Teacher Teaching Research Articles

Task design for highly educated newcomers: improvement and implementation through Lesson Study

PurposeThis case study aims to explore the outcomes of two Lesson Study (LS) cycles involving four teachers of English for Academic Purposes (EAP) in the Netherlands, focusing on task-based language pedagogy.Design/methodology/approachUsing LS, teachers engaged in a Plan-Observe-Analyse-Evaluate cycle to address the unique needs of highly educated newcomers. Initially, teachers received input on task-based pedagogy and redesigned materials for specific learner groups. One teacher taught while others observed, and student feedback was collected. Post-lesson, teachers and the More Knowledgeable Other (MKO) discussed improvements, repeating the process the following week. Qualitative analyses of audio recordings, classroom observations, task designs and student feedback identified critical moments in the LS cycle.FindingsFindings indicate that the task-based approach, task design and classroom implementation offered by LS helped to improve teachers’ professionalism: The LS cycle made teachers aware of task difficulty and clarity relative to student proficiency and interests, leading to adaptations for high, average and low-achieving students. It shifted teachers’ focus from “how to teach” to understanding student needs, revealing that low performance may stem from personal traits rather than proficiency. The process also underlined the additional care needed for vulnerable students facing challenges like long commutes from asylum seeker centres.Practical implicationsThis study highlights the transformative potential of the LS model in enhancing task design, teaching practices and teacher development through collaboration, reflection and student-centred approaches. Teachers should adapt tasks collaboratively to accommodate diverse student needs, focusing on accessibility, engagement and emotional well-being, particularly in mixed-ability and vulnerable student groups. Real-time adjustments based on classroom experiences, combined with understanding students’ emotional challenges, can foster better outcomes. Future research could explore the long-term impacts of adaptive teaching on student engagement, confidence and performance as well as the integration of emotional support into teaching strategies for vulnerable learners.Originality/valueThis study contributes to understanding the effectiveness of LS in task development and improvement as well as professional development. It highlights implications for teacher training and task design in EAP contexts.

Preparing Pre-Service Teachers for Teaching in the Digital Age

At the onset of the COVID-19 pandemic, many traditional contact higher education institutions, such as the institution where the study was based, transitioned abruptly to remote online learning. Students in the School of Education at the institution who are predominantly from the lower end of the socioeconomic digital divide in South Africa had no choice but to navigate digital technologies to further their education. The extent to which their digital learning experience fostered the requisite TPACK (Technological, Pedagogical, and Content Knowledge) and other cross-functional skills needed for the 4IR classrooms remained uncertain. Framed by the TPACK Model, this paper employed a mixed-method approach to understand students' online learning experiences and how their digital learning experiences prepared them for their future teaching practices. Data generated from questionnaires randomly distributed to undergraduate students, followed by a focus group interview with twelve purposively sampled students across the five undergraduate clusters of the school, was used to address the research objective. The findings revealed that it is unlikely that their virtual learning experience could have prepared them for teaching in the digital age. Insights from this paper will benefit academics in their online pedagogical engagements and curriculum design while informing policy directions at the institutional level. Keywords: digital learning, pre-service teachers, 4IR classroom, TPACK, students' experiences

Language–Subject Teacher Collaboration in English-Medium Higher Education: Current Practices and Future Possibilities

The collaborative competence of subject (discipline) teachers and language (English for academic or specific purposes) teachers in higher education is a central concern in English-medium instruction contexts, where they frequently interact. This brief scoping review provides a snapshot of the current state of English-medium instruction teacher collaboration and guides collaborative practice to better support language teachers, subject teachers and (ultimately) students. The review is restricted to empirical studies and focuses on the forms of teacher collaboration, barriers to collaboration, and strategies to overcome these challenges. Teacher collaborations occur at institutional, departmental and individual levels, and, at each level, some obstacles limit the effectiveness and sustainability of collaborations. Proposed solutions range from individual initiatives to systematic institutional support. Based on these findings, the paper concludes with practical recommendations to enhance future collaborations.

Learner beliefs about vocabulary teaching in secondary ESL classrooms: a proficiency and grade-level analysis

Abstract Learner beliefs are widely acknowledged as key to the success of second language learning and teaching. Despite extensive research on English as a second language (ESL) learners’ beliefs, few studies have focused on vocabulary teaching. Our study addresses this gap by surveying 556 secondary school students in Hong Kong to explore their beliefs about various instructional practices and activities in vocabulary teaching, and how these beliefs vary with English proficiency and grade levels. The findings reveal that students valued diverse instructional methods, including specific strategies and engaging activities like games. However, they generally lacked autonomy in learning vocabulary, showing a tendency to rely on teacher instruction. The analysis also suggests that the students’ beliefs varied according to their English proficiency and grade levels. More proficient learners preferred strategy-focused instruction, while senior secondary students favoured more explicit instruction from teachers. Open-ended responses underscored the multifaceted and nuanced nature of students’ beliefs about vocabulary teaching. The study highlights the importance of promoting autonomous vocabulary learning, balancing engaging and conventional activities, and tailoring instruction to accommodate diverse needs across different proficiency and grade levels. We also provide insights for future studies on learner beliefs about vocabulary teaching.

How novice mathematics teacher-educators notice the mathematical and pedagogical thinking of preservice mathematic teachers: An emerging model

Abstract This paper aims to characterize critical events noticed by novice mathematics teacher-educators (NMTEs) while they facilitate teacher education sessions. Twenty-four NMTEs enrolled in a university course on teaching teachers were asked to facilitate a series of three sessions with preservice teachers, identify critical events from those sessions and analyze these events. Analysis of the 72 critical events reported by the NMTEs yielded a model that can be used to characterize critical events in teacher education sessions (CETEs) and to identify variations within these events. The model comprises three axes: the event participants, the event focus and the dimensions in learning and teaching mathematics (i.e., cognitive, affective and social). The paper discusses the theoretical and empirical construction of the model and demonstrates its potential contribution using examples from our research.

Teachers’ Perspectives and Experiences in Higher Education Vocabulary Instruction

The selection of vocabulary learning strategies (VLS) is a pivotal action in the English teaching and learning process. This study aimed to explore what teachers perceive and experience in vocabulary instruction in higher education. A narrative approach was employed in this study. Using the purposive sampling technique under the criteria of a minimum of four years of experience as permanent English teachers and limited the area of study only to one of religious higher education in Central Kalimantan, five English teachers were enrolled as participants. Unstructured, open-ended interviews were used as the instrument for collecting the primary data. After collecting the stories, the data were reported and validated using triangulation. The results revealed that teachers believed that using a variety of learning strategies to engage learners to be interested in vocabulary instruction was useful. Then, the challenges both external and internal factors faced by teachers in vocabulary instruction could be handled by employing the strategies that fit the students’ characteristics, such as learning vocabulary through songs, games, and social media platforms such as TikTok, YouTube, Instagram, and so forth. Therefore, it can be drawn to the conclusion that teachers must always be creative and innovative in action by utilizing technology advancement. Besides, the use of differentiated instruction approach could be better employed by teachers for solutions to problems, particularly in facilitating diverse student characteristics. Next, the use of various modes of learning or multimodal sources can also help students in higher education to get very meaningful vocabulary learning.

Discourse Structuring Metadiscourse in EMI Lecturer Microteaching Test Performance

Microteaching is frequently used in English-medium instruction (EMI) teacher education to provide a controlled environment for skill refinement and feedback (Deroey, 2023; Morell, 2020), but less frequently in EMI language testing (Dimova, 2017) due to concerns about its suitability. While some argue for its potential to standardize language assessment procedures, others question its ability to reflect classroom discourse (Molino et al., 2022). To address this issue, empirical evidence of the language features of microteaching is needed. So far, however, very limited language-focused research has been conducted. This paper takes a step in this direction by analyzing EMI lecturers’ test performance in terms of discourse structuring metadiscourse, a key language function for enhancing clarity and coherence. The performances of 15 EMI lecturers on the Test of Oral English Proficiency for Academic Staff (TOEPAS) are examined to identify the most commonly used personal and impersonal metadiscourse markers, as well as differences in lecturers’ use of these markers across proficiency levels. Following Ädel’s (2010) reflexive model, quantitative and qualitative insights into metadiscourse are provided. Results suggest that simulated lectures elicit a range of forms and functions of metadiscourse that have been documented in the literature on classroom discourse in English-dominant and non-English-dominant settings. While more research is needed to elucidate the frequency distributions of these forms and how they reflect actual classroom practices, the qualitative analysis across proficiency levels provides insights into the degree of lexico-grammatical variation in the articulation of metadiscourse, which has implications for the widespread use of microteaching in testing and training.

IMPLEMENTASI KETERAMPILAN MENGELOLA KELAS MAHASISWA PENDIDIKAN BIOLOGI UNIVERSITAS TANJUNGPURA DALAM PRAKTIK MENGAJAR

Teachers play an important role in the development of students' potential and abilities through their responsibilities as professional educators. The success of teaching depends on the teacher's teaching skills. This study aims to describe the classroom management skills of fourth semester Biology Education A2 class FKIP Tanjungpura University academic year 2023/2024. Data were collected quantitatively through observation of 25 learning videos using a checklist table. The results showed the percentage of components of classroom management skills including responsiveness (96%), dividing attention (88%), focusing group attention (88%), giving clear instructions (100%), providing reinforcement (100%), modifying behavior (96%), group management (88%), finding and solving behavior that causes problems (4%), and reprimanding (4%). Of the nine components of classroom management skills, seven were rated excellent and two were rated deficient. Although the majority of skills were rated as excellent, there are some aspects that still need improvement. Keywords: Skills, Components, Classroom Management.

영유아교사의 교직에 대한 열정과 교수창의성의 관계에서 그릿의 매개효과

Objectives This study aims to confirm the partial mediating effect of grit in the relationship between the passion for teaching and the influence of grit on teaching creativity and the passion for teaching and teaching creativity of infant teachers. Methods The subject of this study was to analyze the data collected after distributing questionnaires on passion for teaching, teaching creativity, and grit to 209 infant teachers working at kindergartens and daycare centers located in S and H cities in Gyeonggi-do, and A and D cities in Chungcheong-do. The collected data were analyzed through frequency and percentage, Pearson product-moment correlation analysis and mediated regression analysis. Results First, it was found that there was a significant positive correlation between the passion for teaching, grit, and teaching creativity of infant teachers. It was found that the passion for teaching of infant teachers had a significant positive influence on grit and teaching creativity, and grit was found to have a significant positive influence on teaching creativity. Second, it was found that the grit of infant teachers had a partial mediating effect in the relationship between the passion for teaching and teaching creativity. Conclusions This study considers grit, which can have a clear goal based on the beliefs and values of infant teachers in the teaching profession, as a major variable, and suggests the need to develop various support and teacher education programs to promote infant teachers' teaching creativity and passion for teaching.

현직 전문상담교사의 업무수행 경험에 기반한 학교현장실습 개선방향 연구

Objectives The purpose of this study is to examine the effectiveness of pre-service school counselors’ school field practicum and explore ways to improve it by examining the work performance experiences and perceptions of in-service school counselors regarding school field practicum. Methods To achieve this purpose, a Focus Group Interview was conducted for seven school counselors working in Seoul and non-Seoul schools or provincial offices of education. The inductive analysis was performed for the collected qualitative data. Results As a result of the analysis, it was found that the school counselors participating in the study perform tasks such as counseling, crisis case management, operation and administration, consulting and training, and teaching at the school or provincial office of education. And, it was found that they had experienced counseling, operation and administration, and teaching in school field practicum when they were pre-service school counselors. In school field practicum, the participants experienced teaching, operational and administrative work necessary for subject teachers. However, they rarely experienced counseling and crisis case management, which are most important for school counselor’s work. In addition, the school counselors expressed a need for the school field practicum improvement in terms of the content, timing, duration, supervisor, and manual. Conclusions These results imply that the school field practicum of the pre-service school counselors is not related to the work of the school counselors. This study suggested five aspects to improve the school field practicum of pre-service school counselors. The study is significant in that it examined the effectiveness of school field practicum and suggested the directions for improving the practicum based on the in-service school counselor’s work experiences.

Optimization of IPS Learning with the Concept of Cooperation in the Neighborhood for Students of Class 2 MI Al-Whataniyah 1 Jakarta

This research aims to analyze the effectiveness of the concept teaching model in improving social studies learning outcomes on the material of cooperation in the neighborhood environment. The researchers used the Classroom Action Research method with two cycles. The study was conducted at MI Al Wathaniyah 1 North Jakarta with 34 class 2 students as subjects. Data collection was carried out through systematic observation, in-depth interviews, documentation, and learning outcome tests. Data analysis used qualitative and quantitative descriptive techniques. The research results showed a significant increase in student learning outcomes after the implementation of the concept teaching model with classical completeness reaching 85% in cycle II. The average student learning outcomes reached 90%. In addition, the teacher's teaching activities also showed an achievement of 100%. It means that the activity shows the teacher's ability to master the class and apply the concept teaching model well. Student presentations in observing and answering worksheets or written tests also reached 85%. Therefore, this study contributes to the development of a more effective social studies learning methodology at the elementary education level.

The impact mechanism of teaching strategies on student reading achievement in PISA 2018

ABSTRACT Effective teaching strategies are essential for teaching effectively and are crucial to improving classroom teaching efficiency. This study explores the relationship between teacher teaching strategies and high-school students’ reading performance. The results show that (1) Teaching strategies have significant heterogeneous effects on students’ reading achievement. Specifically, adaptive instruction and stimulation of reading engagement instruction can significantly enhance students’ reading performance, while teacher-directed and teacher-feedback teaching has significant adverse effects. (2) Regarding the degree of impact, stimulation of reading engagement instruction strategies has a greater effect on improving reading achievement. (3) The quantile regression model results indicate that teaching strategies have heterogeneous effects on the reading performance of students with different abilities. (4) The mediating effect found that reading enjoyment mediates between teaching strategies and reading achievement. Therefore, schools should create favourable conditions to ensure the effective implementation of different teaching strategies by teachers. Meanwhile, teachers should pay attention to the existing knowledge and experience of students at different ability levels, focus on optimizing and improving adaptive teaching strategies and stimulation of reading engagement instruction strategies, and pay attention to the two-way feedback between teachers and students in the classroom teaching to enhance the effectiveness of classroom education.

A Review on English-Medium Instruction (EMI) in Teaching and Its Effects on University Students’ English Proficiency and Content Learning

English-Medium Instruction (EMI) has gained prominence globally as higher education institutions (HEIs) adopt English to teach academic subjects, particularly in non-Anglophone regions. This review explores the implementation and impacts of EMI on students' English proficiency and content learning in various contexts, including Taiwan, the UAE, Malaysia, and Thailand. EMI has been driven by globalization, institutional internationalization, and the perceived advantages of enhancing students’ career prospects and mobility. While EMI has successfully improved English language skills, its effects on content learning remain inconclusive, with studies showing varied outcomes. Key challenges include linguistic barriers, cultural mismatches, insufficient institutional support, and concerns over linguistic and cultural identity erosion. Notable issues such as limited English proficiency often hinder students' ability to fully engage with course material, leading to disparities in academic outcomes. The review also highlights the diversity of EMI implementation across educational levels and regions, ranging from partial integration in Chinese universities to fully English-medium programs in European HEIs. The findings underscore the importance of policy support, bilingual teaching strategies, and adequate teacher training to address the challenges associated with EMI. Ultimately, while EMI enhances international competitiveness and student employability, its broader implications for equity, cultural preservation, and effective content delivery warrant further investigation. This review calls for more rigorous research to explore the intersection of language proficiency, academic ability, and content mastery in EMI settings.

Improving The Teachers Instructional Capacity through Assistance in Creating Microlearning-Based Learning Media

This community service activity aims to provide insight and knowledge of microlearning learning media for teachers in laboratory elementary schools. The training and mentoring approach is used in this community service activity. This community service activity is carried out through the stages of socialization, training, technology application, mentoring and evaluation, and program sustainability. At the evaluation stage, it was carried out with pre-test and post- test sheets which were then analyzed using the SPSS 24.0 program. Based on the results of post-test calculations, there was a significant improvement in the skills of participants before and after participating in training activities. Thus, it can be concluded that there is a need for regular training and mentoring activities, especially in increasing the instructional capacity of teachers in the current digital era. Through this community service activity, it is hoped that it will be able to produce a teaching module and post-activity monitoring.

How Should Teachers Teach?

How Should Teachers Teach?

The practice of special education teachers in remote teaching during and after the Covid-19 pandemic

The practice of special education teachers in remote teaching during and after the Covid-19 pandemic

A STUDY ON THE AWARENESS OF SCHOOL TEACHERS ABOUT POLICY DOCUMENTS RELATED TO MENTAL HEALTH

Rising awareness of mental health in India has led to the formation of policy initiatives aimed at promoting mental well-being. These policies include instructions for teachers to prevent mental distress and promote mental health. Teachers’ perception, awareness, and preparedness to tackle mental health issues among students are crucial. Teachers can play a key role in improving mental health by identifying early symptoms of distress and promoting sound mental health among students. The study aimed to determine the current level of implementation of the RTE Act and the Mental Health Care Bill, assess the level of mental health awareness among teachers, and evaluate school counseling competencies related to mental health issues. The study is quantitative in nature, with data collected from twenty randomly selected schools through a questionnaire. The results showed a gap between policy creation and its successful implementation. Awareness, reach, and quality of services are uneven, particularly in the field of school education. The study reveals that the reality falls short of expectations, and there are numerous ethical initiatives in policies and practices that require strong campaigns to support grassroots actions aimed at improving the condition of school children suffering from mental health issues in India. The authors recommend identifying core areas within education and health policies, emphasizing the need for counselors in schools.

국내 일반대학 강의평가 선행연구에 대한 문헌 고찰: 교수자 변인 중심으로 (1994-2024)

Objectives The present study analyzes the previous research on college course evaluations in Korea over the past 30 years related to instructor factors. It then identifies how instructor-related sub-factors influence course evaluations and provides implications for designing valid course evaluations. Methods We collected previous research articles on course evaluation conducted in Korean universities from 1994 to 2024. We followed three steps to gather research related to instructor factors. First, we screened by looking at the titles of the articles. Then, we looked closely at the abstracts. Finally, we examined the results of these articles. As a result, 37 research articles were selected with five sub-factors: (a)position and experience, (b)age, (c)teaching ability, (d)gender, and (e)research and service achievements. Results Overall, the higher the faculty position and the more years of experience, the higher the teaching evaluation scores. Full-time professors had higher ratings than part-time instructors. An instructor's age tended to have an inverse effect on their course evaluation scores, with older instructors generally receiving lower scores. The quality of an instructor's teaching had a significant effect on course evaluation scores, particularly course preparation, teaching methods, and instructor-student interaction. When it comes to instructor gender, the results are mixed. However, some studies have found that courses taught by female instructors received higher teaching evaluations. Finally, faculty with more research and service achievements tended to have higher course evaluation scores, but this area is still understudied and more research is needed to draw firm conclusions. Conclusions The current study shows that various instructor-related sub-factors have an influence on college course evaluations. These findings are expected to enhance the validity and reliability of course evaluations in the near future.

Structural Relationship among Perceived Cost, Academic Procrastination, Career Preparation Behavior, and Intention to Leave Teaching of Pre-service Teachers: The Mediating Effect of Achievement Goals

Structural Relationship among Perceived Cost, Academic Procrastination, Career Preparation Behavior, and Intention to Leave Teaching of Pre-service Teachers: The Mediating Effect of Achievement Goals

Descriptive Study: Implementation Of Keyboard Musical Instrument Learning Method For Students With Visual Disabilities At SLB N Branjangan Indonesia

The purpose of this study was to describe the learning methods used in learning to use keyboard musical instruments for students with visual disabilities at SLB N Branjangan. This research uses a qualitative descriptive approach, with a case study approach with data collection techniques through observation, interviews and documentation with the research subjects being music teaching teachers and SLB students who take part in learning Keyboard musical instruments. The results of this study indicate that the implementation of keyboard musical instrument learning methods for students with visual disabilities in SLB N Branjangan includes planning, implementation and evaluation. Planning is done by compiling some material that will be studied specifically by students with visual disabilities, then in the implementation of learning using mixed methods in one face-to-face meeting consisting of lecture methods, demonstration / direct practice methods and exercise methods. the lecture method is carried out in a classical or comprehensive manner, while the demonstration method is carried out individually or alternately, while the evaluation is carried out by the teacher of each student at the end of the keyboard music lesson individually by asking questions and students are ordered to practice or play keyboard musical instruments