Teaching In Education Research Articles

The Value, Obstacle and Strategy of Digital Empowerment Physical Education in Primary School

With the title of "The Value, obstacle and Strategy of physical education teaching in primary school with digital empowerment", this paper discusses the value, obstacle and optimization strategy from three angles. Through the research, it is found that digital technology can bring great value in primary school physical education, including the advantages of improving teaching effect, enhancing student participation, personalized learning and all-round development. However, digital physical education also faces some obstacles, such as the problem of capital investment, the lack of teachers' digital literacy and professional ability, and the unequal investment in educational resources. In order to optimize the digital effect of primary school physical education, six optimization strategies are proposed: increasing funding investment and sponsorship, enhancing teachers' digital literacy and professional ability, optimizing the investment and distribution of educational resources, promoting students' and parents' participation and recognition, formulating privacy and security policies, and establishing a digital primary school physical education evaluation system in the digital era. Through the implementation of these strategies, the digital development of primary school physical education can be further promoted and the teaching quality and students' comprehensive literacy can be improved.

Dialogues with Thinkers on Problematizing Practices for the Teaching of Mathematics in Early Childhood Education

This article exposes part of a research of a teacher who teaches mathematics, based on her personal experiences as a basic education student and during her initial education in pedagogy and professional performance in early childhood education, phenomenological character, and whose theoretical section was presented in narrative format. Therefore, the literature review on theories associated with the research subject was developed in a dialogue format with researchers and thinkers considered key to the study. This text presents the dialogues with these authors whose ideas and concepts guided the researcher’s thoughts in a movement of hermeneutic contemplation about their experiences, explaining the want to do pedagogical and opening ways for new questions.

ChatGPT versus human essayists: an exploration of the impact of artificial intelligence for authorship and academic integrity in the humanities

Generative AI has prompted educators to reevaluate traditional teaching and assessment methods. This study examines AI’s ability to write essays analysing Old English poetry; human markers assessed and attempted to distinguish them from authentic analyses of poetry by first-year undergraduate students in English at the University of Oxford. Using the standard UK University grading system, AI-written essays averaged a score of 60.46, whilst human essays achieved 63.57, a margin of difference not statistically significant (p = 0.10). Notably, student submissions applied a nuanced understanding of cultural context and secondary criticism to their close reading, while AI essays often described rather than analysed, lacking depth in the evaluation of poetic features, and sometimes failing to properly recognise key aspects of passages. Distinguishing features of human essays included detailed and sustained analysis of poetic style, as well as spelling errors and lack of structural cohesion. AI essays, on the other hand, exhibited a more formal structure and tone but sometimes fell short in incisive critique of poetic form and effect. Human markers correctly identified the origin of essays 79.41% of the time. Additionally, we compare three purported AI detectors, finding that the best, ‘Quillbot’, correctly identified the origin of essays 95.59% of the time. However, given the high threshold for academic misconduct, conclusively determining origin remains challenging. The research also highlights the potential benefits of generative AI’s ability to advise on structuring essays and suggesting avenues for research. We advocate for transparency regarding AI’s capabilities and limitations, and this study underscores the importance of human critical engagement in teaching and learning in Higher Education. As AI’s proficiency grows, educators must reevaluate what authentic assessment is, and consider implementing dynamic, holistic methods to ensure academic integrity.

A posthumanist critical multilogue: storytelling as bicultural teaching and learning in early childhood education in Aotearoa New Zealand

A posthumanist critical multilogue: storytelling as bicultural teaching and learning in early childhood education in Aotearoa New Zealand

A Systematic Approach to Innovative Strategies for Vocal Instruction in Higher Education: Enhancing Student Performance

This study presents a systematic approach to developing innovative strategies for vocal instruction in higher education, focusing on enhancing student performance. Using Huaiyin Normal University as a case study, the research examines current vocal instruction practices within its Music Department, identifying both strengths and areas needing improvement. The study first provides an overview of traditional and contemporary pedagogical approaches, highlighting the importance of student-centered learning and the integration of technology in music education. Data were collected through interviews with vocal instructors and surveys with students to analyze the effectiveness of existing methods and the feedback from those directly involved. Key findings reveal a need for greater incorporation of collaborative learning, multicultural repertoires, and personalized vocal techniques to foster a more engaging and comprehensive learning environment. The study discusses the implications of these findings for higher education in music and compares them with practices at other institutions. It also addresses the challenges faced in implementing innovative strategies and provides practical recommendations for curriculum development. This research contributes to the broader discourse on enhancing vocal education through adaptive, inclusive, and modernized teaching practices.

Leveraging artificial intelligence to enhance teaching and learning in higher education: Promoting quality education and critical engagement

Leveraging artificial intelligence to enhance teaching and learning in higher education: Promoting quality education and critical engagement

SECONDARY SCHOOL PHYSICAL SCIENCE TEACHERS’ BELIEFS ON THE PURPOSES AND GOALS OF SCIENCE TEACHING: THE PRESENCE OF CULTURAL MYTHS

Understanding why teachers teach the way they do is important especially in a time of curriculum reforms. Hence, the aim of this research is to unpack the secondary school physical science teachers’ beliefs on the purposes and goals of science teaching (PGST) and to check the alignment of their beliefs on PGST with constructivism. A convergent parallel mixed method design was employed. Scale and checklist were used to collect data on the teachers’ beliefs. Thematic analysis of semi-structured interviews was used to explore the teachers’ implementation of the science curriculum. Results revealed that while teachers agree with the basic tenet of constructivism, their beliefs on the PGST were traditional. Difficulties of implementing their constructivist ideas on teaching and learning reinforced the cultural myths. Length of teaching experience and actual classroom teaching hours were seen as significant factors in the development of beliefs, whereas familiarity of curriculum intentions correlate negatively with the development of constructivist beliefs. Keywords: constructivist physical science education, purposes and goals of science teaching, teachers' beliefs, cultural myths in physical science education

Getting punk and personal: creating and evaluating podcasts and zines as pedagogy for teaching and learning in critical geographical methodologies

ABSTRACT Punk has its roots in the garage bands of the 1960s and 1970s as expressions of resistance to mainstream music. Punk, however, has evolved over time to encompass rebellion and an ethic of DIY (i.e. do it yourself) not just in music but in other domains to reject the status quo. Punk can be found in the university too. Podcasting and zines, for example, are such DIY approaches for postsecondary pedagogy. In this paper, we share our perspectives on the punk creation of a podcast series and zine associated with a course interested in engaging graduate students in critical geographical methodologies in the middle of the COVID-19 pandemic. This work came about through a synchronous online seminar that created space for graduate students to get punk and personal in their approach to engaging with course materials. We (Kiera, Saskia, Sam, and Erica) created a four-part podcast series and zine, “Getting Personal” that was submitted for evaluation in relation to the course objectives. When the course concluded, the professor (Heather) encouraged the podcasters to broadcast their DIY project. Doing so sparked mutual interest in further engagement with theory and praxis towards the work presented here; we speculate about the utility of punk projects as a pedagogical tool for uncertain futures.

Digital Transition Framework for Higher Education in AI-Assisted Engineering Teaching

Digital Transition Framework for Higher Education in AI-Assisted Engineering Teaching

Teachers’ experiences of enacting pedagogical models and models-based practice: a systematic mixed study review

ABSTRACT Background The shift from traditional, teacher-led methods towards more student-centred approaches in many countries has positioned pedagogical models and Models-based Practice (MbP) as a potential future for physical education pedagogy. Over the last 10–15 years there has been a surge in publications reporting on teachers’ experiences of enacting models. These studies have not, until now, been synthesised. Such a synthesis would allow a richer, more nuanced and holistic understanding of teachers’ experiences of enacting pedagogical models in physical education. This understanding helps to provide a robust evidence base from which to consider the usefulness of pedagogical models and MbP as a future physical education pedagogy. Purpose The purpose of this review is to explore and synthesise teachers’ experiences of enacting pedagogical models in literature from 2010 to 2022. In doing this we set out to answer the question: What are teachers’ reported experiences of enacting pedagogical models and/or models-based practice? Methods This study employed a systematic mixed study approach to analyse empirical examples of qualitative, quantitative, and mixed methods research published between 1st January 2010 and 31st October 2022. The selection process involved a comprehensive search strategy across four databases (SportDiscus, ERIC, Web of Science, Scopus), title and abstract screening, full-text evaluation, the use of the mixed methods assessment tool and a synthesis of the findings from the 91 included studies. Results The findings highlighted five themes related to teachers’ experiences of enacting pedagogical models: (1) developing democratic classrooms through pedagogical models, (2) enacting pedagogical models for professional growth, (3) strengthening student learning within and beyond the physical domain, (4) aligning curricula through pedagogical models, and (5) challenging the current state of physical education through pedagogical models. Results reveal teachers’ efforts to democratise the classroom environment where students, regardless of their ability, were given equal opportunities. This democratisation occurred alongside teachers’ pedagogical growth but was not without its challenges. The review underscores the multifaceted challenges of integrating pedagogical models into diverse educational contexts. Teachers report on the need for investment in professional development and the garnering of other professional support to be able to negotiate and adapt pedagogical models to the curricular aspirations in local contexts. Importantly, the review highlights how many teachers reported that their use of pedagogical models allowed them to extend student learning beyond the physical domain. Discussion The review makes an important, original and innovative contribution to understanding and knowledge in the field by highlighting the potential of pedagogical models to enrich physical education pedagogy by fostering more inclusive, reflective, and dynamic learning environments. It critically examines the barriers in the enactment of pedagogical models, ranging from infrastructural limitations to the intricacies of using pedagogical models in practice. The paper, therefore, highlights the need for supportive frameworks for teachers implementing pedagogical models that emphasises continuous learning and collaboration. In conclusion, we ask if pedagogical models are destined to remain a lofty ideal, or if there is a need to recalibrate our scholarly compass, broadening our research horizons to envisage a more inclusive and diverse future for physical education?

The role of the O2O blended teaching model in improving the teaching effectiveness of physical education classes

Abstract The deep fusion of Internet technology and education is constantly pushing forward the reform of university education. Traditional educational ideas, concepts, and models cannot keep pace with the times, and hybrid teaching has become a new way of education in colleges and universities. To improve the teaching effect of physical education classes, the study used a blended teaching model and designed a teaching evaluation and performance prediction model under the blended teaching model based on an improved cluster analysis method and attention mechanism. The lab results indicated that under the blended teaching model, students’ performance increased by 12.89 points, and the level of skill mastery and proficiency increased by 26.52 and 28.55%, respectively, with grades more inclined to high score distribution. “Excellent” grade clustering increased by 77.71%, and “Good” grade clustering increased by 19.01%. The minimum error sum of squares of the improved clustering algorithm was 58.18 and 36.25% lower than the other two algorithms, and the clustering results were more relevant. The two-way attention mechanism algorithm predicted higher accuracy results and performed best on all four evaluation metrics, with a prediction accuracy of 98.23%, an accuracy of 98.42%, and an F1 value of 91.78%. This hybrid teaching model is more in line with the characteristics of the physical education teaching discipline, successfully cultivates students’ independent learning ability, stimulates students’ love for physical education courses, and achieves better teaching results.

Language teachers’ awareness of their accents at a Thai university

Abstract The need to incorporate Global Englishes (GE) awareness and informed practices into English language teaching (ELT) has encouraged practitioners to revisit their language curricula and include Other Englishes in their language teaching practices, impacting how language is taught and learned. The present study explores how five non-native English language teachers at a university in Thailand are aware of and view their accents when speaking English and how such awareness is reflected in their language pedagogy for Global English Language Teaching (GELT). Findings from the in-depth semi-structured individual interviews reveal that participants are aware of their accents and have a favorable disposition toward their own accent, linking it to their heightened sense of linguistic ownership based on their nationality and race. In their pedagogical practices, such awareness enables the participants to innovate their language teaching, giving an important implication in integrating GE awareness and informed practices into ELT. The findings also demonstrate how important teachers’ accents are in encouraging and incorporating GE-informed practices into ELT.

Understandings and enactments of social justice pedagogies in Swedish physical education and health practice

Research continues to show that school physical education and health (PEH) is complicit in the reproduction of inequities related to, for instance, gender, sexuality, ethnicity, religion and social class. In this paper, we present findings from a participatory action research (PAR) project with 11 PEH teachers at two upper-secondary schools in Sweden, aimed at enhancing understandings and enactments of social justice pedagogies. Data generated through observations, interviews, focus groups, workshops and teacher reflections were analysed through a thematic analysis ( Braun and Clarke, 2022 ) and informed by the concept of teaching for equity and social justice ( Freire, 1970 ). The findings highlight how the teachers associated social justice pedagogies in PEH with an emphasis on: (1) ‘inclusion’; (2) ‘equity/equality’; (3) ‘adaptations to teaching and assessment’; and (4) ‘relationships’. The findings also demonstrate how, based on the importance they placed on relationships, the teachers developed pedagogies that aimed to create: (1) ‘conditions for building relationships’; (2) ‘continuous engagement from teachers and students’; (3) ‘student involvement and reflection’; and (4) ‘connections with and within the subject’. Although the findings draw attention to productive understandings and enactments of social justice pedagogies, we also argue that the teachers, to some extent, conflated equality of opportunity with equity of outcome and continued to focus on managing inequities within the framework of taken-for-granted practices and knowledge within the subject. We conclude that more work is needed to support teachers in not only addressing the inequities students bring to the classroom, but also in challenging the norms that make these inequities matter.

A Study on Veterinary Faculty Students' Opinions on Ethics Education and Career Choices: A Case of Ondokuz Mayıs University.

Veterinary ethics is a multifaceted element of the veterinary profession as it deals with various ethical issues related to medical practice, animal welfare, professional behaviour and societal expectations. By focusing on teaching ethics in veterinary medicine education, it will be possible to guide future veterinarians through the ethical dilemmas and conflicts they may encounter in their careers. To evaluate the opinions of the Ondokuz Mayıs University Faculty of Veterinary Medicine intern students about ethics education in veterinary medicine. Evaluation and comparison of the perspective on ethics education and career choice. A cross-sectional descriptive survey design was used to collect data via a questionnaire. Data obtained from 87 out of 119 students in the intern programme were evaluated. Responses were analysed by statistical methods. In the study, it was determined that pet veterinary services (private sector) and government veterinary services (public sector) were the leading career choices of intern veterinary students; female and male students wanted to turn to different fields of work; and the difference in career preferences did not change the views on ethics education. It was observed that students needed applied teaching and measurement-evaluation methods in ethics education and sought role models in developing ethical attitudes and behaviours. In addition to gaining ethical knowledge in veterinary education, it was observed that they attach importance to professional and legal obligations. This study is one of the few studies on veterinary ethics education and career choice in Turkey. The study results provide information to guide the development of veterinary ethics education to prepare future veterinarians for the complex ethical issues they will face in their careers.

Große Transformation für eine Nachhaltige Raumentwicklung als Herausforderung für die raumbezogene Hochschullehre

Climatic and ecological changes across the globe represent a challenge for humanity that can only be solved through a great transformation, that is, a widespread shift toward sustainable spatial development. This means addressing transformation needs in all systems to recognize that civil society, economies and politics are all predetermined by planetary boundaries. This transformation demands that the fields of applied spatial science and spatial planning identify strategies and solutions. This paper examines the extent to which these topics are already being addressed by the university-level spatial studies programs currently training future planners. It develops and examines criteria for evaluating these programs using guideline-based interviews and literature research to perform detailed analysis of selected programs. The study demonstrates that not only specialist knowledge, but also personal and methodological skills are crucial to the success for far-reaching change processes and, ultimately, a society-wide paradigm shift. In some cases, these skills are already being addressed by individual spatial studies programs, especially planning programs. However, there remains a need to accelerate the cultivation of independent learning skills and collaboration in inter- and transdisciplinary teams. Accordingly, this paper proposes a differentiated view of teaching and learning formats in higher education and encourages deepening the focus of spatial studies programs on sustainability and transformation issues.

Nursing Students' Experiences and Perceived Learning Effectiveness of Patient Safety and Its Influencing Factors: An Integrative Literature Review.

To examine and synthesise the current literature to gain insights into nursing students' experiences, their perceived learning effectiveness of patient safety and its influencing factors. Integrative review. CINAHL, Medline, Scopus, and Embase databases from January 2011 to October 2023. Of the 5940 papers initially retrieved, 33 were included after title, abstract, and full-text screening. No papers were omitted through quality appraisal. Despite nursing students' generally positive attitude towards patient safety, their idealistic view did not translate into actual actions of upholding patient safety due to various factors. Moreover, their experiences and perceived effectiveness of learning patient safety were influenced by factors such as organisational safety culture and pedagogical contexts. Thematic analysis revealed four themes: 'perception, attitudes, and evaluation towards patient safety'; 'supportive organizational culture as impetus to promote patient safety'; 'perceived confidence, knowledge, and competence toward patient safety'; and 'educational contexts and pedagogies to promote learning of patient safety'. There is an inadequate focus on patient safety in clinical education compared to classroom education. Given that the clinical setting serves as an authentic learning environment of patient safety, nursing faculties play a crucial role in reforming existing nursing curricula to integrate patient safety education in both settings to ensure continuity of learning. Clinical nursing leaders should also proactively review and reform organisational culture and practices to enable nursing students' acquisition and internalisation of patient safety learning. This review highlighted the need for further collaboration between nursing faculties and healthcare institutions to advocate an environment conducive to nursing students' effective learning of patient safety. Reporting adheres to the Reporting items for systematic review and meta-analyses (PRISMA) 2020 guidelines. No patient or public contribution.

Argumentation and Knowledge Construction in Higher Education: A Vygotskian Perspective

Empirical research indicates that the utilization of argumentation as an educational strategy fosters the acquisition of argumentation skills and disciplinary knowledge. Furthermore, there is evidence to show that argumentation skills development mediates the effect of oral argumentation on disciplinary knowledge. However, studies have also shown that argumentation is scarce in higher education and that although lecturers see argumentation as a relevant pedagogical goal, they think that students need to first acquire knowledge in order to develop argumentation skills. Therefore, a crucial pedagogical resource to promote scientific knowledge in higher education is being overlooked. This paper is aimed at shedding light onto argumentation as a key practice in higher education teaching, disputing the idea that to argue, students first need to acquire knowledge. We elaborate further on Vygotsky’s notion of scientific concepts, highlighting their dialectic structure, which accounts for the epistemic potential of argumentation. This paper extends an invitation to higher education lecturers to prompt argumentation in classrooms as a form of disciplinary learning. Limitations and implications are discussed throughout the paper

The Relationship Between the Burpee Movement Program and Strength and Endurance Performance Measures in Active Young Adults: A Cross-Sectional Analysis.

This paper aimed to assess the motor performance in the Burpee Movement Program through the acceleration recorded by the Phyphox mobile app and define its relationship to strength and endurance parameters. Altogether, 15 students in physical education teaching completed the 3 × 3 min Burpee Movement Program, consisting of the repeated execution of a single burpee with maximum effort at regular intervals triggered by a sound signal. During the load phase, the intensity of the burpee and the fatigue index expressed in percentages were evaluated by means of the acceleration recorded through a mobile phone. In the second part of testing, we evaluated the performance parameters during a bench press and squat where the intensity was measured using a linear displacement transducer (Tendo Power Analyzer) and aerobic endurance was assessed with a 20 m shuttle run test (20 mSR). The average intensity of the burpee ranged from 3.12 to 11.12 ms-2. The fatigue index ranged from -21.95% (which represented an increase in performance) to 33.63% (which represented a decrease in performance). The performances in the bench presses ranged from 58 to 480 W and from 175 to 696 W during the squats. The distance in the 20 m shuttle run test (20 mSR) ranged from 540 to 2000 m. The intensity of the burpee showed a significant correlation to the performances achieved in the bench presses and squats r = 0.82 and 0.79. The fatigue index showed a significant correlation to the 20 m shuttle run test (20 mSR) r = -0.67. These findings indicate that in, our case, the results from the Burpee Movement Program are significantly associated with the participants' strength and endurance abilities. We recommend using BMP for the development of strength-endurance abilities, but further exploration is needed regarding the potential use of BMP as a diagnostic test.

Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: the mediating role of inclusive leadership

This quantitative study examines the influence of innovative pedagogical approaches (IPA) on enhancing student critical thinking (SCT) and student learning outcomes (SLO) in higher education, with an emphasis on the mediating role of inclusive leadership(IL). Using a sample of 321 students from public and private universities in Pakistan, the research reveals that methods such as problem-based learning, flipped classrooms, and interactive teaching significantly boost academic performance and cultivate critical thinking skills. The findings indicate that innovative pedagogical approaches positively and significantly impact student critical thinking (β = 0.536, t = 6.539, p < 0.001) and learning outcomes (β = 0.551, t = 12.725, p < 0.001). Additionally, inclusive leadership mediates the relationship between innovative teaching methods and both student critical thinking (β = 0.331, t = 3.833, p < 0.001) and learning outcomes (β = 0.405, t = 8.662, p < 0.001). Data were collected using survey questionnaires adapted from established studies on inclusive leadership, innovative pedagogical approaches, student critical thinking, and learning outcomes. These results highlight the essential role of inclusive leadership in enhancing the efficacy of innovative pedagogies by creating a supportive and diverse learning environment. The study suggests that implementing active learning strategies and integrating technology in the classroom, along with inclusive leadership practices, can significantly improve student engagement, critical thinking, and overall academic performance. This research offers valuable insights for educators and policymakers seeking to enhance teaching and learning experiences in higher education.

Current and Future Directions for School Media Specialists

School media specialists have served as technological experts for their schools and have been pioneers with digital natives, helping create good digital citizens and addressing digital gaps for learners and advocate for access no matter what barriers students face. School of Library and Information Science programs have focused on creating a curriculum that will help create a school technology expert for every school library. This served schools well during the COVID-19 shutdowns, where the school had to find new ways for students to learn remotely.School media specialists have now become the target of hate in their schools. This has become increasingly complicated with states legislating what can be put in school libraries and how teachers can address historical events. School media specialists are required to make decisions on access or potentially losing their jobs. While these are important areas, they are just a small part of the job for school media specialists. The American Association of School Librarians has increased the expected role for school media specialists, having them often serve as teacher, instructional partner, information specialist, and program administrator, all in addition to serving as the expert technologist at their school. However, not all school media programs take this approach to pedagogy for school media.School media specialists create technological opportunities for schools and are a key source for teachers seeking to reach students with diverse learning styles while informing and building relationships with families on internet safety and other important topics. Teachers depend on school media specialists to provide resources and support for the classroom while school media specialists also support students’ intellectual freedom. Ultimately, the focus for school media specialists has been to try to create a school library that represents everyone’s values. While this sounds ideal, it has been a difficult road for the profession.The position of school media specialist has changed dramatically over the last four years. This panel seeks to address research contributions to scholarship on school media specialists and how Schools of Library and Information Science are changing their programs to prepare school media specialists for the workforce. There will be a moderator and a panel comprised of four faculty members who are educators, practitioners, and researchers specializing in school media. Their perspectives and expertise will be present in this discussion, along with the following discussion topics:What are your current research findings telling you?What are practitioners experiencing?What is working with educational pedagogy in school media?What is not working with educational pedagogy in school media?What new technologies have you incorporated into the curriculum?What changes are being made at Schools of Information Science programs to help ready students for the current environment?The panel will explore questions of education, research, and practitioner-based experiences to address concerns impacting school media specialists. The information will inform the future discussion and curriculum pedagogy for school media specialists. The panel discussion will be formatted around the expertise of the faculty with school media. These discussions will inform pedagogical teaching practices in school media programs and hopefully provide a framework for improvement.