Teaching Of Concepts Research Articles

Preservice Teachers’ Twisting Path to Developing a Concept of Equitable Teaching

Many teacher preparation programs have a commitment to preparing teachers who teach equitably. However, current research shows that many teachers struggle to move beyond theoretical understandings into practical enactments once they enter inhospitable teaching contexts. This case study examines the effect of co-creating a conceptual framework of equitable and inclusive teaching with preservice teachers (PSTs). Findings show that a shared framework was critical to PSTs’ concept development of equitable teaching: noticing opportunities for equitable instruction, enactment of equitable pedagogy, and reflecting on teaching practice and commitments. This study highlights the value of designing programs that build PSTs’ concepts of equitable teaching in multiple contexts.

The Application of Flipped Classroom Teaching Model in Foreign Language Teaching

The application of the flipped classroom approach in foreign language instruction has drawn significant attention from recent educational studies. This essay provides a comprehensive examination of the advantages, disadvantages, and methods for implementing the flipped classroom concept in foreign language teaching. It analyzes how the flipped classroom model redefines the traditional teaching paradigm by reorganizing the learning environment to favor student-centered and active learning experiences. By synthesizing existing content, it highlights how teachers can maximize in-class time for group projects, conversational activities, and personalized feedback by moving instructional content delivery outside the classroom through pre-recorded lectures, multimedia materials, and interactive online activities. This approach encourages deeper learner engagement and language acquisition. Additionally, this article analyzes the potential advantages of the flipped classroom approach, including improved language proficiency, increased student autonomy in learning, and enhanced critical thinking skills. However, the author also identifies some disadvantages of the flipped classroom model in practical application. For instance, the implementation of the flipped classroom presents a significant challenge to teachers’ professional skills, and issues such as unequal access to resources and technological limitations pose substantial obstacles to the widespread use of the flipped classroom in foreign language instruction.

Sprachsensibler Fachunterricht an „Nationalitätenschulen“ in Regionen mit autochthonen deutschen Minderheiten – Modelle und Herausforderungen

Abstract This article deals with so-called “nationality schools”, educational institutions in which the primary language of instruction generally differs from the language of the majority society. Conceptually, this applies to minority schools in regions with autochthonous German minorities, which since the 1990s have tended to develop into schools of encounter, as the proportion of autochthonous native speakers has fallen to a maximum of 5 percent of the student body. This makes the educational institutions, which are often referred to as elite schools, all the more sought-after by the majority society. The social relevance of these schools is based on a pedagogical concept that transcends national borders in education and training and makes international perspectives a matter of course in early school years. It opens up transnational educational spaces in which linguistic diversity and multilingualism are part of everyday life. Subject lessons at these schools are usually taught in the pupils’ second or foreign language and require language-sensitive subject teaching, which requires the teaching and learning of the subject matter, the educational language of the subject and the foreign language German in equal measure (Content and Language Integrated Learning). Various models are presented for locating the language of education, which illustrate the particular importance of linking language and subject learning. Only mastery of the language of education enables difficult and cognitively demanding contexts to be penetrated linguistically and information to be processed. Educational language is therefore an indispensable prerequisite and at the same time a challenge for subject teaching a second or foreign language. The article shows examples of the educational language tools that need to be taught at different levels and provides a possible structuring aid for teachers and learners by discussing the “scaffolding” model.

Ai] Explore!: An Educational Game for Developing Programming Skills and Algorithmic Thinking

The game [ai] explore! was developed to introduce the algorithm behind the popular science exhibition. The idea behind the [ai] explore! exhibition was to show the application of mathematics and computer science in solving real engineering problems by creating the exhibit using the mathematical algorithm Heat Equation Driven Area Coverage (HEDAC). The algorithm is based on scientific research and has many applications: exploration and search in unknown space, painting, planning agricultural spraying, scanning 3D objects, etc. The exhibits show the process by which the algorithm paints objects with a virtual brush and explores their shape. By surveying the high school students, it was shown that new mathematical and engineering results can be explained and turned into a playable game. After playing the game, students respond positively to the game presented and state that they have a good understanding of the HEDAC algorithm presented and how it works. This motivated us to investigate [ai] explore! as an educational game for teaching mathematics and computer science. The aim of the research described in this paper is to investigate the potential of the developed game as an educational game. The game-based learning (GBL) approach is increasingly used to increase student motivation and engagement in STEM lessons. The main research question is: How do primary school teachers and students perceive the usefulness of the game [ai] explore! in supporting teaching and learning of computer science concepts? We have developed and implemented teaching scenarios on how the game [ai] explore! can be used as an educational game in computer science lessons. We show that the game has great potential to teach primary school students programming. In addition, the game promotes algorithmic thinking and computational thinking skills in general, which are valuable not only in computer science but also in other fields such as mathematics, where a systematic and analytical approach to problem-solving is required.

A New Mathetic (The Science of Learning) and Didactic (The Science of Teaching) Concept

The concept of Learngaming integrates Darwin’s natural selection theory into a learning and teaching framework designed to prepare individuals for the demands of the 21st century. It focuses on entrepreneurial learning through play, fostering the development of key skills such as efficiency, flexibility, and creativity. In contrast to traditional educational approaches, which emphasise rote learning and exams, Learngaming promotes active, nonlinear, and collaborative learning environments that reflect the dynamic, digital context of modern life. The methodology uses digital "LEARNGames" to simulate real-world challenges, allowing learners to adapt and thrive in uncertain environments by encouraging risk-taking and instant feedback. This method proves particularly effective in teaching 21st-century skills, as demonstrated in projects with gifted children, where learners showed improved retention and engagement through play-based learning. By shifting from a teacher-centred model to a learner-driven, game-based approach, Learngaming enhances both personal and collective learning outcomes, preparing individuals to succeed in an ever-evolving society.

Examining the Value of Teachers' Guidebook to Field Activities in Kindergartens

Kindergarten teachers' guidebooks play an important role as a medium for teachers to carry out educational activities and guide children's learning and development. However, at present, kindergartens do not set specific selection criteria and evaluation standards when selecting teachers' guidebooks, and the issuance and selection of teachers' guidebooks are characterised by arbitrariness. Excellent teacher guidebooks should have the values of "re-selecting excellent culture", "reflecting the integrity of the elements of the five areas", "containing the concept of curriculum reform in the new era", and so on. An in-depth analysis of their values will help teachers to improve their training. An in-depth analysis of these values will help teachers to improve their pedagogical concepts and make teachers play their proper roles.

A study of project-based learning to intermediate EFL learners in reading class: enhancing self-regulated learning of post-secondary students in Macao

AbstractThis study explored two new pedagogical conceptions—project-based learning (PBL) and self-regulated learning (SRL), to enhance effective English teaching and learning in Macao, and to prepare EFL learners for life-long learning. PBL makes English instruction engaging and SRL empowers learners to take ownership of their learning process. The combination of these two methodologies can facilitate students to develop into independent and efficient English learners. The study, guided by Zimmerman’s cyclical phase model of SRL and English and Kitsantas’ PBL/SRL model, was action research which aimed to investigate whether PBL could positively influence the development of intermediate EFL learners’ SRL ability at the post-secondary level in Macao. Research instruments included questionnaires, interviews, students’ reflective notes and teacher’s field notes. Both qualitative and quantitative findings indicated improvement in the students’ SRL ability, reflected in three aspects—motivation, metacognition, and behaviors. The students’ motivational beliefs were significantly strengthened, and more self-regulated behaviors were generated. Though the use of metacognitive strategies did not showcase as significant enhancement as the former elements through the study, the experimental group made progress in using some specific strategies, such as evaluating learning outcomes and making study plans. The summary of the study is that PBL was beneficial to the development of SRL. This research endeavor not only contributes to the existing body of knowledge but also serves as a catalyst for educators to advocate policy reforms, fostering the design of learner-centered, flexible, and coherent post-secondary EFL curricula.

Analysis of Semantic Network between Teacher’s Teaching Concepts and Student’s Acquisition Concepts on Photosynthesis Domain in the Middle School

Analysis of Semantic Network between Teacher’s Teaching Concepts and Student’s Acquisition Concepts on Photosynthesis Domain in the Middle School

Promoting Learner Autonomy in English Language Classrooms in Pakistan: The Role of Self-Regulated Learning and Technology Integration

The present study investigates the development of learner autonomy and technology-enhanced language learning (TELL) practices in English classrooms at Shaikh Ayaz University Shikarpur (SAUS) highlighting both self-regulated learning strategies/behaviors. Learner autonomy is a key concept in contemporary language teaching, as it requires our learners to be responsible for their learning. However, in Pakistan teacher centered and traditional approaches are generally dominant that hinder students to become an efficient controller of their own learning. Taking SAUS as a case study, this research seeks to investigate how SRL strategies that are supported by digital tools can foster learner-autonomy in an elite academic institution of Pakistan. In particular, this study looks at the impact of digital platforms and mobile applications on online learning. Study design involves gathering data through classroom observations, student and teacher interviews, surveys. The research highlights the major challenges and opportunities for promoting learner autonomy in university, suggesting that these strategies could be applied to similar processes of change at other institutions around Pakistan. The results reveal that the role of technology is quite supportive in SRL but without institutional support, teacher training and student motivation, self-directed learning may not highly function within ELT context.

From Control to Empowerment: A Paradigm Shift in the Discourse of Educational Supervision

As educational reforms intensify and societal emphasis shifts towards empowerment, the traditional discourse paradigm of management and control in educational supervision faces growing challenges. This paper explores the transformation of this discourse paradigm through the lens of empowerment, analyzing its distinct characteristics, potential pathways, and effective strategies. This paper begins by reviewing the concept of empowerment and examining the current research landscape surrounding the discourse paradigm in educational supervision. Subsequently, we conduct a comparative analysis of the “control” and “empowerment” paradigms, highlighting their essential differences. This analysis illuminates the key characteristics of an empowerment-oriented approach to educational supervision, particularly its emphasis on dialogue, collaboration, participation, and, crucially, empowerment itself. Ultimately, this research advocates for a shift in educational supervision towards an empowerment-oriented discourse system. This entails a multi-pronged approach: transforming ingrained beliefs, embracing renewed pedagogical concepts, fostering methodological innovation, and optimizing existing mechanisms and strategies within educational supervision. These changes are proposed to facilitate the more effective alignment of educational supervision with the pursuit of high-quality education.

KARL ORFF AND SHINICHI SUZUKI ON THE IMPORTANCE OF EARLY CHILDHOOD MUSIC EDUCATION

In this article the authors consider pedagogical concepts of Karl Orff (Germany) and Shinichi Suzuki (Japan), regarding music education of young children. As is known, they dedicated their lives to the musical and aesthetic education of children and made an invaluable contribution in world music pedagogy. Leading scientists and researchers highly rate their activities. The article presents an analysis of scientific sources, brief biographical data and information. In particular, it is reveals that the creative atmosphere in his family influenced the becoming of K. Orff as a composer, musician and teacher. The desire for improvisation, composing music, poems and stories, staging theatrical performances became the core that contributed to the emergence of an integral system of music-aesthetic education of children called «Orff-pedagogy». Its basic principle defined by the concept of «learning-doing creating». Various types of musical activities, on which he relied in his work, aimed to emotional-creative and moral-aesthetic education of the younger generation.The uniqueness of Suzuki's method emphasized by the necessity of forming creative activity in the process of musical-performance activity, in particular, in playing the violin, from the earliest childhood. The materials of the article also allow us to understand that Suzuki's "method of talent education" implies: reliance on the belief, regardless of the child's capabilities, that every child has musical abilities; manifestation of the teacher's love for young performers; training them to creative labor; joint work of the teacher and parents in the musical education of children; manifestation of care and mutual assistance.In spite of the fact that K. Orff and S. Suzuki are representatives of different ethnic groups, cultures and traditions, but their pedagogical views have much in common. This is, above all, the manifestation of great love for children, the desire to bring them up to be creatively active not only in the process of communicating with music, but also in their relationship with the world around.

가르침에 대한 중국 유아교사의 개념도 분석

This study aimed to analyze the teaching concepts of Chinese early childhood teachers using concept map analysis. Twelve teachers were selected to generate and categorize focus statements, while 110 teachers rated the importance of these concepts. The analysis revealed 52 key statements, categorized into dimensions of ‘Essence-Method’ and ‘Content-Relation’ and further grouped into seven types, including ‘teacher's planning and practice,’ ‘children's learning,’ ‘interaction with learning,’ ‘environmental support,’ ‘teacher's guidance,’ ‘variety based on standards,’ and ‘sustaining children's interest.’ The study found that ‘sustaining children's interest’ concepts were rated as highly important, while ‘teacher's planning and practice’ concepts were considered less significant. These findings provide a comprehensive and in-depth understanding of the current perceptions of teaching among Chinese early childhood teachers and offer insights for teachers to reflect on their educational practices.

Factors influencing Chinese pre-service teachers’ behavioral intention and use behavior to adopt VR training system: based on the UTAUT2 model

With the advent of the intelligence era, the empowerment of technology in education has triggered changes in the forms and concepts of teaching and learning. Virtual reality (VR), as a potential educational technology, has been widely used in teaching, providing students with almost real learning experiences. In particular, practice-centered pre-service teacher education is in greater need of VR. This case study applied and improved the Extended Unified Theory of Acceptance and Use of Technology (UTAUT2) as a theoretical foundation to explore pre-service teachers’ intention and behavior of adopting the VR training system. A sample of 278 Chinese pre-service teachers was collected by implementing the partial least squares structural equation modeling (PLS-SEM) via the Smart-PLS software. Study results reveal that pre-service teachers’ behavioral intention of adopting the VR training system is positively impacted by self-efficacy, effort expectancy, social influence, performance expectancy, facilitating conditions, and hedonic motivation, ranked from highest to lowest. Their use behavior with the training system is positively impacted by behavioral intention, facilitating conditions, and habit. Accordingly, this study presents suggestions for higher education institutions and VR education system developers on how to use and design VR training systems in pre-service teacher education through model construction, model validation, and conclusion analysis.

Effective Teaching in the Beginner Teachers Class of International Chinese

International novice Chinese teachers are faced with the problem of improving the efficiency of Chinese teaching and satisfying the efficient learning of Chinese learners. Therefore, this paper guides international Chinese teachers based on Babanski s pedagogical concept of teaching process optimization. In the process of international Chinese teaching, we should optimize international Chinese teaching and realize the effectiveness of classroom teaching. The factors affecting effective teaching, the realization of effective teaching paths and the significance of improving effective classroom teaching are expounded. It provides reference for the effective teaching of international Chinese teachers.

Application Study of 5E Teaching Mode in Junior High School English Reading Teaching

The applied research of 5E teaching mode in English reading teaching in junior middle school is an important topic aimed at improving students reading ability and thinking quality. This teaching mode, derived from the constructivist teaching concept developed by American Biology Curriculum Research (BSCS), mainly includes five links: attraction (Engage), inquiry (Explore), interpretation (Explain), migration (Elaborate) and evaluation (Evaluate), which provides a platform for students to actively participate, deep thinking and cooperative learning.

The Transformation of Teacher s Role and the Cultivation of Students Innovative Ability in English Education

With the deepening of education reform, training high-quality talents with innovative spirit and practical ability has become an important goal of English education. Facing the needs and challenges of The Times, English teachers need to change the traditional teaching concept, innovate the teaching mode, attach importance to the dominant position of students, and stimulate the innovative potential of students. This paper discusses the significance of the change of teacher s role in English education in cultivating students innovative ability, and puts forward corresponding teaching strategies to provide references for English education reform.

The Practice of Discourse-based English Reading Teaching in High School from the Perspective of English Learning Activities — Taking the Unit Theme "Launching Your Career" as an Example

The paper outlines the meaning and significance of the English Learning Activity View and analyses the concept of writing teaching based on the English learning activity view. Take Summer Camp Helpers Wanted, a writing board in the selective compulsory for Launching Your Career of the Public Version of High School English (2019 Edition) as an example, explore how to implement the English learning activity view in high school English writing teaching, that is, to introduce the topic before writing to stimulate the students' interest in writing; to cultivate the students' higher-order thinking during writing;and to cultivate the students’ ability to evaluate each other in high school from the perspective of English learning activities. It is argued that teachers should actively establish correct teaching concepts and optimize the teaching design by applying the English Learning Activity View to effectively improve students’ language proficiency, thinking ability, cultural awareness and learning ability, thus improving students’ core literacy of English.

Analysis of Effective Use of Interactive Video in International Chinese Education

With the passage of time, many colleges and universities around the world have set up online classes and integrated the course teaching assistance system into them. With the innovation of science and technology, the use of interactive video in offline teaching is becoming more and more common. By integrating it into the offline learning education system, students’ enthusiasm in class can be significantly improved, and it can also be widely used in international Chinese classes. Therefore, this paper takes international Chinese education as an example. By studying the overall situation of international Chinese classrooms, teachers discuss the operation mode of interactive video in offline teaching, and put forward relevant suggestions, hoping to help international Chinese classroom teachers improve teaching quality and consolidate students’ academic performance. By introducing new teaching concepts, teachers’ teaching methods can be greatly improved, and at the same time, students’ active participation can be promoted, making it easy and practical to conduct a robust assessment of students’ learning progress.

Research on the Strategy of Improving the Informatization Teaching Level of College Teachers in the “Internet +” Era

Under the background of the “Internet +” era, the teaching concept and method of higher education are undergoing significant changes. The integration of modern information technology has far-reaching significance in improving the level of information education, which puts forward higher standards for teachers’ ability in information teaching. This paper discusses various factors that affect the level of information-based teaching of college teachers in the era of “Internet +”, as well as the ability that teachers need to have in information-based teaching, and also explores various strategies to improve the level of information-based teaching of college teachers, to further optimize the teaching quality of colleges and universities.

The Application of Multimodal Teaching Mode in English Writing Teaching in Senior High School

With the deepening of education reform, English writing teaching in senior high school should be further optimized. Teachers should actively introduce new teaching concepts and teaching methods, so as to arouse students’ interest in English writing learning, strengthen their understanding and application of what they have learned, and improve the teaching effect. As a popular teaching mode at present, multi-modal teaching can greatly enrich the teaching content of senior high school English writing, broaden the path of education, and greatly promote the comprehensive development of students. In view of this, this paper will analyze the application of multimodal teaching mode in senior high school English writing teaching, and put forward some strategies for your reference.