Teaching Skills Research Articles

The Influence of University Dean’s Teaching Leadership and School Organizational Climate on Physical Education Teachers’ Teaching Efficacy in Selected Universities in China

This study uses the questionnaire method to analyze the influence of university deans' teaching leadership and school organizational climate on teachers' teaching efficacy. The conclusions are as follows: Teachers' teaching efficacy has different levels under different background factors; Principal's instruction can promote teachers' teaching efficacy; The learning and teaching atmosphere in school promote teachers' teaching efficacy. Orderly management is the premise of good school organization atmosphere. It is suggested that teachers should strengthen their confidence in education and teaching, and actively improve their teaching skills and professional qualities. It is suggested that school administrators should pay attention to cultivating teachers' team spirit and establishing a harmonious and friendly interpersonal atmosphere.

Psychopathology teaching in residency program – An art losing its shine: Psychiatry trainee residents’ experience

Abstract Background: Teaching psychopathology in a residency program is considered the “heart” of the training program. There is a lack of data on evaluating psychiatry resident training in psychopathology. Aim: The aim of this study was to evaluate residents’ experience and satisfaction in terms of training and teaching psychopathology during the psychiatry residency program. Methods: It was a mixed-method design study and was cross-sectional. A total of 53 psychiatry residents (pursuing postgraduate courses) participated. Participants were assessed using qualitative and quantitative questionnaires. Qualitative interviews consisted of open-ended questionnaires. The student satisfaction questionnaire was quantitative. Results: In terms of dissatisfaction with the teaching specific skills during postgraduation, the most common dissatisfaction reported was with the quality of the clinical environment (35.8%), psychopathology taught during the course of the training period (34.0%), and the teaching of skills of interview technique to elaborate and label the psychopathology during the course of the training period (32.1%). Conclusion: Most of the residents were not satisfied with the teaching of psychopathology. Supervision was not adequate from the seniors and teachers for teaching psychopathology. The most commonly emerged strategy to teach psychopathology was the supervision of clinical interviews with real patients, and the initial 1st year should be more focused on teaching psychopathology in clinical settings. It can be said that there should be some competency-based training programs for the residents.

Competencies of Using Computers in Teaching: An Evaluative Study on Students of the Faculty of Education, Sohag University

This study aimed to assess the competencies of Sohag University’s Faculty of Education students in computer-based teaching competencies, employing a descriptive-analytical approach and a questionnaire covering eight core areas: the role of computers in education, information technology skills, integration of computers in teaching, use of the internet and email for instruction, operation of Windows OS, utilization of presentation software, spreadsheets, and word processing tools. A cognitive achievement test was also developed to measure students’ knowledge in these areas, with a sample comprising 235 students from both scientific and literary disciplines. The findings revealed varied student perceptions regarding the impact of their academic studies on developing computer-based teaching skills, with statistically significant differences (p ≤ 0.01) favoring scientific students over literary students in both their questionnaire responses and test performance. Additionally, students generally exhibited low competency scores on the test, highlighting the need for enhanced focus on practical skill development. A positive correlation (r = 0.26) was also identified between literary students' questionnaire responses and their test performance, statistically significant at the 0.01 level, underscoring the importance of bridging the gap between theoretical knowledge and practical application.

Development of Leadership Skills in Medical Education: Protocol for a Scoping Review.

Leadership is recognized as an essential competency in health care and science, being central for professionals to face health challenges. Few physicians feel prepared to serve as leaders in the health care environment, and few receive training in the leadership skills needed to be successful. Teaching leadership skills together with extensive, longitudinal, clinical education in an authentic and nurturing environment can effectively develop students for leadership in medicine. Studies on the subject still do not show the best way to implement it in medical education, and an updated review is necessary. The aim of this study is to identify the types of available evidence on the teaching of leadership skills in undergraduate courses in the health area, analyze them, determine knowledge gaps, and disseminate the research results. This is a scoping review that will consider studies on leadership skills in medical and health undergraduate courses. Primary studies published in English, Spanish, and Portuguese since 2019 will be considered. The search will be performed in 8 databases, and reference lists will be searched for additional studies. Duplicates will be removed, and 2 independent reviewers will examine the titles, abstracts, and full texts of the selected studies. Data extraction will be performed using a tool developed by the researchers. The scoping review is currently in progress. The preliminary database search has been completed, yielding a total of 1213 articles across multiple databases. The next stages, including deduplication, title and abstract screening, and full-text review, are scheduled to be completed by December 2024. Data extraction and analysis are expected to be finalized by March 2025, with the final report anticipated to be ready for submission by June 2025. This scoping review on leadership in the medical curriculum can significantly contribute to the literature by organizing and synthesizing the available evidence on teaching leadership skills in undergraduate courses in the health area. Furthermore, by analyzing evidence and identifying knowledge gaps, the study can provide valuable insights to develop more efficient and comprehensive medical education programs, thus preparing students to take on leadership roles in the complex environment of health care. Open Science Framework YEXKB; https://osf.io/yexkb. PRR1-10.2196/62810.

The Application and Training of News Interviewing Skills in Journalism Education

With the rapid development of the information age, the demand for professional interviewing skills in the news media industry continues to grow, making the training of interviewing skills in journalism education particularly important. This paper explores the application and training methods of news interviewing skills within journalism education. By analyzing the application of interviewing skills in classroom teaching and off-campus practices, it proposes specific methods for basic interviewing skills, advanced interviewing skills, and comprehensive quality enhancement training. The study finds that current journalism education faces issues such as the disconnection between theory and practice and a lack of diverse teaching content, and it offers corresponding improvement strategies. The aim is to provide a reference for journalism educators to enhance the interviewing skills and overall quality of journalism students, enabling them to adapt to the constantly changing media environment.

The impact of Brain-Based Learning on critical and creative thinking in English Language Teaching

This paper investigates the impact of Brain-Based Learning (BBL) strategies on fostering critical and creative thinking skills in English language teaching. In the context of 21st-century education, where the demands for innovation, critical thinking, and problem-solving are paramount, BBL emerges as a pedagogical approach that aligns teaching methods with cognitive science principles. Through a qualitative exploration of teacher perspectives and a quantitative analysis of classroom outcomes, this study highlights how BBL encourages the development of both hemispheres of the brain, promoting not only logical reasoning but also imaginative problem-solving. The findings underscore the potential of BBL to transform traditional English language teaching (ELT) practices by fostering a more holistic, engaging, and dynamic learning environment. Practical recommendations for integrating BBL into English classrooms are also provided..

<b>Insights From the Frontlines: Students' Perceptions of Teaching Methods in a Nigerian Medical School </b>

Background The teaching skills of the teachers impact the learning outcomes, and it is expected that learning can be enhanced through appropriate instructional strategies that will optimally help the students. An understanding of student’s perception of the available teaching methods will provide insight into what the challenges are, and how this information can be used to further optimize learning outcomes. Methods A qualitative phenomenology study using focus group discussions among 41 clinical medical students in a developing Nigerian medical school. An inductive thematic analysis was performed on the transcribed recorded data from the group discussions. Results Six themes emerged: participation, clarity and applicability, encouragement and feedback, teaching aids, students-teachers relationship, and learning environment. Students preferred problem-based learning and small group teaching, perceiving didactic lectures as lengthy and boring. They emphasized the need for teachers to use real-world examples, provide feedback, and adopt student-centered approaches. The majority of students preferred visual learning aids but noted inadequate infrastructure and resources for their preferences. Conclusions This study highlights the importance of student-centered teaching methods, incorporating visual aids and problem-based learning, to enhance engagement and retention. Teachers should adapt their instructional strategies to cater to diverse learning styles and promote interactive learning. The study suggests retraining clinical teachers to adopt student-centered approaches and utilize available resources effectively. By prioritizing student feedback and adopting inclusive teaching methods, medical educators can optimize learning outcomes and prepare students for the demands of healthcare practice. Keywords: medical, students, perceptions, teaching, methods.

A qualitative study exploring the experiences of advanced clinical practitioner training in emergency care in the South West of England, United Kingdom

BackgroundAttempting to improve emergency care (EC) advanced clinical practitioner (ACP) training, Health Education England (HEE) South West (SW) implemented a pilot, whereby emergency departments (ED) were provided with enhanced funding...

Development of Students’ Research Skills in the Context of Multilingual Education

The requirements to research activity and intellectual needs of students increase significantly in the modern conditions of modernization, namely in the conditions of multilingual education. Because the intellectual and scientific potential of the younger generation represents the main factor of future development of every civilized society. In the process of transition to the norm of the new generation, one of the requirements to graduate university is the formation of research abilities. Development of research skills of students in conditions of multilingual education is the subject of the article. The authors analyze the concept of research work, identify the structure of research activity and substantiate the importance and necessity of teaching of research skills. The authors define the concept of research skills and its categories. The research skills can be used to activate students' research potential.

Exploring the Role of DingTalk for Teaching and Learning English Listening Skills in Blended Learning Environments

This study explores how digital platforms such as DingTalk can be used to teach and learn English listening skills as one of the tools for blended learning instructions. These platforms offer synchronous and asynchronous learning methods and provide students with a flexible and interactive platform that promotes real-time communication, peer feedback, and self-paced learning. Although this platform has shown potential benefits for improving listening comprehension using constructivist and social learning theories, drawbacks include technological limitations, insufficient platform features for listening instruction, effective instructional design, and students' need for digital literacy. This article highlights the importance of Dingtalk as one of the tools for blended teaching and learning and the issues to be addressed so this platform can be used to help students' English listening skills. The changes in the dominance of technology in education, like AI and AR, need to be considered for blended learning. The findings suggest that to help students' learning outcomes using this digital platform, educational institutions and teachers need to adapt to the needs of their students continuously.

The Effectiveness of a Practicum in Education Model: Teaching Practice at the Bahrain Teachers College

The current study investigates the effectiveness of the teaching practice programme for pre-service teachers at the Bahrain Teachers College (BTC) using a descriptive approach. A survey was conducted to investigate the perceptions of pre-service teachers at BTC towards the effectiveness of teaching practice in terms of college competencies, supervision, and time. The obtained results indicated that the current teaching practice programs helped the pre-service teachers to develop their teaching skills. The findings suggested that restructuring the teaching practice program depends on the new international best practices in the pre-service teachers training field. The current study provides some practical implications on how to improve the influence of supervision to support pre-service teachers’ experience at the BTC and helping them to acquire the skills and knowledge that the society needs whether in terms of developing education or enhancing the values that go with the developments around the world.

An Investigation on the Influence of Middle School Students' Grammar Learning Self-efficacy on Their Learning Performance

In middle school English teaching, grammar instruction has always been an important and challenging aspect. Due to the strong influence of grammar explanation in Chinese, learning English grammar may be affected by negative transfer from their native language, which could pose certain obstacles to English acquisition. Self-efficacy, as a major emotional factor influencing learners' internal regulation strategies, has attracted wide attention from researchers both domestically and internationally for its impact on learning performance. High self-efficacy helps learners develop a more positive mindset towards learning, thereby contributing to improved learning performance. Therefore, this study focuses on investigating the relationship between grammatical self-efficacy and learning performance of English grammar among middle school students. This research contributes to a complementary understanding of grammatical self-efficacy among educators, enhancing their teaching skills, and effectively guiding students to learn English grammar with a more positive and healthy mindset, presenting a future grammar instruction in middle school English teaching.

An andragogical proposal to improve teaching skills at the university level

The development of andragogy training enhances the competencies of university teachers. This study aimed to propose a training program in andragogy to improve teaching effectiveness at the university level. Using a quantitative methodology within a non-experimental design, the research included a sample of 193 teachers, using surveys and questionnaires as instruments. The results revealed that, in general, teaching competencies were at a moderate level, with particular emphasis on strategies that foster intrinsic motivation and opportunities for reflection, self-assessment, and evaluation of adult learners' motivation levels. Generally, the results highlight that andragogy training strengthens teaching competencies and enriches classroom interaction.

An exploratory study on teachers’ perspective on applicability of neurolinguistic programming in developing language learning (at the high school level)

Neuro Linguistic Programming (NLP) is a fast-emerging set of tools and techniques for developing linguistic competencies among learners and teachers as well. NLP enables us to better understand the way our brain processes the words that we use and how that can impact our past, present and future. Learning second language offers high level of motivation and satisfaction to the learners. Similarly, teaching second language requires lots of planning and innovation in its application. In this context, NLP could be very helpful for teachers to improve their teaching skills, and similarly, it could facilitate learners to learn second language in a congenial environment. It could provide a roadmap for teachers to enhance the linguistic competence of their learners. On the other hand, it could enable the learners to identify their grey areas and provide solutions to work on their weaknesses. At this backdrop, the present paper attempts an exploratory study of teachers' perspective on the applicability of Neuro Linguistic Programming in developing Language Skills at the High School Level. / Keywords: neuro linguistic programming (NLP), second language (l2), teachers, learners, classroom, LSRW skills.

The Effect of Using Communicative Language Teaching (CLT) on Developing EFL Iraqi Learners' English Communication Skills: An Experimental Study

The research aimed to explore the effect of using a communicative approach on developing Iraqi Learners' English communication skills. Sixty-two Iraqi learners were utilized as a sample of the research, who consist of studying English in the 6th preparatory class at Palistain Preparatory School, Anbar. The test was utilized as an instrument of the study. A pre-test was conducted, and the sample was divided into two groups: the first group called the experimental group, was taught the English language using the communicative approach, while the second group called the control group, was taught the English language using the traditional method. Both groups were taught the contents of grammar for the 6th preparatory school. After the experiment had been completed, a post-test was conducted to collect data. The results revealed the experimental group obtained better marks than the control group in post-tests for communication skills. Therefore, the research recommends that policymakers and English teachers use the communicative approach as the best method for teaching communication skills in the new Iraqi curriculum.

Applying Mentored Blended Learning With Mooc To Improve Preservice Teacher's Teaching Skill and Self-Efficacy

Purpose: The purpose of this study is to assess the effectiveness of the Mentored Blended Learning with MOOC (MBM) model in enhancing the teaching skills and self-efficacy of preservice teachers prior to their internships. By implementing this model, the study aims to provide insights into how a structured combination of mentorship, blended learning, and MOOCs can improve practical teaching competencies and confidence in preservice teachers, thereby informing future approaches in teacher education training programs. Theoretical reference: This study uses constructivist, social learning, self-efficacy, and blended learning models to enhance preservice teachers' teaching skills and self-efficacy, focusing on active learning, self-efficacy, and authentic contexts. Method and material: The study used a mixed-methods approach, involving 120 preservice teachers, 5 preschool teachers, and 5 experts. The MBM model was developed through focus group discussions and evaluated by experts. The experimental group received training through the MBM model, while the control group followed the traditional curriculum. Results and Conclusion: The study found that the Mentored Blended Learning with MOOC (MBM) model significantly improved the teaching skills and self-efficacy of preservice teachers compared to the control group. This suggests the MBM model's potential for improving teacher education by combining mentorship, blended learning, and MOOCs.

Developing a foundation information and academic skills programme for potential Student Nursing Associates.

This article outlines the development of 'Prepare to Progress', a preapplication programme for potential Student Nursing Associate (SNA) applicants at Gloucestershire Hospitals NHS Foundation Trust. Created collaboratively by the Trust's Library and Knowledge Services and Professional Education teams, the programme aims to provide realistic course expectations, teach study skills and boost confidence in using library services. Evaluation results indicate increased understanding of the SNA course, improved application decision-making, and enhanced academic confidence among participants. The programme demonstrates the valuable role of library services in preparing healthcare support workers for further education and addressing library anxiety. The study suggests benefits for both participants and library services.

Use of ICT in English Language Teaching Classroom

Information Communication Technology (ICT) in teaching and learning is indispensable for improving teachers' professional skills in English language teaching (ELT). This paper examines secondary English language teachers' experiences in using ICT in teaching English in Nepal. The extensive semi-structured interview as a key information-gathering strategy under the phenomenological research method was employed to explore the participants’ experiences in applying ICT skills in teaching English. Four English language teachers who had been using ICT in teaching for at least two years were selected purposively from two public secondary schools in Rupandehi, Nepal. The findings revealed that the use of ICT engages students' cognitive processes and their autonomy in class. It also creates an engaging and dynamic atmosphere for learning and facilitates better access to learning materials. The study can contribute to improving teaching and learning efficacy using ICT skills for effective teaching in public schools in Nepal.

Board Games and Entrepreneurial Skills Acquisition: A Mixed-Methods Study on the Efficacy of the EntreComp Framework in Higher Education

The landscape of higher education has witnessed a paradigmatic shift towards methodologies that are more interactive and engaging. The integration of gamification and board games as active learning methodologies in higher education, as well as the instruction in entrepreneurial competencies, has garnered significant interest for its potential to engage and motivate students, thereby enhancing learning outcomes. Gamification, characterized by the incorporation of game design elements into non-game contexts, offers a captivating and novel learning experience that fosters intrinsic motivation and active participation among students. One of the main ways of applying gamification is through board games, providing hands-on opportunities for students to apply theoretical knowledge in practical scenarios. A critical aspect of this educational innovation is its contribution to the instruction of entrepreneurial competencies, a domain gaining traction within higher educational settings. The European Entrepreneurship Competence Framework (EntreComp) stands at the forefront of this educational endeavor, offering a comprehensive blueprint for cultivating entrepreneurial skills and mindsets. This study is anchored in the context described above, with a focused aim to delineate which entrepreneurial competencies, as outlined by the EntreComp framework, are most effectively developed through these novel educational interventions. To facilitate this investigation, the "Game It Away!" project was initiated, encompassing three pilot studies. These pilots innovatively employed board games as the medium through which participants could acquire and hone their entrepreneurial skills. A key component of the learning process within these pilots was the maintenance of a learning journal by the students. This journal, filled with various reflective questions, provided a structured mechanism for participants to document and reflect upon their learning journey throughout the project. In this way, by using qualitative and quantitative methodologies, it is possible to verify the evolution of certain competences. The integration of gamification and board games within educational settings, particularly through the lens of the "Game It Away!" project, represents a pioneering approach to fostering entrepreneurial competencies among students. This study, leveraging both qualitative and quantitative methodologies, has illuminated the substantial potential of these innovative pedagogical strategies to revolutionize the teaching and acquisition of entrepreneurial skills as outlined by the EntreComp framework.

Designing Learning Centres that Facilitate Knowledge Construction on Science Process Skills in Early Childhood Classrooms

Science education is perceived to have the potential to develop 21st century competencies. In Zimbabwe, the teaching of science in early childhood by using learning centres is considered as a way of empowering young learners with scientific knowledge and skills to become productive citizens in future. To strengthen the initiative, resources are being channelled and policies crafted to support the teaching of STEM (science, technology, engineering and mathematics). Despite considerable efforts to introduce STEM in early childhood development (ECD), research concerning the benefits of developing science skills using learning centres is sparse. This study adopted an interpretive paradigm and multiple case study design for three schools and three purposively selected ECD teachers. Data was solicited through semi-structured interviews, document analysis and classroom observations. The variable nature of learning centres in ECD classrooms is an indication of shortcomings in policy on teaching using learning centres. At learning centres, learners construct scientific knowledge, ideas and skills through interaction with peers and developmentally appropriate materials. Teachers should be creative and innovative and create learning centres that enable learners to explore the world and construct scientific knowledge through active participation and sharing ideas. A policy to guide the teachers on constructing appropriate learning centres for effective teaching of science skills should be drafted.