacy of current pre-service teacher training programmes in preparing teachers to meet the diverse needs of students in dynamic classroom settings. Furthermore, the study investigates the perceptions and experiences of pre-service teachers regarding the adequacy of their curriculum in equipping them for the realities of South African classrooms. By synthesising findings from various sources, this research aims to inform curriculum development efforts and enhance the preparation of pre-service teachers for the multifaceted challenges of teaching in South African schools.

Review of Translation Teaching for Postgraduates of Non-English Majors (2003-2023)

As international exchange continues to expand and intensify, E-C (English-Chinese) translation teaching for postgraduates of non-English majors, aimed at nurturing interdisciplinary talents equipped with both professional knowledge and pragmatic competence, has garnered widespread attention. Domestic scholars have explored the aspects of “teaching” and “learning” in E-C translation teaching for postgraduates of non-English majors from multiple dimensions. This paper reviews E-C translation teaching for postgraduates of non-English majors in China in the past two decades based on representative studies, sorts out the focus and current status of research, and looks forward to the future development of teaching practice. We found that universities generally advocate and adopt interdisciplinary teaching methods that integrate “foreign language” into “majors”, and E-C translation teaching for postgraduates of non-English majors also revealed aspects that urgently need to be improved. Therefore, reviewing and reflecting on research related to translation teaching and proposing targeted measures based on its current teaching challenges have extremely important theoretical and practical significance.

Symbolic Analysis of the Bhagvad Gita: A Potential Methodology in the Indian Knowledge System Classroom Teaching

With the recent initiative to incorporate Indian Knowledge System into the university curricula at the undergraduate level across India, the Bhagvad Gita is being taught as part of this broader educational reform. Though the integration of the sacred text in the university curricula offers a unique opportunity to promote the revival of India’s rich cultural heritage, it cannot be denied that the text's density and complexity, with its intricate philosophical and metaphysical concepts, presents significant teaching challenges. The research paper offers symbolic analysis as a pedagogical approach to make the text simpler, more accessible and engaging in the classroom, helping students appreciate its depth and relevance. The paper suggests that Northrop Frye’s theory of symbols can be used as a pedagogical tool to discuss the layered meanings in the text. The paper explores the application of theory of symbols in classroom teaching, emphasizing a centripetal approach to reading texts that goes beyond surface interpretations to uncover deeper meanings. The methodology entails identification and analysis of symbols interwoven throughout the text in the classroom learning. It further discusses the process of locating the "centre" of the text, known as the monad, where all symbols converge. This central symbol transcends 'nature' and 'history' and serves as a focal point for understanding the text’s intricate and complex philosophical themes. By identifying this monad, educators can facilitate richer discussions and a more profound comprehension of literary works, thereby enriching students' analytical skills and appreciation of literature. The paper concludes that the pedagogical tool of Frye’s symbolic analysis in the class helps students recognize the text’s role as an ethical instrument for liberating the imaginative mind.

THE EFFECT OF LESSON STUDY ON THE EFFECTIVE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION: RESULTS OF RESEARCH ON SECONDARY SCHOOL STUDENTS IN GREECE

The main purpose of this paper is to present the results of the research, which aimed to investigate the effect of lesson study on the way teachers plan, implement, and understand differentiated instruction in the context of teaching the Modern Greek language course of 2nd class of the Lyceum. The research was qualitative and in the context of its implementation, grounded theory data collection and analysis techniques were used. The research was carried out in three schools in two municipalities of Eastern Attica, with the participation of four teachers and eighty students in a lesson study cycle. Data were collected before, during and after the lesson study cycle and included classroom observations, interviews of participating teachers, protocols for planning, observing, revising and reflecting on the research lesson as well as transcripts of teacher meetings and the teaching of the research lesson, diaries, which were kept during the implementation of the lesson study, students' assignments as well as their interviews after the teaching. The results of the research showed that lesson study helped teachers to develop flexibility in planning their teaching, encouraged them to implement new differentiation strategies and techniques, and pushed them to manage differentiation actively and successfully implement it, addressing the needs of students and the challenges of teaching, influencing their existing beliefs and practices. In addition, from the research, it emerged that the teachers' goals for the lesson study were realized, as well as the teachers planned the learning goals of the research lesson and created activities for formative assessment.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0762/a.php" alt="Hit counter" /></p>