Teaching Practices Research Articles

Using ChatGPT in planning English language classes

The digital transformation is a global trend in modernizing educational systems. Implementing digital technologies in Russian educational institutions has been legally established and has become an everyday practice for teachers and students. The transition to new forms of learning, including interaction with artificial intelligence (AI) in combination with other technological solutions, contributes to solving applied problems, such as optimizing teacher’s working time. This article explores the possibilities of using AI (in particular, ChatGPT) as a tool for English lesson planning and instructional design.The article provides an overview of the capabilities, basic principles of interaction, and prospects for using ChatGPT in the educational process. The main part of the article consists of examples of ChatGPT responses to requests from a user — an English language teacher. As a result of interaction with ChatGPT, we were able to create a lesson plan as well as exercises for the development of lexical skills, for monitoring text understanding, for developing speaking skills and listening skills. The article demonstrates that the use of ChatGPT in English language lesson planning opens new perspectives for effective individualized learning and expands the possibilities for creating attractive and relevant educational content to meet diverse needs of students.

Teaching twenty-first-century skills: examining collaborative learning in initial teacher education in Finnish universities

ABSTRACT This study investigated whether and how research-based knowledge on collaborative learning is applied as theoretical content and a pedagogical approach in the Initial Teacher Education (ITE) curricula in Finnish universities. It adopted a qualitative approach, triangulating curriculum documentation and in-depth interviews with curriculum development experts responsible for designing ITE. Results suggest CL's central ideas are present in the curriculum documentation and transversally addressed as a teaching practice of group work, highly dependent on the teachers’ approach. However, the up-to-date empirical discoveries of the learning mechanisms involved in CL processes are not visible in the formal curriculum, creating tensions between content/theory and method/pedagogy. The study uses the Finnish case to critically discuss the challenges of evidencing clear guidelines on CL in ITE curriculum. It emphasises the importance of addressing CL theories and practical methods in ITE to bridge gaps between theory and practices, preparing teachers for contemporary teaching and learning. contexts.

Assessment of Digital Tool Impact in Language Education: Insights from Educators and Students

This study evaluates the implementation and impact of digital educational tools in foreign language classrooms from both educators' and students' perspectives in Serbian secondary schools before, during, and after the COVID-19 pandemic. The research investigates the digital tools used, the challenges faced, and the perceived benefits of these tools in enhancing teaching and learning experiences. Quantitative data were collected through online surveys administered to 173 language teachers and 126 fourth-year secondary students, focusing on their experiences with digital tools in various instructional models—traditional, online, and hybrid. Results reveal significant discrepancies between teachers' and students' perceptions of digital tool usage and its frequency. While the majority of teachers reported frequent use of digital tools, students indicated less frequent exposure. Key findings indicate that digital tools like Google Classroom, Kahoot!, and Quizziz were widely used during the pandemic and continued to be utilized post-pandemic. Teachers highlighted the need for comprehensive training in digital competencies to integrate these tools into their teaching practices effectively. Both educators and students acknowledged the benefits of digital tools in creating dynamic and engaging learning environments, yet challenges such as maintaining student motivation and balancing attention in hybrid models were noted. This study underscores the importance of aligning training programs with teachers' needs and suggests future research to assess the effectiveness of such programs and explore non-technology-related factors influencing digital tool adoption in foreign language teaching.

Epilogue

Abstract In this text, we discuss the challenges of researching historical methods of teaching science and we emphasize the importance of scientific materials held in academic collections as sources for understanding past teaching practices. As a case study, the text presents the scientific exchange between Germany and Russia in the nineteenth century, in which scientific instruments played a crucial role in communicating research practices across language boundaries. Because it is impossible to access scientific materials in their historical contexts and written sources rarely describe them, we advocate an interactive approach, convinced that engaging with scientific materials opens deeper insights into historical learning settings. With this approach, we take up the central role of materiality in knowledge creation, which has become established in recent decades and has driven a shift from text-based studies to material-based studies in the history of science. We propose to incorporate this change into the practice of teaching history of science.

Subject Advisors’ Understanding of their Curriculum Leadership Roles for Mathematics Improvement in South African Schools

The study aimed to investigate the curriculum leadership role of Mathematics subject advisors in enhancing Mathematics education in South Africa. Using a case study design, seven Mathematics subject advisors and ten Mathematics educators were sampled from all seven districts of the Free State province. Data collection methods included in-depth semi-structured interviews, observations, and document analysis. Data analysis followed Tesch’s (1990) eight-step coding technique. The field study revealed that Mathematics subject advisors’ leadership roles encompassed providing support and guidance to educators, conducting educator appraisals, monitoring and overseeing educators’ and learners’ workbooks, mentoring, and professional development. They also handled administrative tasks findings like resource provision and paperwork using monitoring tools. While all subject advisors aimed to improve Mathematics achievement, their approaches varied. Some reviewed past strategies while others adapted based on resource availability. Individual educational philosophies also influenced their strategies. Moreover, subject advisors operate within a network that includes principals, educators, learners, and the broader context. Effective curriculum leadership depends on these interactions. Interestingly, none of the subject advisors claimed comprehensive knowledge of their subject area. Some lacked specialization in Mathematics or related fields in which they were operating. Many expressed a need for training, particularly in managing and supporting progressed learners. These findings suggest the need for a standardized model to guide leadership training for Mathematics subject advisors. Such a model could enhance curriculum leadership, thereby improving teaching practices and student performance. Future research could use these insights to develop this model. Keywords: Curriculum Leadership, Subject Advisors, Mathematics, Curriculum, Assessment Policy Statement (CAPS), Cognitive Theory

Five key actions for redesigning adult skills assessments from learners, employees, and educators

AbstractSummative assessments provide data to evaluate the effectiveness of schools, teachers, and educational policies, contributing to a robust accountability system worldwide. However, educators and scholars argue that summative assessments do not effectively promote ongoing learning, enhance teaching practices, or align with the skills required in the workplace. Furthermore, traditional summative testing approaches lack culturally responsive practices and overlook the diverse needs of adult learners. This article summarizes research conducted through focus groups, interviews, and listening sessions to gain insight into learners’, employees’, and educators’ perceptions of assessment needs in adult education and workforce development in the United States. We conducted six focus groups, four interviews with diverse learners and employees, and two listening sessions with educators and administrators. In-person and online formats were used in Spanish and English. The results indicate that the backgrounds and needs of learners, employees, and educators in this study are diverse, but all agree there is a strong need for open assessment resources for mid- and lower-skilled and culturally diverse learners that provide them with useful information to help them achieve their personal and occupational goals. Educators in this study needed assessment information connected to the standards and curriculum that guide their instruction, and employees and their employers needed tools to identify and train adult learners for in-demand skills within industries and occupations. Assessing adult skills requires addressing these needs by designing tests that focus on learners’ characteristics and goals and are integrated with educators’ and employers’ needs and goals. The research findings suggest that assessments should be personalized to learners, integrated with instruction or job training, and embrace the cultural diversity of the adult learner population better to serve learners, employees, and educators.

Preparing Teachers for Inclusive Education: Pre-Service Teachers’ Knowledge, Perceptions and Experiences of Inclusive Pedagogy from Teaching Practice

Various scholars have questioned the effectiveness of teacher education programmes in preparing teachers for inclusive education. This study examines how teacher education programmes prepare pre-service teachers for inclusive education in terms of perceptions, knowledge and pedagogy. The study uses focus group discussions to examine pre-service teachers’ knowledge of inclusive education and their experiences of inclusive pedagogy from teaching practice. The SACIE-R questionnaire tool assesses the perceptions of 187 pre-service teachers with regard to inclusive education. The findings indicate that pre-service teachers acquire theoretical knowledge with gaps in field-based knowledge that hinder their ability to link theory and practice, and to develop inclusive pedagogy. Moreover, pre-service teachers have a low level of sentiments and harbour many concerns and negative attitudes towards inclusive education. The findings of the study contribute insights that can inform the design and structuring of inclusive education courses in teacher education programmes.

Using reflection and dialog feedback to promote the development of situated and dynamic pedagogical content knowledge

This study explores the reflection and dialog feedback of preservice teachers (PTs) in a one-semester chemistry teaching design and practice course with the aim of improving their situated and dynamic pedagogical content knowledge (PCK). Using a collective case study method, reflections and dialogs from 18 PTs across six teaching cycles were analyzed. The research results indicate that teaching reflection focuses on five themes: the diversity of student situations, the functionality of teaching contexts, the consistency of teaching content, the construction of teacher‒student dialog, and the progression of subject practice activities. The reflection of the PTs strengthened meaningful teaching content and corresponding specific skills, and effective dialog feedback provided external evaluation standards. The reflection prompted teachers to evaluate from multiple perspectives and levels and provided important insights to promote the development of situated and dynamic PCK. This study concludes with a discussion of the practical implications and potential for future research to develop a situated and dynamic PCK for PTs.

Evaluating the Correlation between the Teaching Performance of Primary School English Language Teachers and the Training they Received

Teaching is a profession that requires its practitioners to be trained and certified. The training may take the form of pre-service or in-service. The teachers who pass through either of these modes of training are also required to possess ample and reasonable knowledge and skills of the subject matter they teach. In addition, the training that they take should focus on shaping their attitudes towards the teaching profession so that they can adapt, improve or change the reality they find in schools. In addition, they are expected to possess ample experiences of teaching. Purpose. This explanatory study explored the relationship between the training that teacher trainees received at Kemissie College of Teachers Education in Ethiopia and their teaching practice at primary schools. Methodology. The researchers collected the data for the study from pre-service teachers of the college using a questionnaire, interview, document analysis and classroom observations. A mixed approach was employed to collect and analyze the data. The results show that some of the courses contribute less to helping the trainees develop the required competence to teach the subject. There are also neglected but relevant courses. In addition, the practicum program is not being run as it is intended to be run. The relationship between the training that the teachers received and the teaching practice at primary schools is not strong. Therefore, it is recommended that more relevant courses and contents should be given emphasis. The practicum program should also acquaint trainees with the reality at primary schools in order to attain the intended purpose of the program. Supervisors and mentors should also guide the trainees and help them progress in their profession. Conclusion. This study found that the teacher training curriculum focuses on subject area knowledge, professional skills and teaching practices. These components are essential and helpful to train competent primary school teachers. The participants in the study revealed that some of the courses that they attended have contributed positively to their effective teaching of English at primary schools.

Closing the divide: Exploring higher education teachers’ perspectives on educational technology

Incorporating technology into education has become a crucial component of contemporary teaching practices. Technological advancements have led to the development of innovative teaching tools and methodologies that promote active learning and engagement among students. This study used a modified version of the Technology Acceptance Model (TAM) to analyze the key factors that impact the integration of technology in the teaching practice of higher education instructors. Among the factors to be included in the modified model are technostress and teaching tradition. These factors have been rarely examined within the mandatory technology integration in higher education settings. Partial Least Squares Structural Equation Modelling (PLS-SEM) is used to analyse the empirical data collected from 657 higher education teachers in Jordan. Findings reveal that teachers’ technological, pedagogical and content knowledge (TPACK) played a crucial role in facilitating the effective integration of technology into teaching practices. This boosted self-efficacy, personal innovativeness and perceptions of ease of use and usefulness. Additionally, teachers’ TPACK negatively influenced their technostress and teaching tradition. Indeed, technostress and teaching tradition were identified as significant obstacles to the effective integration of technology into teaching practices. Significant implications for theory and practice can be derived from the findings of this study to effectively incorporate technology in higher education.

WhatsApp Support for School Experience e-Portfolio Development: A Conversational Approach

This paper reflects on the different ways of learning fostered by Whatsapp in the development of school experience e-Portfolios. Student teachers in one institution went through their school experience and practice teaching with an expectation to submit portfolios in an electronic format as evidence of their engagement with the theory and practice of teaching. WhatsApp interactions between student teachers, the school experience co-ordinator, and the practitioners in the Academic Development Centre, supporting the development of e-Portfolios, had to be relied on during the process of developing e-Portfolios. Informed by Laurillard's conversational framework on the six ways of learning, this study analysed the possibilities of WhatsApp support in the development of e-Portfolios by student teachers in one university. First and fourth-year education students on school experience provided qualitative data on the ways of learning that are best and least served by WhatsApp. Their accounts and evaluations of their interactions and support through WhatsApp were expressed narratively. Meaning units were extracted through content analysis and allotted to themes and categories suggested by the conversational framework. This study reports on the usefulness of the framework to evaluate WhatsApp support as well as the ways of learning that are most and least served by WhatsApp support on the development of e-Portfolios of evidence on practice teaching. Recommendations on the efficacious use of WhatsApp support for e-Portfolio development, the practices that would foster the realisation of all the six ways of learning, and enhancement of e-Portfolio development for the school experience are furnished. Suggestions are also proffered on further research about purposive use of WhatsApp and the conversational framework on e-Portfolio development.

Digital Echoes: Crafting Chinese EFL Teacher Identity in the Era of AI-Enhanced Instruction—A Qualitative Exploration

This study examines the impact of artificial intelligence (AI) integration on the professional identities of Chinese tertiary English as a Foreign Language (EFL) teachers. It explores how these educators perceive and adapt to the incorporation of AI tools into their teaching practices, focusing on both the opportunities and challenges encountered. Through qualitative analysis of semi-structured interviews with 16 tertiary EFL teachers, the study identifies key factors influencing their professional identities, including institutional support, professional development, peer influence, personal attitudes towards technology, and ethical considerations. The findings indicate that AI integration enhances personalized learning and reduces the burden of administrative tasks. However, it also challenges teachers to reshape their roles and manage both technological and ethical complexities effectively. The study highlights the necessity for ongoing professional development and robust institutional support to effectively integrate AI in educational settings, ensuring it enhances rather than undermines the teaching and learning process.

Flipped Classroom in the Czech Republic

The Flipped Classroom approach, advocated since the 1990s by scholars such as Alison King, Eric Mazur, Maureen J. Lage, Glenn J. Platt, and Michael Treglia, involves students independently learning theoretical content before class via e-learning resources like video recordings and self-directed programmes. This allows educators to use class time for discussions and scaffolding as students engage in problem-solving tasks individually and in groups. Notable milestones include the establishment of Khan Academy in 2004, MEF University's adoption of flipped teaching in 2011, the founding of the Flipped Learning Network in 2016, and the extensive use of e-learning during the COVID-19 pandemic. This paper examines implementing a flipped classroom project in environmental education in the Czech Republic. In 2018, three academics from different universities initiated the flipping of environmental education courses. The research, framed as combined action research, employed a questionnaire as the primary tool. Data were collected twice: in 2021, at the end of mandatory online teaching due to the COVID-19 pandemic, and in 2024, after three years of regular education. Responses from 288 students were analysed using standard statistical methods, while open-ended responses from 82 students and interviews with four university lecturers were qualitatively assessed. The findings underscore the benefits of electronic materials, particularly students’ appreciation for interactive elements, time flexibility, and the ability to review content multiple times. Students' willingness to watch digital lectures at home decreased post-pandemic, and the perceived efficacy of this method was higher among students during the pandemic. Although students find the flipped classroom method effective, they favour its combination with traditional teaching methods. Educators, cognisant of the method's potential, interpret these results as indicative of “virtual environment fatigue”, noting students’ reluctance to prepare in advance as a significant barrier. They advocate for the widespread implementation of the flipped classroom model across faculties to optimise instruction and eliminate the need for switching between traditional and flipped approaches. This study offers a practical example and insights for educators seeking to integrate the flipped classroom methodology with e-learning tools into their teaching practices.

Pedagogical Interaction and Student Engagement at Selected University

This quantitative study examined pedagogical interaction and student engagement in a university in Guangdong, China, involving 364 students and 132 teachers. Surveys evaluated pedagogical strategies, including reflective, inquiry-based, and collaborative learning, alongside cognitive, emotional, and behavioral aspects of student engagement. Professional development was measured by the establishment of training systems aimed at enhancing students' capacity to engage in classroom interactions, ensuring that teachers progressively cultivate active participation.The findings show that teachers frequently facilitate teamwork, reflect on their teaching practices, and set clear expectations for group activities. They also promote inquiry-based learning by fostering interactive environments where students exchange ideas and engage in discussions. In problem-based learning settings, teachers guide students through research, data analysis, and presentations. However, Spearman’s rho correlation analysis found no significant relationship between teaching strategies and student engagement, suggesting that changes in one do not necessarily affect the other. This indicates that factors beyond pedagogy, such as student motivation or external influences, may impact engagement. The study highlights the need for more personalized learning approaches and enhanced support systems to encourage participation. And, continuous professional development remains crucial, ensuring educators can create environments that nurture meaningful student engagement, regardless of instructional strategies used.

Influence of Learning Satisfaction and Teaching Willingness on Professional Commitment of Normal University Students

The researcher selected 395 normal students in five universities as the research object. All the five universities selected are old-fashioned normal universities. This study focused on development and changes of normal students' willingness to teach in the process of professional learning in five universities, and discusses the factors that affect normal students' willingness to teach, so as to make them better understand the relationship between professional learning and their professional development from the perspective of normal students, improve their recognition and love for their majors, urge them to study more seriously, enhance normal students' willingness to teach Based from the results of the study.Student instructors were assessed to have an average degree of professional commitment, this may imply many possibilities. Initially, it is possible that their teachers are not providing optimal instruction to their students.The moderate level of professional dedication among student instructors may potentially hinder their prospects of securing employment. Teachers must possess unwavering dedication and profound passion for their profession due to its arduous nature and demanding workload.If student teachers are only moderately satisfied with their learning, it may potentially impact their motivation and involvement.The degree of willingness in instruction among student-teachers is a critical factor in determining the caliber of education and the achievement of students. The levels of satisfaction and willingness of student teachers positively influence the level of commitment of student teachers. Student-teachers who show a commitment to engage in ongoing professional development are more likely to look for chances for growth and progress. Attending workshops, furthering one's education, or interacting with colleagues can all help teachers improve their teaching practices.

Digital Technologies in Primary Mathematics Education: Insights from Future Teachers’ Portfolios

The integration of digital technology in education has become an essential competency for primary school teachers, particularly in mathematics education, where innovative tools can enhance learning outcomes and student engagement. This paper investigates the extent and nature of digital technology utilization among future mathematics teachers, focusing on tools like dynamic geometry software (GeoGebra), e-testing platforms (e.g., Kahoot), learning applications (e.g., Learning Apps), and immersive technologies such as augmented and virtual reality. Our research centers on the analysis of final portfolios submitted by graduating students from the Faculty of Education at the University of Ostrava in 2024. These portfolios, which are a culmination of the students’ educational strategies and experiences, offer a unique lens through which to assess the preparedness and innovation potential of future educators. Additionally, we surveyed the views of these students through questionnaires on the use of digital technologies in mathematics teaching. We specifically examined how these candidates plan to integrate digital technologies into their teaching practices and the innovative methods they propose to engage primary school students in mathematics. Through a qualitative study of 24 portfolios and a questionnaire survey of 15 students, we identified prevalent trends and inventive approaches in the use of digital tools. Our analysis highlights not only the variety of digital technologies incorporated into teaching strategies but also the depth of pedagogical integration, reflecting a sophisticated understanding of how to enhance learning environments effectively. The findings underscore the importance of digital literacy in teacher education and suggest that current training programs are effective in equipping future educators with the necessary skills to implement advanced technological tools. This study contributes to the ongoing discussion about digital competence in education, providing evidence of emerging trends and the transformative potential of digital technologies in primary mathematics education.

Impact of the EduIntegrity Suite on Academic Integrity: A Qualitative Study

The EduIntegrity Suite, a collection of tools designed to promote academic integrity, has garnered significant interest within educational institutions. This study explores the Suite's perceived effectiveness and its influence on various stakeholders through a mixed-methods approach. Semi-structured focus group interviews were conducted with students, educators, and administrators at institutions utilizing the Suite. Student discussions explored their perceptions of the Suite's impact on their learning environment and potential concerns. Educators discussed how the Suite influenced their teaching practices and addressed suspected misconduct. Administrator focus groups provided insights into the decision-making process for implementing the Suite, its effectiveness, and its broader cultural influence. An online component complemented the focus groups, involving a comprehensive review of documents and websites related to the Suite. Company websites and product information for the Suite's individual tools were examined. Academic resources discussing the Suite's functionalities and potential applications were reviewed. News articles and blog posts offering insights from educators, administrators, and students regarding their experiences were explored. The findings highlight the Suite's multifaceted functionalities, including plagiarism detection, grammar and citation checking, originality reports, and remote proctoring services. While students acknowledged the Suite's potential deterrent effect, concerns about workarounds and a shift in focus from learning to detecting cheaters were also voiced. Administrators, however, emphasized the Suite's potential as a tool for promoting a culture of academic integrity, not just detecting plagiarism. Transparency and clear communication emerged as crucial for fostering trust and student acceptance. The EduIntegrity Suite appears to offer a promising approach to academic integrity when implemented strategically and combined with effective pedagogical practices. However, the success hinges on a multi-pronged approach that addresses student concerns, utilizes the Suite's functionalities effectively, and fosters a culture of ethical learning within the institution. To achieve this, institutions can prioritize clear communication about the Suite's purpose and limitations, support and develop staff with the Suites functionality and ethical consideration. Moreover, encourage educational initiatives that promote critical thinking, responsible research practices, and proper citation skills. Collaboration between educators and administrators can leverage the Suite's capabilities to create a more supportive and ethically sound learning environment.

Reform and Practice of University Physics Experimental Teaching Based on OBE Concept

Aiming at the problems of unclear teaching objectives, obsolete content, and single method in the experimental teaching of university physics at our university, we have implemented a series of reform initiatives. It mainly includes clarifying the student-centered teaching objectives, optimizing the experimental content, innovating the teaching methods, improving the assessment and evaluation system, and improving the experimental conditions [1,2]. After the implementation of the reform, the learning effectiveness of students has been significantly improved, the teaching level of teachers has been significantly enhanced, the curriculum system has been optimized, the efficiency of teaching management has been enhanced, and social recognition has been strengthened. Practice shows that the teaching reform based on the outcome-based education concept effectively improves the quality of university physics experimental teaching and lays the foundation for cultivating innovative talents.

Evaluation of Strategic Planning Practices of Managers in Primary Education Institutions

Purpose. Rapid changes that have affected the world from past to present have caused educational institutions to change in order to keep up with the times and raise people for the future. It has become important for educational institutions to turn to new approaches in order to keep up with the changes taking place, to overcome the problems they will encounter and to chart their future. What strategic planning, one of these approaches, can do in educational institutions has become more and more important day by day. One of the important factors in the applicability of strategic planning in educational institutions is the closeness of school administration and teachers to this concept. In this study, the strategic planning practices of administrators and teachers in primary education institutions in the Mesarya rural area, the Turkish Republic of Northern Cyprus will be aimed and evaluated in order to shed light on the knowledge level of administrators and teachers in the country's educational institutions about strategic planning, whether they carry out these plans in their schools, and similar questions. Methodology. In this regard, in order to achieve the intended goal, semi-structured interview questions were prepared, and the collected data was finalized based on expert opinions and a pilot application. As a sample, 5 administrators and 5 teachers in the Meserya rural area of the Turkish Republic of Northern Cyprus were selected, and content analysis was conducted based on the data collected through face-to-face interviews. Result. As a result of the research, it was underlined that the administrators and teachers mostly did not make strategic planning in the schools where they worked. In light of the results, it is recommended that administrators and teachers who lack knowledge on this subject receive in-service training. Conclusion. This study afforded us the opportunity to assess the perspectives, knowledge, and experiences of principals and teachers working in primary schools in the rural Mesarya region of the Turkish Republic of Northern Cyprus regarding strategic planning in education.

Inclusive Teaching and Learning Practices That Promote and Protect Reading and Science Literacy for Palestinian Children

Despite adversities arising from the Palestinian experience, studies have shown that Palestinian students can demonstrate educational resilience. However, a gap in knowledge exists about inclusive teaching and learning strategies that contribute to Palestinian students’ educational resilience. This research uses mixed-effects regression modelling to examine reading and science literacy outcomes of 1279 Palestinian students in UNRWA schools in Jordan. The findings revealed two promotive factors (student online reading and teacher–student relations) and two protective factors (student enjoyment of reading and student control strategies) for reading, and two protective factors (student awareness of environmental matters and student epistemological beliefs about science) for science. Knowledge about the promotive and protective factors has important implications for reading and science educators working with Palestinian children.