Teaching Of Course Research Articles

Development of a hybrid reflective micro learning model based on ICT in Micro Teaching courses

This research aims to develop a hybrid reflective micro-teaching model. The research method used is a type of research and development referring to the Borg and Gall RD Cycle. The research results from reflection sheets indicate that some students could perceive the teaching for themselves. This is evidenced by the correspondence between friend’s assessments and the results of their reflections. However, some students seemed less attuned to what was being taught. Peer observations and reflection on students’ learning indicate a promising potential for improvement in students’ self-assessment. For instance, some students reflected “good” in planning and implementing materials but couldn’t demonstrate their abilities accordingly. Limited trials of the Reflective Microteaching model indicate a tendency for students to respond positively to the model. Observations using various instruments also show an inclination toward better understanding and increased awareness of learning planning and implementation. Nonetheless, there are still discrepancies between reflection results and friends’ observations.

Experimental teaching design of CRISPR/Cas9 technology in rice breeding application

The CRISPR/Cas9 gene editing technology has proven to be valuable in crop breeding applications. Understanding and mastering this technology will provide a strong foundation for students majoring in biology, agronomy, and related fields to engage in scientific research and work. To incorporate CRISPR/Cas9 technology into experimental teaching courses at colleges, an innovative teaching experiment entitled "Enhancing the resistance of rice plants to bacterial blight disease using CRISPR/Cas9 technology" was designed. The experiment allows students to deepen their understanding of the basic principles of CRISPR/Cas technology, acquire proficiency in its protocol, and learn to apply the technology for targeted molecular breeding of rice. It not only expands students' knowledge and skills, but also promotes the reform and innovation of experimental teaching methods.

Status, Problems and Challenges of Kaduna South L.G.A Nigeria on the Solid Waste Management in Unguwan Sanusi

The rapid increase of people, booming budget, rapid urbanization, increase in marketable, agricultural and industrial events are the major reasons for the increase in generation of solid surplus. This paper will inspect the domestic waste management in Unguwan Sanusi, Kaduna South L.G.A Nigeria with the precise objectives which are, to identify the types of domestic waste produced, to identify the approaches of domestic surplus dumping in the study area, and to identify the challenges faced by the inhabitants resulting from waste. According to the findings of the field study, domestic waste management in Unguwan Sanusi area of Nigeria is the responsibility of both the government and private organizations because it affects both parties in some manner. The lack of adequate dumpsites provided by the relevant agencies appears to have an impact on domestic waste disposal techniques in the research area. The analysis was done and presented using, method of questionnaire where in 250 questionnaires were placed and 150 people responded. The data revealed that the respondents had a diverse range of socioeconomic characteristics. It also revealed that locals were dissatisfied with trash management procedures, with many of them being unaware of the body/agency in charge of waste management. For proper hardsurplus management, environmental teaching courses should be introduced in all levels in schools in Nigeria and an additional formal disposal site must also be provided which must be close to one another.

The preparation of supervisors through collaborative supervision: A narrative account

AbstractTeacher educators are typically involved in preparing preservice teachers (PSTs) in initial programs through teaching courses and supervising practicum experiences, including the culminating student teaching practicum. Using self‐study of teacher education practices (S‐STEPs) during supervision, the authors describe a scaffolded process of learning to supervise teacher candidates and engage in reflections about their experiences working collaboratively. This narrative account by a more experienced supervisor and a new supervisor uses samples of feedback to teacher candidates to demonstrate a collaborative process based on multimodal observational field notes, which included sample discourse from the classroom to exemplify interactions, teaching activities, and photographs of classroom activities. Both researchers participated in joint meetings with (1) PSTs to discuss feedback, (2) mentor teachers to discuss progress of PSTs, and (3) all PSTs to discuss themes that emerged from observations and assessments, something unique to this collaboration. The authors discuss how their collaboration led to curriculum changes to a TESOL methods, curriculum, and assessment course influenced by observations in the field. The article concludes with implications and recommendations for other teacher educators interested in collaborative supervision.

Data Mining-driven Multiple Regression Analysis of Cultural Identity in International Students’ Perceptions of Chinese Culture

A multiple regression fitting analysis was conducted to investigate the level of cultural identification of 222 international students studying in China with respect to Chinese culture. The dependent variables are the Chinese Culture Integration Will (CCIW) and the Chinese Culture Integration Degree (CCID). A number of independent variables are taken into account, including gender, age, and religion. A cost-benefit approach is employed, with management convergence (MC) on the cost side, and the intention to work in China (IWC) on the benefit side. Based on data mining and regression model fitting, we use the software program of SPSS to compute the KMO of the questionnaire data, make factor analysis, and then utilize the econometrics software package to make stepwise ordinary least squares estimation. The results indicate that active involvement in school cultural clubs, as well as aspirations for employment within China, significantly influence students’ willingness to comprehend Chinese culture. In contrast, personal characteristics such as gender, age, and nationality appear to have a negligible impact. In order to significantly strengthen students’ cultural identities, they need to become proficient in Chinese language, interact more frequently with Chinese peers, participate in cultural activities at school, and develop effective assimilation strategies. The desire to work in China does not significantly contribute to the integration of cultures. It should be noted that the quality of instruction in courses related to Chinese culture as well as participation in extracurricular activities off-campus do not significantly enhance the level of cultural identification among students. By analyzing big data on international students in China, it is possible to gain insight into international student education and Sino-foreign exchanges.

Digital Technology: Research on the Construction and Application of Blended Teaching Curriculum of Practical Physical Education Classroom Teaching Skills in the Big Data Background

Big data is bringing discipline to education. Under the guidance of digital technology, education has ushered in the upsurge of digital reform, digital course teaching has gradually entered the public's vision, and the upsurge of digital course open education is coming. The paper adopts the research methods of literature, field investigation and logical analysis, and takes the construction of digital curriculum mixed teaching course based on the platform of Superstar Learning as the research object. This paper constructs the curriculum construction ideas in three stages of "pre-class, mid-class and after-class", and draws the following conclusions through the research of blended teaching curriculum practice in the big date background: Build digital media teaching resource library, record multi-platform online teaching videos, practice dual-track mixed teaching, pre-set interactive classroom teaching activities, after-school homework to consolidate and improve classroom learning, online examination to achieve teaching effect evaluation and feedback, etc. And summed up four practical experiences of multi-style one-click check-in function to help class attendance, interactive teaching activity function to achieve subject participation, paperless online evaluation function to detect learning effect, digital courses to break the limitation of time and space. Digital technology improves the convenience of course teaching and forms a visual teaching effect. Digital technology provides new ideas for digital curriculum teaching. The existence of digital curriculum provides more possibilities for personalized learning, while hybrid teaching promotes the interaction and cooperation between students and teachers. Build an online learning platform based on big data to support computer technology, and guide students to conduct simulation and practice in the teaching process.

Advancements in MADM with college English teaching quality evaluation: Integrating 2-tuple linguistic neutrosophic models with prioritized heronian mean techniques

With the continuous development of Internet era, teaching modes are also being innovated and developed, and online and offline blended teaching (OOBT) is one of them, which is mainly achieved by combining OOBT. By combining online and offline teaching modes with college English courses, teachers not only help students cultivate independent learning habits, but also help them think alone and improve their practical skills. This is also true for vocational and technical education, and it can be said that this approach is more relevant. The OOBT evaluation in college English teaching courses is deemed to multiple-attribute decision-making (MADM). In this study, we connected the geometric Heronian mean (GHM) technique and prioritized aggregation (PA) in line with 2-tuple linguistic neutrosophic numbers (2TLNNs) to produce the generalized 2TLNN power GHM (G2TLNPGHM) technique. Then, the G2TLNPGHM technique is implemented to process the MADM under 2TLNNs. Finally, the G2TLNPGHM technique is implemented as the numerical example of evaluating the OOBT in college English courses. Some comparative analysis of the impact of parameters are fully addressed.

Mathematical Thinking Among Pre-Service Teachers: A Critical Component of Teacher Preparation

This research examined pre-service mathematics teachers' mathematical thinking abilities, focusing on problem-solving, mathematical representation, reasoning, mathematical communication, and mathematical connection. Additionally, the study aimed to determine whether there were significant differences in mathematical thinking between pre-service students majoring and minoring in mathematics. The research employed a quantitative approach and involved 277 pre-service mathematics teachers enrolled in the Mathematics Teaching course at the Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris in Malaysia. The research design utilized a survey method, and data were collected through a mathematical thinking questionnaire. The collected data were analyzed using statistic descriptive including mean and standard deviation, while inferential statistics use t-test analyses. The study results revealed that the overall mean is 4.506, followed by standard deviation is 0.541, indicating that the pre-service teachers show a higher positive mathematical thinking. The result also shows a significant relationship between problem-solving, mathematical representation, reasoning, mathematical communication and mathematical connection. The findings also indicated significant differences in mathematical thinking between pre-service mathematics teachers based on gender. Lastly, the result shows that the study recommended the inclusion of mathematical thinking development in teacher education programs to enhance the mathematical thinking abilities of pre-service mathematics teachers. In conclusion, mathematical thinking is an essential aspect of teacher preparation, as it contributes to ensuring the quality of the next generation.

음악 감상 능력 계발을 위한 가상 현실 교육 콘텐츠 개발

The purpose of this study is to develop virtual reality education content for the cultivation of music appreciation ability. Under this goal, the investigator designed the study in a structure of basics, designs, and results. Chapter 2 for the basics of the study examined the background of developing virtual reality education content, the concept and stages of raising music appreciation ability, and the principle of universal design for learning. Chapter 3 for the research design describes the nature of developing virtual reality education content to raise music appreciation ability, the eight courses of virtual reality education content to raise music appreciation ability, and the application of the universal design for learning principle to the development of virtual reality education content. Based on them, Chapter 4 for findings discussed the development of virtual reality education content to raise music appreciation ability in four paragraphs covering the teaching and learning principles to develop virtual reality education content for raising music appreciation ability, the content system of each teaching and learning course, the direction to develop a teaching and learning course, and assessment. Based on these findings, the study made the following proposals for a follow-up study: first, music subject educators should understand virtual reality education content in an approach of educational technology and conduct research on ways to apply it to teaching and learning; and secondly, music subject educators should be fully aware of the characteristics of music subject education in an approach of subject pedagogy and sophisticate the development process of music appreciation ability as the basis of singing, instrumental music, creation, and appreciation activities in music subject education.

THE EFFECTIVENESS OF THE PROJECT METHOD IN TEACHING HUMANITARIAN DISCIPLINES

Cutting-edge methodologies within higher education necessitate the cultivation of a proficient and competitive specialist capable of innovative thinking and can perform professionally amidst contemporary volatile circumstances. The purpose of this study was to identify the effectiveness of the project method as an innovative tool for the teaching of humanitarian subjects. The research used such methods as follows: questionnaire, observation, experiment, as well as statistical methods for data processing. In the course of the research, it was determined that the students who were engaged in the project activity, during the project, autonomously researched scientific, reference, educational, and methodological literature. A group of experts found that students’ participation in project activities influenced the development of creative activity and creative systemic thinking, contributed to their self-organization. During the survey, it was determined that students' independent work on creating projects ensures the development of personal and functional components of self-organization.The research's scientific novelty lies in its exclusive focus on students studying humanitarian disciplines. The restricted scope of the experiment facilitated the identifying the project approach as such that can be integrated into the academic system to enhance students' personal and practical proficiencies, thereby promoting their overall growth. Further research can be aimed at determining the effectiveness of using game methods in the course of teaching of humanitarian disciplines.

Evaluating the impact of a teaching course for GP speciality trainees

ABSTRACT Introduction Near-peer teaching offers mutual benefits for clinical trainees and the students they teach. However, General Practice Speciality Trainees (GPSTs) are typically less involved in community-based teaching than their hospital-based peers and often do so without formal pedagogical training. This study details the immediate and longer-term evaluation of a teaching skills course delivered to final year GPSTs. It addresses a gap within existing near-peer literature which, although extensive, is predominantly hospital-based and limited to short-term outcomes. Methods The course was designed and delivered to all local final year GPST schemes. Pre- and post-course questionnaires scoring confidence, comfort, and understanding of teaching roles were analysed across two years’ delivery. Furthermore, individual interviews of participants 4–6 months after attendance were thematically analysed to explore how GPSTs translated course content into practice. Results GPSTs reported a decline in their teaching activities as they embarked on their final year of GP teaching. Immediate post-course teaching-related confidence and knowledge scores increased. However, follow-up interviews revealed that GPSTs’ initial enthusiasm was short-lived and outweighed by competing demands within an intensive short-duration training scheme. They expressed concerns about their own learner status as they themselves developed competency in a vast and varied speciality, and cited a lack of support from their trainers. Conclusions Teaching skill courses alone are insufficient to address the ongoing challenges of enhancing the teaching role of GPSTs. Further work is now needed to explore multi-level interventions to promote the role of GPSTs as near-peer teachers to harness the mutual benefits to all involved.

Enhancing Stoma Care Education for Junior Doctors: A Comprehensive Teaching Series.

Introduction Colorectal stomas are prevalent in surgical wards and demand careful medical attention, particularly in stoma management. Junior doctors play a vital role in this care, but their limited exposure and training may hinder their ability, impacting patient care. Given the dearth of literature, we aimed to assess junior doctors' stoma care knowledge and the efficacy of a specialized teaching course in boosting their confidence and skills. Methods The research, conducted at the West Suffolk Hospital NHS Trust in the UK, engaged 60 junior doctors, predominantly from Foundation Year 1 and Year 2, from August 2021 to December 2022. To ensure effective management and assessment, participants were divided into four groups, each comprising 15 doctors. A pivotal aspect of the study was implementing a structured stoma teaching series delivered by a panel of seasoned surgical experts. This series, conducted every Friday for three weeks, comprehensively covered all facets of stoma care. Both before and after the teaching series, assessments were administered to measure the impact of this educational intervention on the participants' understanding of stomas. The study meticulously adhered to ethical guidelines, with all participants providing informed consent, and measures were implemented to guarantee anonymity, thus safeguarding the privacy and confidentiality of all individuals involved. The primary objective of this investigation was to evaluate the efficacy of the stoma teaching series in augmenting the knowledge and comprehension of stomas among junior doctors. The findings of this study hold significant potential in guiding healthcare professionals toward developing more efficacious stoma education programs, ultimately leading to improved patient care outcomes. Results The study involved 60 junior doctors categorized into four groups from August 2021 to December 2022. It aimed to assess their understanding of colorectal stomas, focusing on complications and their knowledge about stoma appliances and care nurses. A questionnaire was used to evaluate their knowledge in these areas at the start of their surgical rotation, which showed significant knowledge gaps among participants. Of the 60 participants, 48 (80%) expressed slight or no confidence in basic stoma care, while 54 (90%) admitted unfamiliar with managing stoma complications. Astonishingly, all 60 (100%) participants lacked awareness of fundamental stoma care concepts. Significant improvements were observed following a comprehensive stoma teaching series covering basic stoma knowledge, its complications and management, and practical stoma care. Feedback from the course revealed positive outcomes, with 54 (87%) doctors feeling confident or very confident in basic stoma knowledge and 48 (80%) reporting increased familiarity with managing stoma complications. Remarkably, all 60 (100%) doctors indicated comfort with stoma care concepts after the sessions. Participants emphasized the course's value in medical education and professional development, citing enhanced practical skills such as communication and teamwork. Conclusion Our study revealed junior doctors' limited stoma knowledge, emphasizing the need for a dedicated teaching program that significantly improves their understanding.Focused stoma education is vital for junior doctors to deliver optimal patient care, necessitating hospitals to promote awareness for improved patient outcomes.

Utilising summative assessments to enhance learning in medicine: a valvular heart disease teaching course for a specialty practical exam

Utilising summative assessments to enhance learning in medicine: a valvular heart disease teaching course for a specialty practical exam

College Faculty Experiences With Student Disclosures of Victimization.

Victimization of college students is widespread, and it is not uncommon for students to disclose these experiences to faculty. Given that how faculty respond to disclosures may have implications for students' psychosocial and academic outcomes, it is key to know more about disclosures to help faculty prepare a supportive response. This study used data from an online survey of members of two U.S.-based professional scholarly associations for criminal justice and criminology (N = 637) to look at the nature of student disclosure of victimization and which faculty are more likely to receive such disclosures. Disclosure to faculty was widespread (87% of faculty had received at least one disclosure of victimization from a student), and disclosures were mostly made in person. Over half the time (52.3%), participants thought the disclosure was prompted by an incident in class or another aspect of the course, and more than a quarter of the time (28.8%), the disclosure came from a student in a course that utilized trigger warnings. A faculty member's individual identities, such as gender or race and ethnicity, did not appear to render them more or less likely to receive student disclosures. However, faculty with victimization experiences who had links to victim services organizations, who were teaching in a Sociology department, or who had been teaching longer were more likely to have received a disclosure. Graduate student instructors were less likely to have received a disclosure, even controlling for years of teaching. This suggests widespread training of college-level instructors in how to respond to a student's disclosure of victimization may be warranted, at least for faculty teaching courses focusing on criminology and criminal justice.

Teacher Role and Domain of Expertise in the 21st Century: Evidence from Preservice Biology Teacher

This research focuses on biology education students' perspectives regarding teacher roles and domains of expertise in the 21st century identified from micro teaching courses. The aimed of this study was to describe the types of teacher roles that emerge in teaching practice in micro teaching courses and identify domains of expertise based on the perceptions of prospective biology teacher students while attending micro teaching courses. This research method is a qualitative based on the lesson study framework. The research instruments used questionnaires, interviews, and the observation of the learning process. The research results show that there are weaknesses in the domain of expertise needed in the 21st century, which consists of mastery of content/material, technology and pedagogy. Suggestions for further research are that good cooperation between universities and partners in schools is needed by forming the lesson study for learning communities (LSLC). This LSLC can develop the competencies of prospective biology teacher students, especially those related to pedagogical, technological, and concept mastery competencies on an ongoing basis

Investigation of Teaching Gallery in Clinical Teaching of Ultrasonic Medicine

In the course of ultrasonic medical teaching, disease images are indispensable. However, the randomness of real-time teaching case resources often affects the smooth development of clinical ultrasound teaching. Based on the picture archiving communication system, the audio-visual images and clinical data of cases were collected and the teaching gallery was established. The gallery can be used for teaching common diseases, rare diseases, new ultrasonic technology and interventional ultrasound to ensure that the teaching content is consistent with the teaching process. It can overcome the uneven distribution of diseases, some patients poor teaching compliance and other practical clinical teaching problems, so as to improve the effect of ultrasonic clinical teaching.

TURKIC-RUSSIAN LANGUAGE INTERSECTIONS AND THEIR CONSIDERATION IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE (THE RESULTS OF WORKING WITH TURKMEN STUDENTS)

Purpose. In the article based on the author’s many years of experience of working with foreign students she aims at the analysis of a block of issues related to language unions and the functioning of languages in the modern world, which is methodologically significant in the process of teaching Russian as a foreign language. The objects of study are the similarities between two structurally different language families; the indicators of this specificity in language consciousness; the questionnaire data of 500 foreign students in the process of teaching a linguistic course of language theory. Method and methodology of the work. A number of methods are used in it, the main of which is the general descriptive one. It also includes such methods as comparative, functional, stylistic analyses and partially a quantitative one. Results of the research. It allowed to find out and systematize universal characteristics of the Turkic and Russian languages which are manifested in the modern period of integration of peoples. It also presents the results of the questionnaire of Turkmen students in the course of teaching of academic disciplines with subsequent analytical survey of the questionnaire data; it covers the problems of language teaching of Turkmen students and gives a number of methods of working with students. Practical implications. The results of the research can be implemented in teaching such academic disciplines as language theory, comparative linguistics and cultural studies.

공감적 발문에 기초한 하브루타 프로그램이 예비교사의 학습몰입에 미치는 효과

This study aimed to develop a Havruta program to improve pre-service teachers' flow in learning to verify its effectiveness. The subjects of the study were 40 preservice teachers taking teaching courses at K University in Seoul and were randomly assigned to experimental and control groups. The experimental group participated in the Havruta discussion activity for eight weeks, while the control group did not participate in the Havruta discussion activity. The learning flow measurement tool was adapted from Park's (2015) measurement questionnaire and modified to suit the purpose of this study after consulting three experts. According to the results of the study, the experimental group showed significant differences in the time distortion of learning experience and self-purposeful experience of learning outcomes than the control group, indicating that the Havruta program had a positive effect on preservice teachers' flow in learning. The significance of this study is that it suggests a specific design method for a Havruta program that is effective in preservice teachers’ flow in learning, and that it is structured in such a way that it can be generalized and utilized by presenting specific texts and empathic questioning for Havruta.

Analysis of Students Basic Teaching Skills on Teaching Practice of Micro-Teaching Courses

Basic teaching skills are skills that prospective teacher students must have. This research aims to determine the level of basic teaching skills in teaching practice among Biology Education students taking the Micro Teaching course in class A group B in 2022/2023. Data was collected from observations of student teaching practices through peer teaching. The instrument used is an observation sheet derived from indicators of eight aspects of basic teaching skills, with answer choices using a Likert scale. The data was analyzed descriptively by calculating the average score obtained by each indicator on the eight aspects of basic teaching skills observed. The observation results show that students' average in all aspects of basic teaching skills is very good. In contrast, the results of observations on the indicators for each element of skills show categories that vary from quite good, good, and very good. It can be concluded that students have been able to apply the eight aspects of basic teaching skills in teaching practice very well. However, if we look at the indicators for each aspect of skills, there are still students in the quite good and good categories.

FEATURES AND PROBLEMS OF PROFESSIONAL VOCAL EDUCATION AND REFORM EXPLORATION IN MODERN CHINA

Vocal music teaching occupies an important place in the music education and teaching system of colleges and universities, and is also one of the core professional courses for music teaching in colleges and universities. Although vocal music teaching in colleges and universities in China has achieved good results, with the development of society, the traditional teaching model in the PRC has been unable to meet the needs of modern development teaching, especially in terms of concept as well as teaching content and method, which is serious hinders the development of modern teaching. Therefore, it is necessary to reform vocal teaching in Chinese universities. This article first briefly analyzes the current situation of vocal teaching in colleges and universities, and then suggests some strategies for reforming teaching that should be aimed at developing professional talents. The author talks about the need to reform modern teaching methods to diversify teaching and offer students flexible and targeted learning based on real situations and personal characteristics of students to meet the needs of social talent development.