Teaching Methods Course Research Articles

Water Protection:

This six-week water inquiry unit with pre-service teachers in an English Language Arts (ELA) elementary education methods course explores the guiding question: Why is it important to protect water, and how can water be protected? Core whole-class texts include We are Water Protectors by Carole Lindstrom (2020) and Thirst by Varsha Bajaj (2022). Multiple assessment projects that support pre-service teachers’ informational reading and writing are included.

Practice and Reflection of English Major Courses under the Background of Teacher Certification Examination—A Case Study of English Teaching Methodology

In the context of the national examination for teacher certification, curriculum reform of English majors in particular have raised concerns. The course of English Teaching Methodology, as one of the core courses for English major, has a key role to play in its practice and reflection for improving the quality of teaching. This study examines the English Teaching Method course in detail, analyzing the particular strategies employed in the design of the course content, the teaching methods and practices used, and the processes of reflection and improvement associated with the course. It is hoped that this study will provide some practical experience for the reform and some ideas for reference in other English major courses.

‘Not elsewhere specified’: a case study of preservice teachers’ perceptions and practices of outdoor learning

ABSTRACT This case study premised that outdoor learning situates within a unique ontological category of where learning happens, distinct from curricular (what) and pedagogical (who/how) concerns of learning. By shifting preservice teacher learning experiences during mandatory teacher education methods courses outdoors, we conjured a boundary object for where learning occurs. We collected and analysed preservice teacher reflections generated from the outdoor learning experiences. Three overarching outdoor learning dimensions (OLD) were distilled from 90 reflection-outputs: outdoors as 1) experience, 2) concept, and 3) place. Discussion considered purposes of outdoor where in teacher preparation for 21st century learning in relation to the aim of inhabitancy, through the lens of useful learning. Useful learning was scoped as learning concerned with health and wellbeing, pro-environmental actions and beliefs, and experiential/inquiry-based learning.

The effectiveness of the six thinking hats strategy for teaching the curriculum and teaching methods course in developing creative thinking skills and achievement among students of the Faculty of Education at the University of Tikrit

This study aims to determine the effectiveness of the six thinking hats teaching strategy and teaching methods in developing creative thinking skills, which include five skills (fluency, originality, flexibility, sensitivity to problems, elaboration or detail) and then propose a treatment plan. A semi-experimental method was used. The research sample was represented by third-year psychology students in the School of Education and divided into two groups. Each group included (15) male and female students, and the exploratory group included second-year students of the same major, a total of (30) students and one student. The six thinking hats strategy was used for teaching, and the psychology students in the control and control groups were tested before and after the measurement. The mean score of the experimental group students in the pre-test was (70.07) with a standard deviation of (4.65), while the overall mean score of the experimental group students was (112.67) and (112.67). The standard deviation is (5.84), and the (T) test showed a significant difference (T = -22.1), and the significance level is 0.05, which is statistically significant. The study also showed that the mean score of the students in the experimental group for the pre-test was (48.53) with a standard deviation of (6.52) and the (T-test showed a difference in favour of the post-test as compared to the pre-test. -The measurement of the experimental group emphasized the effectiveness of applying the six thinking hats strategy and its importance in university education.

Preservice Physical Education Teachers’ Perceptions of Health-Related Fitness Self-Testing in a Teaching Methods Course

Purpose: This study explored how preservice physical education teachers (PPETs) perceive health-related fitness testing (HRFT) administered in a self-testing format with the aim to enhance their HRFT learning and better prepare them for future HRFT implementation. Methods: The study utilized a constructive phenomenological research design. A total of 11 PPETs participated in the study. Data were collected through a focus group interview, individual interviews, observation and field notes, and written assignments. Two researchers analyzed the data in NVivo 12. Results: Three findings were concluded from the data. First, the administration of self-testing engaged PPETs in active learning of HRFT. Second, PPETs reported positive attitudes toward self-testing when their needs for competence, autonomy, and relatedness were satisfied. Lastly, PPETs identified challenges and proposed suggestions for completing and administrating HRFT. Conclusions: Self-testing may be used as an alternative approach to preparing PPETs for HRFT. More research is needed to examine the effectiveness and reliability of self-testing in educational settings.

Fostering Educator Buy-in of Language and Literacy in the Science Classroom

This paper describes a project to build linguistic awareness among science educators at multiple levels: pre-service K–12 teachers, in-service K–12 teachers, and university faculty in both education and STEM fields. Educational linguists from a language-focused non-profit research organization created modules on teaching culturally and linguistically diverse students for a Master of Arts in Teaching (MAT) program for middle school science educators at a large urban U.S. university. The module content, which was integrated into three science education methods courses, was designed around three key principles: linguistic understanding, critical language awareness, and pedagogical modeling. A critical component to the project’s success was fostering “buy-in” from the various groups of educators through multiple means, including piloting materials with in-service science teachers, training university faculty on the language and literacy materials, and revising content based on feedback from the MAT program faculty and students. The findings demonstrate that over time, the educators re-examined their roles as teachers of language and literacy and reassessed their thinking related to science instruction, highlighting the efficacy of incorporating language development content into training and professional development for STEM educators at multiple levels.

Some Thoughts on Ideological and Political Teaching in Product Design Courses under the Perspective of New Liberal Arts

According to the requirements of the Ministry of Education “Guidelines for the construction of Ideological and Political courses in Colleges and Universities”, based on the school direction after the transfer of the school, this paper summarizes the experience and lessons of ideological and political teaching of product design courses in the school, and puts forward some ideas on the ideological and political teaching research and reform of product design courses based on the technical courses of product design in the college of art and design. This paper analyzes the current situation and achievements of the ideological and political construction of product design courses in the school over the years, especially the experience in practical teaching and promoting teaching by competition. It also reflects on some problems existing in the ideological and political course of product design, and further puts forward the reform method of the ideological and political course of product design and innovative teaching methods. Finally, the ideological and political achievements and experiences of craft courses are extended to the construction of other professional courses, to promote the development of ideological and political courses in the school, and to meet the development needs of the school after the transfer.

The Impact of Online Cooperative Learning on Scientific Reasoning Skills and Motivation

During the COVID-19 pandemic, all universities across Turkey transitioned to remote education as an urgent measure. Despite indications that the pandemic has subsided, online teaching practices continue to prevail in higher education. Accordingly, the purpose of this study, conducted under extraordinary circumstances of the pandemic, is to examine the impact of online cooperative learning on the scientific reasoning skills and motivation of pre-service science teachers. A total of 54 students participated in the study, with 28 from the experimental group and 26 from the control group, following a non-equivalent control group design. The experimental group received instruction using the online cooperative learning, while the control group participated in large group discussions in an online environment in the context of a science teaching methods course. Data for the research were collected through pre-test and post-test administrations of the Lawson’s Classroom Test of Scientific Reasoning (LCTSR) and the Motivated Strategies for Learning Questionnaire (MSLQ). According to the results, compared to whole-class discussions, online cooperative learning increased pre-service science teachers’ scientific reasoning skills and motivation. In conclusion, online cooperative learning is considered an effective method for enhancing the pre-service science teachers’ education, contributing to the further improvement of online teaching, which has become even more widespread due to the impact of the COVID-19 pandemic.

Classroom Learning Environment and Action Research in a Science Methods Course for Preservice Elementary Teachers

ABSTRACT This study examined the impact of action research conducted by five science teaching methods course instructors on their students’ perceptions of the classroom learning environments at a large public university in Texas. The study analyzed the results from 133 students who completed two administrations of the What is Happening in this Class (WIHIC) questionnaire, one at the beginning of the semester and one at the end of the semester. Five sections served as a treatment group while two sections served as a control. Quantitative analyses, including one-way ANOVA, were conducted for each class section. Results showed that the perceived learning environment increased between the beginning of the semester and the end of the semester for all sections. However, the most significant gains in students’ perceptions were made in the treatment sections and were attributed to the action research interventions that were designed and implemented by the instructors based on the analyses of the first WIHIC administration.

The Flipped Classroom Model in Teaching the Primary School Mathematics Teaching Methods Course for Primary Education Students at Tan Trao University

Teaching according to the “flipped classroom” model is one of the blended learning methods. In this article, we discuss some research results from authors both domestically and internationally on the flipped classroom model, thereby proposing a process and implementation of organizing teaching according to this model in teaching the primary school mathematics teaching methods course for Primary Education students at Tan Trao University. Applying the “flipped classroom” model in online teaching contributes to: 1/ fostering active engagement and interest in learning for students; 2/ innovating teaching methods, enhancing learning effectiveness, and fostering the development of critical thinking and other skills for students.

Fostering noticing of classroom discussion features through analysis of contrasting cases

Productive classroom discussion has been shown to support student learning across academic domains. Facilitating successful discussion hinges on the teacher’s ability to make adept in-the-moment observations of various aspects of student talk and classroom dynamics. In two studies, we explore a pedagogical intervention using contrasting cases to support novice teachers in learning to notice key features of classroom discussion. Study 1 involves preservice teachers in a bilingual teaching methods course in a university-based credential program. Study 2 involves undergraduates in an education psychology course, many of whom are prospective teachers. Study participants engaged in analyzing transcript-based contrasting cases of discussion vignettes as they collaboratively developed guiding principles for effective class discussion. Data include pre- and post-instruction video noticing task reflections, principles identified, and transcribed partner discussions during the activity. Post-instruction, learners displayed increased student-centered noticing when watching videos of classroom discussions. Additionally, there was increased awareness of the absence of productive features or missed opportunities within the discourse. In this proof-of-concept set of studies, we explore the potential of contrasting cases-based activities to help prepare teachers for the complex task of orchestrating discussion by supporting them in learning to notice.

Border crossing perspectives of prospective teachers’ first-time science microteaching experiences

ABSTRACT The purpose of this study was on understanding and interpreting five minoritised pre-service teachers’ past educational experiences that impacted their first-time science microteaching experiences in a science teaching methods course. The study is unique because it illuminates and contributes to the literature on the importance of minoritised prospective teachers’ educational experiences in their pre-service preparation and how these experiences challenge or contradict the urgency of equitable science instruction in traditional teacher education instructional discourse. The study draws on the literature on border crossing as a guiding theoretical framework, and phenomenology as a guiding methodological framework to analyse first time science teaching experiences. Data included videos and written narratives of first-time science teaching experiences. Analysis indicated that past educational experience of being left out in doing science underscored minoritised pre-service teachers’ first-time science teaching experiences. Furthermore, they had created navigation strategies to counter the past educational experiences by challenging and modifying science teaching routines and devising equitable ways to use science teaching resources to cultivate a sense of belonging. The study suggests that future science education research would benefit from attention to minoritised pre-service teachers’ experiences used to challenge or contradict past educational inequities.

Centering Mathematics Pre-Service Teachers’ Whole Selves: A Collaborative Approach to Course Syllabus Design

In this participatory research, two pre-service teachers (PSTs) and a mathematics teacher educator (MTE) collaboratively analyzed multiple voices that influence syllabi from elementary mathematics teaching methods courses. Findings suggest syllabi fall along a continuum from harmonious to dissonant orchestration of the voices of past and present children, PSTs, MTEs, universities, and state policies. Formatting, stance makers, and content and wording influenced the kind of multivocality that addressivity, ventriloquation, and hybridization constituted. These findings informed our use of collage method to create a sample syllabus that centers the voices of PSTs and their future students. We discuss implications that intentional syllabus design decisions may have in humanizing these documents and fostering a relationship of mutuality and support between PSTs and MTEs.

English language Pedagogical Content Knowledge of English Language Beginner Teachers in Tanzania: A reflection to English language teaching method course in Tanzania Universities

This study explored English language Pedagogical Content Knowledge of secondary school English language beginner teachers in Tanzania on the aspects of self-perceived knowledge, understanding, and classroom teaching practices regarding English language PCK domains namely; English language teaching orientations, English language curriculum materials, English language learners’ learning and English language instructional strategies. A total of 128 secondary school English language beginner teachers were involved from Dar es secondary schools. Simple random sampling and convenient sampling techniques were employed to obtain English language, beginner teachers. Data were collected by using a questionnaire method, semi-structured interview method, documentary review method, and observation method. The analysis of the data revealed that English language beginner teachers' conceptions regarding English language pedagogical content knowledge are partly. This is because despite English language beginner teachers self-perceive as highly knowledgeable and demonstrating good understanding regarding English language PCK, their actual classroom teaching practices are not appropriate. The study concludes that more opportunities should be given through English language teaching method courses during teacher preparation for student teachers to practice teaching activities in the respective PCK domains.

Impact of Using Some Active Learning Strategies in a Curricula and Teaching Methods Course on the Learning Motivation Level and the Development of Critical Thinking Skills Among the Students of the Faculty of Arts at Al-Zaytoonah University

This study aimed at identifying the impact of using some active learning (AL)strategies in a Curricula and Teaching Methods Course on the learning motivation level and the development of Critical Thinking Skills among the Faculty of Arts at Al-Zaytoonah University (ZUJ) students. The study subjects were (61) male and female students selected from the Curricula and Teaching Methods Course of the Faculty of Arts at ZUJ. The study adopted the quasi-experimental approach. To answer the two questions of the study, the Learning Motivation Scale consisting of (35) paragraphs, and the Critical Thinking Skills Test consisting of (34) paragraphs were constructed. The study results revealed that there are significant differences between the means of the scores of the students of the Curricula and Teaching Methods course between the experimental group and the control group on the Learning Motivation Scale and the Critical Thinking Skills Test that can be attributed to using AL strategies. Therefore, the researcher recommended the use of learning outcomes related to learning motivation and critical thinking skills.

Physical Education Alternative Certification Programs: Learning Opportunities for Teacher Candidates

Purpose: This study investigated differences in (a) completion of teaching methods courses and (b) participation in professional development opportunities between alternatively and traditionally certified physical educators. Method: The sample included 1,850 physical educators (mean age: 42.7 years, male: 61.7%, female: 38.3%) from the 2017 to 2018 National Teacher and Principal Survey. Prevalence estimates of physical educators who (a) completed undergraduate or graduate teaching methods courses during their education and training and (b) participated in professional development were calculated. Results: The results of binary logistic regressions reveal that alternatively certified physical educators were less likely to complete various teaching methods courses before entering the teaching profession. In addition, there were no differences in participation in professional development except in instructional strategies for students with disabilities. Conclusion: Considering unprepared teachers tend to leave the profession early, alternative certification programs need to provide substantial levels of learning opportunities, including teaching methods courses.

Barriers to Promoting Critical Thinking Skills: An Empirical Study of Female Pre-Service English Teachers’ Perceptions in Jouf University in Saudi Arabia

Critical thinking (CT) is an essential life skill that needs to be instilled in young minds during their education years. This study explored pre-service English teachers’ perceptions of the barriers to promoting CT skills in Saudi classrooms and investigated potential solutions to these perceived barriers. The study used a qualitative research design. Data were collected by conducting semi-structured interviews with 25 female pre-service English teachers. The issues that emerged as barriers to the promotion and development of CT skills in classrooms related to the personality of students, teaching methods, and the culture of criticism. The study proposes measures to enhance the development of CT skills in the classroom, including modifications to the teaching methods courses that are offered in pre-service English programs and the changing of perceptions toward CT skills.

Konstruktivističko obrazovanje budućih nastavnika stranih jezika - principijelno procenjivanje didaktičke vrednosti aktivnosti uvežbavanja stranih jezika

This paper addresses the development of a key teacher competence-activity evaluation, as well as adaptation and design-to cater for mixed-ability classes. In the context of English as a foreign language (EFL) teacher education, the question is how early, within what framework, and under what procedures students should be taught this competence. Practicum teaching at university has been found to lack in validity, learner-centeredness, and heterogeneity, be it at the level of an activity, a series of activities, a lesson, or a series of lessons. Action research was conducted to address this issue, basing a part of an introductory English Language Teaching (ELT) methods course on developing students' awareness and putting into practice Ur's seven principles of activity conceptualisation, with a particular focus on validity, volume, and heterogeneity. The students were asked to apply these principles in teaching mock-up lessons to their peers and to analyse to what extent the principles qualified their peers' lessons and the practice of in-service teachers they observed in primary and secondary schools. The content analysis of the students' reports shows the majority both comprehended and consistently applied most of the principles, while a small number demonstrated a proper and thorough understanding of all the criteria, consistently and correctly applying them in their observation reports and in designing and teaching their mock-up lessons. Very few students consistently adopted some of the concepts incorrectly or non-specifically. No comprehensive analysis is offered of how the students' mock-up lessons were guided by the activity evaluation criteria explored. It remains to be seen if and to what extent students apply the principles in the final-year practicum, after criteria-based activity evaluation, adaptation, and design are integrated in their second ELT methods course, which focuses on developing skill teaching.

Research on Teaching Reform of Music Teaching Method Course for Music Education Major in Colleges and Universities

Research on Teaching Reform of Music Teaching Method Course for Music Education Major in Colleges and Universities

Simulated Jury as a Model for Teaching and Learning in a Remote Chemistry Teaching Methods Course

In this article, we focus on a set of remote activities regarding simulated juries, judges’ evaluations, communication of verdicts, and a post-discussion conversation. These activities aimed to promote learning of the preservice teachers about the differences between remote and in-person teaching in a chemistry teaching methods course. The set of activities was developed at the beginning of the course, during the Pandemic Covid-19, and the interchanging of roles was applied by the teacher educator. These structured activities were accomplished through the preservice teachers’ interactions and their interactions with the teacher educator by means of arguments, explanations, dialogues, and injunctions. We used a multi-level method for discourse analysis to map, sample, and analyze virtual interactions, which afforded the following results: 1) the preservice teachers strongly engaged in the remote activities and constructed arguments and counterarguments in the simulated jury activities, showing active roles as knowledge producers in all set of activities; 2) several themes and subthemes were developed; 3) the teacher educator assumed the roles of instructor, manager of the discussions, and commentator; 4) the preservice teachers evaluated positively their experience with the set of activities; 5) the application of the multi-level method allowed us to make explicit the discursive moves of the participants and a model for the simulated juries and related activities.