Teaching Methodology Course Research Articles

The development of pre-service teachers’ competence to teach mental calculation strategies

Background: There is a concern in South Africa that pre-service teachers do not have the required knowledge to teach mathematics in primary school and to develop learners’ number sense. In this study, pre-service teachers taught the mental strategy of bridging through ten through a structured teaching sequence from the Mental Starters Assessment Project (MSAP) materials as a work-integrated learning opportunity.Aim: We ask the question: How do the MSAP materials support pre-service teachers in competently teaching mental mathematics?Setting: Thirty-eight Bachelor of Education (Foundation Phase) third-year preservice teachers from an Eastern Cape university participated in this study.Methods: Participants taught the strategy during their Teaching Practice, quantitatively analysed the results of their classes and reflected on the experience in a questionnaire and focus group interviews.Results: Results indicate that the teachers were relatively successful in their teaching of the strategy; however, all indicated that they taught the sequence for a more extended period than recommended. Qualitative responses provide evidence of the teachers’ development in their knowledge of learners and their characteristics, general pedagogical knowledge, pedagogical content knowledge and knowledge of educational contexts.Conclusion: This study offers evidence of the professional learning of pre-service teachers that resulted from taking an integrated approach to facilitating a mathematics teaching methodology course through requiring a work-integrated learning component.Contribution: We argue that such an approach is necessary for pre-service teachers to be adequately prepared for the challenges of teaching mathematics in the South African classroom.

Can novice teachers detect AI-generated texts in EFL writing?

Abstract The introduction of generative artificial intelligence (AI) to the wider public could have a huge impact on EFL learning and teaching. Researchers have voiced concerns that learners might lean too much on technology. Previous studies have investigated the use of AI tools in L2 writing with various populations and found that it was difficult for teachers to detect use of AI and that teachers mainly relied on linguistic strategies to detect AI-generated texts. This paper reports on a qualitative study that investigated whether novice English teachers were able to detect AI-generated writing and which strategies they used to do this. The results show that some novice teachers are quite good at detecting AI-generated texts, while others proved to have more difficulties. The teachers used both linguistic and content-related strategies to detect AI-generated writing. The results point towards the value of including this topic in teaching methodology courses in (initial) teacher training programmes.

AN INVESTIGATION OF FACTORS AFFECTING ENGLISH TEACHING FOR YOUNG LEARNERS OF EFL STUDENTS

Currently, English is used widely in modern life, including education, business, and international relations. As a result, persons attempting to enhance their English skills have a variety of goals. The researcher's goal in this study is to investigate English major students' perspectives on teaching English to young learners. Additionally, the project exposed factors of teaching effectiveness such as teachers' manners, instructional techniques, and challenges in the classroom regularly. This research consists of 62 EFL students at Tra Vinh University who had completed teaching methodology courses and practicum experience and 8 teachers at Sunrise Center. The data were gathered through a questionnaire and interview session. The outcomes indicate that teaching techniques are a significant factor in teaching English to young learners. Moreover, teachers' manners toward students can impact students' language learning outcomes. Last but not least, this study identified several challenges that appear in English classrooms frequently, including a lack of motivation, short attention spans, and obstacles in communicating in English confidently. These findings can inform EFL teachers and curriculum designs to provide learners with quality learning outcomes.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0014/a.php" alt="Hit counter" /></p>

Embracing the Extend Platform in Postgraduate Education: Unveiling Student Perspectives on Technological Trends in Course Delivery

Recent global events have made it crucial for higher education to continuously update course content with digital alternatives to meet evolving student expectations and enhance their learning experience. The extent of course redevelopment varies widely, depending on the specific learning outcomes. While numerous studies investigate the impact of digitally revitalized course materials on tertiary students, less is known about the user experiences of international postgraduate students in the context of a second language teaching methodology course using different delivery modes. Our study examined postgraduate students’ perceptions of Extend using the Technology Acceptance Model 2 (TAM 2). Extend is an online platform implemented as the main course delivery platform in two postgraduate courses at a large urban Australian university. The results from mid-term evaluation surveys and end-of-semester course evaluations indicated that most students had positive attitudes towards Extend, finding it beneficial for content inclusivity and course objective transparency. The findings highlight both the perceived usefulness and ease of use for building their independent learning journey. However, for a long-term successful learning outcome in delivering this platform across various class deliveries, other aspects related to individual differences need to be taken into consideration.

Evaluation of a course for simulation instructors at a Peruvian university

Introduction: medical education is constantly evolving to respond to the demands of the clinical and social context, and it is of vital importance to design and implement training programs according to the needs of each educational institution for training and improvement of educational services. Objective: to evaluate the satisfaction of the course carried out by the UPCH simulation center using the Kirkpatrick model. Methods: a survey was used at the end of the course and another one after 1 month. All responses were recorded using a Google Forms format. Results: in the General Satisfaction section, 66 % of the participants responded, "Very satisfied". In the General Evaluation section, regarding the organization of the course, the most voted answer was "very well" with 52 %. Regarding the pre-course bibliography, 54 % of the participants thought it was "Very good". Finally, regarding the facilities where the course was held, 62 % of the respondents indicated that it was "Excellent", 36 % of the participants mentioned the ECOE Module as the part of the course they found most useful. Conclusion: it is recommended to periodically include the clinical simulation teaching methodology course as a requirement for simulation trainer training as well as to continue to implement surveys in order to make changes and improvements through participant feedback.

Iranian EFL teachers’ knowledge and skills in a language teaching methodology course: a gap-analysis study

PurposeThis study aims to investigate the perceptions of Iranian English teachers about their teaching efficiency through a specific practicum course, namely, language teaching methodology. Drawing on a marketing education perspective, the researchers sought to measure the service quality offered in universities by examining teachers’ satisfaction with the curriculum.Design/methodology/approachUsing quantitative gap analysis, the study evaluated the knowledge and skills of teachers in their preservice education regarding the perceived importance of knowledge and skills required in practice. The study involved 120 English as a foreign language teachers holding a BA degree from two universities in Iran, each with two to four years of teaching experience in the private sector. Data were collected using a 40-item semantic differential Likert scale developed by the researchers. The scale incorporated two components that assessed teachers’ perceived importance of knowledge and skills and their preservice educational preparation.FindingsThe findings revealed that most participants were overprepared in various items. However, there were some gaps in content knowledge and skills. Reasons for these gaps mainly included having adequate experience of and/or familiarity with course content, having completed relevant courses beforehand and imitating role model teachers. Teachers’ underpreparation was attributed to their lack of preparation in some specific subjects due to limited skill, practice, motivation, experience and familiarity with that content area.Originality/valueThis study explores the perceived knowledge and skills of Iranian English teachers and provides empirical insights into higher education service quality and customer satisfaction.

Quality of life and financial inclusion in Bogota: A predictive analysis through machine learning

Introduction: medical education is constantly evolving to respond to the demands of the clinical and social context, and it is of vital importance to design and implement training programs according to the needs of each educational institution for training and improvement of educational services. Objective: to evaluate the satisfaction of the course carried out by the UPCH simulation center using the Kirkpatrick model. Methods: a survey was used at the end of the course and another one after 1 month. All responses were recorded using a Google Forms format. Results: in the General Satisfaction section, 66 % of the participants responded, "Very satisfied". In the General Evaluation section, regarding the organization of the course, the most voted answer was "very well" with 52 %. Regarding the pre-course bibliography, 54 % of the participants thought it was "Very good". Finally, regarding the facilities where the course was held, 62 % of the respondents indicated that it was "Excellent", 36 % of the participants mentioned the ECOE Module as the part of the course they found most useful. Conclusion: it is recommended to periodically include the clinical simulation teaching methodology course as a requirement for simulation trainer training as well as to continue to implement surveys in order to make changes and improvements through participant feedback.

Developing Teaching Material of Research Methodology and Learning with 4D Model in Facilitating Learning During the Covid-19 Pandemic to Improve Critical Thinking Skill

This research and development aimed to produce teaching materials for research and teaching methodology courses using the 4D model. Teaching materials were arranged based on a 4-D procedure: Define, Design, Develop and Disseminate. The validated teaching materials were tested through small groups of 30 students and large groups of 90 students. It collected data using observation, interviews, documentation, and questionnaires. The data were analyzed qualitatively by data reduction, data presentation, and drawing conclusions and verification. The quantitative analysis was done by processing data from expert reviews and responses from lecturers and students using percentages. The development results were teaching materials validated by four expert validators: content-focused material, curriculum-focused material, learning design, and language. The research and development resulted in a defined stage obtained material elaboration from the point of view of the research methodology of language, mathematics, and geography. The design stage was based on the design validator's suggestion regarding an attractive appearance on the cover, chapter titles, and the format of the content of the Deepublish textbook. In the development stage, the validation results obtained an average of 76.37% with good qualifications, and the average test decision was feasible with revisions in certain parts. The test results of small group students obtained 75.19% or good qualifications. The results of the large group trial got 76.83% or good qualifications. The research concludes that teaching materials have been compiled based on 4D steps. Based on the findings, the implications of this study show that the teaching materials resulting from the development can be used as material for consideration for teachers in delivering related material under the conditions during the Covid-19 pandemic.

Communication Strategies in Synchronous and Asynchronous Media

This study compares the communication strategies employed in synchronous and asynchronous media during the learning of English. E-learning has been employed more frequently. This condition enables English subjects to be taught and learned in a setting without face-to-face interaction. E-learning is available in both synchronous and asynchronous modes. Based on the communication methods that arose in both modes, this study was done to present the emergence of communication strategies in both media. The present study involved 36 university students who were enrolled in a teaching methodology course and one lecturer. Specifically, the data were gathered through WhatsApp Group observation and Zoom interviews. The discussion of the study was presented using an explanatory format because it was a qualitative study. From the study, there were 3 types of communication strategies found in synchronous (Zoom), namely codeswitching (87%), time-gaining (13%), and foreignizing (0,3%). While in asynchronous mode using WhatsApp Group, codeswitching (12,5%) and literal translation (87,5%) were found. and synchronous media (Zoom). It was found that the students’ engagement in the WhatsApp group was higher (82%) than was found in Zoom (18%). However, the attitude and awareness of the students also played a significant role in the development of the communication strategies. This study contributes to the research on communication strategies found not only in oral form but also in written form and can be a consideration to promote the teaching of communication strategies.

EFL Teachers' Stress and Coping Strategies: the case of public primary schools in Jimma Zone, Ethiopia

EFL teachers usually experience stress as a result of environmental and personal factors. However, the problem and its triggering factors appear to be overlooked in the study context. Thus, the goal of this study is to look into EFL teachers' stress, the factors that contribute to it, and coping strategies used in public primary schools in Jimma Zone, Ethiopia. Mixed methods design, cluster sampling, and judgemental sampling techniques were used in the investigation. A total of 100 EFL teachers took part in it. Data was collected using a questionnaire and an interview, and descriptive and inferential statistics were employed to analyze the data. The findings demonstrate that the majority of the teachers have experienced stress and that all of the posited factors have a substantial association with the problem. The major finding is that stress negatively affects EFL teachers' working behavior. In light of this finding, it is suggested that coping strategies training be provided. The study has pedagogical implications as it suggests that emotional intelligence and stress coping techniques be included in EFL teaching methodology courses. Finally, because the sample is too small to generalize to various situations, more research on a large scale is suggested to understand the magnitude of the problem's expansion in the region.

Developing an institutional language policy in the complex scenario of internationalization

Over the last 20 years since the Bologna Agreement the role of language in Higher Education has gained recognition as an integral part of the teaching/learning process, and an essential element of the process of internationalization. The rapid shift towards internationalization has had a pronounced effect on academic life, procedure, and personnel. In this process, it has often become the role of Language Centres to organize the language aspect, and to a more limited extent, to advise on language.This short paper looks at the involvement of the University of Padova Language Centre (CLA) in the process of internationalization, and in particular the promotion of a language policy. A project developed to promote language and teaching methodology courses for academic staff required to teach in English, and the findings of research based on this project, led to recognition of the need to draft a language policy which encompasses the wide-ranging issues relevant to successful internationalization.

Effectiveness of Microsoft Teams in Student Teachers' Achievement in an EFL Teaching Methods Course

The effectiveness of the Microsoft Teams platform in various subject areas was evident in literature, particularly as much as reflected by students’ and instructors’ perceptions and as rarely as proven by students’ achievement on tests. It also appeared that achievement in EFL teaching methodology courses through assessing Microsoft Teams' effectiveness in students' achievement appeared not to have been addressed. Therefore, this study aimed at assessing the effectiveness of the platform in student teachers' achievement of an EFL Teaching Methods I course offered at the Faculty of Education, Suez Canal University, Egypt, as well as the students’ perceptions of the platform. The study adopted a quasi-experimental approach comprising an experimental group teaching via the platform and another in the traditional face-to-face method. Thirty-two third-year student participants training to be future teachers were involved in the study, forming an equal student number in both groups (n. 16). The study designed and administered an achievement pretest-posttest and a student perception form. Results indicated that the platform was effective in the achievement of the EFL Teaching Methods I course at the experimental group level. It proved even more effective than the traditional method at the experimental-control levels. The participants reported they were generally in favor of the platform. Reasons included the platform utilization of interactive tasks, such as chat rooms, content-sharing, webinars, files, calls, email communication, class notebook, calendars, assignments, and emojis featured by the platform. The study recommends that knowledgeable instructors who are skillful at using the platform capabilities should make a difference in students’ learning reflected by their students’ significant achievement and perceptions.

Autonomy, Empathy, and Transformation in Language Teacher Education: A Qualitative Study

The complexity of language teaching and learning requires teachers to be able to reflect on their own practices, adapt to different situations, and seek solutions that may meet the needs and interests of their students (Borges, 2019; Borges & Magno e Silva, 2019). Moreover, teachers ought to make their learners’ experiences more meaningful and personal in the classroom. In regard to this, teacher education should involve reflections on empathy, so that pre-service teachers can develop the ability to listen actively, welcome their students’ perspectives, and put themselves in their shoes (Mercer, 2016). Teacher education should also entail reflection on autonomy, in a way that pre-service teachers can exercise their agency in their own education, as well as create conditions for the development of autonomy in their classrooms. With that in mind, this study aims to investigate pre-service language teachers’ transformation during two teaching methodology courses at a university in Northern Brazil. Data were generated through teaching diaries and in-class reflections, which were then analyzed qualitatively (Saldaña, 2021). The findings indicate that pre-service teachers not only became aware of the importance of encouraging their learners’ autonomy, but they also became aware of learning autonomously themselves. The diaries also revealed how considering empathy in their practices was pivotal to fostering learner autonomy in the classroom. Implications for language teacher education are discussed.

Pre-Primary English Teacher Education in Macau: Investigating a Teacher Educator’s Beliefs and Practices

This qualitative case study explores a language teacher educator’s beliefs and practices regarding pre-primary English teacher education in Macau. The focal participant was an experienced English language teacher (20 years) and teacher educator who is a native speaker of American English. The data were collected over five years, and include written reflections, classroom observations, course syllabi, and interviews. The findings reveal that the teacher educator held six main beliefs regarding various aspects of language teacher education for the pre-primary level, namely, beliefs about (1) the purpose of pre-primary English teacher education, (2) being a teacher educator, (3) the nature of the teaching methodology course, (4) the students, (5) pre-school learners and learning, and (6) the development of the teaching methodology course. The educator’s beliefs were largely reflected in practice, as revealed in the course design, material selection, teaching, and the design of student assignments and other forms of assessment. The educator adjusted his/her practice over time in response to students’ needs, self-awareness, and the university policies. The teacher educator’s beliefs and practices were shown to be mutually informing.

A qualitative study of teacher-created interactive videos versus YouTube videos in flipped learning

Pre-class work assumes a central role in flipped learning, which has recently enjoyed immense popularity across various disciplines. This qualitative case study investigates the factors associated with learners’ doing/failing to do the pre-class tasks in flipped learning. It also compares teacher-created interactive videos and YouTube videos in terms of how they fit into flipped learning as instructional materials that can be used to motivate learners to do pre-class tasks. The learners in an English language teaching methodology course were asked to take turns each week to watch either teacher-created videos enriched (via PlayPosit) with quizzes and discussion questions or YouTube videos. The qualitative data were collected using semi-structured interviews with six participants recruited using criterion sampling. The participants’ reflective journals and the lecturer’s diary triangulated the data. The results indicated that the learners found the YouTube videos more enjoyable and teacher-created interactive videos more instructive, due to the embedded interactions they had rather than the teacher’s presence. However, the task completion levels in the pre-class work were low in both teacher-created and YouTube videos. Pedagogically considered, effective and enjoyable delivery rather than teacher presence in videos seems more critical for learners. Therefore, using high-quality ready-made videos and enriching them with interactive elements could be a viable option in flipped learning.

Enhancing student teachers’ motivation and well-being: A teacher educator’s journey into online course intervention

ABSTRACT Given the difficult and unforeseen circumstances due to the COVID-19 pandemic, we need to transition from face-to-face instruction to digital instruction. This paper provides a teacher educator’s autoethnographic account of implementing the pedagogical intervention of digital learning and student teachers’ reactions to its effects on their motivation and well-being. More precisely, it attempts to explore (1) student teachers’ perceptions of the effect of digital learning on their motivation and well-being in teacher education, (2) their understanding of active learning, (3) their preferred format of teacher training courses both in normal and emergent circumstances, and (4) the instructor’s perceived efficacy of digital learning on teacher education courses. The participants were one instructor (the author) and nine third-year university students taking an English Language Teaching Methodology course, which is a requirement for obtaining a license to teach English at secondary schools in Japan. I conducted a closed and open-ended questionnaire as well as a follow-up questionnaire survey and the instructor’s observation. The findings confirmed the benefits of online lessons on student teachers’ motivation and their sense of well-being (physical and psychological), suggesting the necessity of carefully selecting the instruction format that meets course objectives.

STEAM project-based learning: An application in building tactile textbooks for blind students

The paper provides an overview of STEM and STEAM education, and the STEAM project-based learning approach. The project implementation process enables learners to solve real-life problems by integrating knowledge from different fields of study. The projects' practical value to students magnifies in the case that they meet the communities' urgent needs and overcome their real challenges. Therefore, the severe scarcity of textbooks for blind students in special schools inspired lecturers and students enrolling in the Optimal Teaching Methodology course, class of 17 and 18, Department of Mathematics Education, Faculty of Mathematics and Computer Science, University of Science, Vietnam National University – Ho Chi Minh City to employ the STEAM project-based approach in a project building accessible tactile textbooks. The teaching and learning process consisted of three phases: acquiring learners with essential knowledge, establishing a step-by-step guide following the engineering design process, and executing the project. Lecturers empowered students to take ownership of their education and the project implementation through consensus decision-making in learning activities and evaluation methods. Students' final assessment and in-process evaluation toward learning outcomes were conducted by themselves, their peers, lecturers, and communities continuously during the project. Products are Chân trời sáng tạo tactile textbooks for visually impaired students: Math for Grades 1, 2, and 6; Nature and Society for Grades 1 and 2; and Science for Grades 6. Project implementation allows undergraduate students to not only accumulate more practical knowledge and pragmatic skills, especially STEAM skills, but also enrich their sense of social responsibility, signifying the potential of comprehensive development for learners, and reflecting the humanitarian values of this new teaching model.

INFORMATION TECHNOLOGY IN LANGUAGE TEACHING METHODOLOGY COURSE AT PEDAGOGICAL UNIVERSITY

The introduction of information and communications technology (ICT) in pedagogical universities of Ukraine has considerably optimized the professor’s preparation for different forms of in-class teaching. The aim of this research is to characterize the range of media resources used during the preparation of the teaching foreign languages methodology course at high-specialized school and universities of Ukraine. The predominant method used to check the effectiveness of ICT was content analysis. The method of psychological experiment served to study the link between ICT and the students’ emotional sphere. An anonymous poll has discovered a considerable number of students showing a positive attitude to online instruments and using those resources very frequently or almost every day.

In-House Professional Development Activities to Support English Language Teacher Development in Remote Schools

Professional development (PD) can have a profound effect on teachers’ teaching quality and student’s learning outcomes. PD activities can take place both within and outside educational institutions and range from formal to informal learning activities, including training and peer teaching. Many educational institutions encourage their teachers to take part in these PD activities; however, not all educational institutions can support their teachers to participate in external PD activities. To address this issue, some institutions, particularly those in remote areas, develop their own PD activities and offer them to their teachers internally. This article aims to elaborate on four in-house PD activities that have been implemented at one private English school in remote Cambodia. These PD activities include: (1) general English courses, (2) regular in-service workshops, (3) teaching methodology courses, and (4) informal collaboration in teaching and learning. The article concludes with implications for future research.

Social Justice in the Preparation of English Language Teachers

The neoliberal system in Chile has caused socio-educational inequities which have been evidenced by the poor academic results of public school students in national and international standardized tests in Math, Language, Science, and English. These inequities and academic results call for preparing teachers to help diminish disparities in the educational system. Nonetheless, the focus of preparing teachers of English as a Foreign Language (EFL) in Chile has been on developing pedagogical-disciplinary knowledge, leaving aside other areas that can contribute to fight these educational inequities. This article reports on the results of a mixed-method study aimed at investigating how a service-learning project helped future EFL teachers understand social justice after teaching children in vulnerable communities. Specifically, this study explored the influence of the project on their understanding of social justice, and the activities that helped them understand this construct. Thirty-nine pre-service teachers enrolled in a language teaching methodology course at a Chilean university participated answering pre- and post- surveys, focus groups, and evaluating activities. The findings revealed that the pre-service teachers broadened their understanding of social justice by providing definitions that included key concepts of this construct, without receiving explicit instruction; highly valued activities that consisted of being immersed in the communities and working with children to learn about social justice; and did not associate social justice with traditional activities done in a language teaching methodology course. This service-learning project had a positive impact on the participants' understanding of social justice, and provided insights into how to improve the curriculum of EFL teacher education programs.