Teacher Teaching Research Articles

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.

Teachers’ authoritarian leadership and students’ well-being: the role of emotional exhaustion and narcissism

BackgroundTeachers’ leadership styles have a significant impact on students’ academic performance, physical health and mental health. Authoritarian leadership, as a typical leadership style, is prevalent in the teacher community. The purpose of this study was to examine the mechanisms by which authoritarian leadership impacts students’ well-being. We also examined the mediating role of emotional exhaustion and the moderating role of narcissism.MethodsThis study is based on conservation of resources theory. We selected a sample of 369 students from a university in Sichuan province, collected data through two time points, and tested the data using SPSS 24.0 and AMOS 22.0.ResultsIt was found that teachers’ authoritarian leadership negatively impacted students’ well-being and that emotional exhaustion mediated the relationship between authoritarian leadership and well-being. Narcissism not only moderated the effect of authoritarian leadership on emotional exhaustion, but also moderated the mediation role of emotional exhaustion.ConclusionsOur findings enriched the research on authoritarian leadership and narcissism, and also had important practical implications for future teacher teaching in higher education.

Secondary school learners’ academic achievement in mathematics through a practical instruction teaching approach in the Kigezi and Ankole regions of Uganda

Addressing the challenge of subpar mathematics achievement levels in secondary education has gained global attention. Due to teachers’ inability to teach mathematics without real objects to explain it in real life, learners take the subject as very abstract, hence the poor academic achievement in national examinations. This qualitative case study investigates the impact of practical instruction on the mathematics achievement of secondary school students in Uganda. The research involved interviews with sixteen teachers from selected secondary schools in the Kigezi and Ankole regions to gain insights into their perspectives on the utilization and advantages of practical instruction in mathematics. Thematic analysis was employed to analyze the data. Regarding assessment strategies, the study found that there is a need to incorporate alternative assessment methods that can effectively assess the range of learners’ mathematics abilities. The study’s findings highlight that teachers view practical instruction as a valuable approach that enhances students' mathematics achievement by involving them in hands-on experience with real objects and learner-centered activities. Based on these results, the study recommends the widespread adoption of practical instruction as a means to elevate the quality of mathematics education in Uganda, ultimately addressing the prevalent challenges in mathematics achievement at the secondary school level.

Development of Effective Instructional Teaching Module in Tvet: A Comparative Review of Addie and Nedham’s 5phases Instructional Design Model

Development of Effective Instructional Teaching Module in Tvet: A Comparative Review of Addie and Nedham’s 5phases Instructional Design Model

English Instructors' Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom

This study examines the self-efficacy beliefs of English Language Preparatory Program (EFL) instructors in teaching and assessing 21st-century skills and their integration into English classes. Utilizing a single and relational screening research design, data were collected via an online survey from 98 English language instructors employed at university preparatory schools providing intensive English instruction. The survey, including 72 items on eight dimensions of 21st century skills, employed a 5-point Likert-type scale. The results revealed discrepancies between instructors’ knowledge of these skills and their implementation of them in their classes. Instructors implemented these skills in their classes at a moderate level. Overall, instructors’ competency in integrating and assessing 21st-century skills fell below the standards expected in higher education institutions. These findings offer important implications and provide practical suggestions for improving the implementation and assessment of 21st-century skills.

The Influence of Parental Support on Academic Achievement among Vocational College Students in Ganzhou, China: A Mediating Effect of Teacher's Teaching Style

The Influence of Parental Support on Academic Achievement among Vocational College Students in Ganzhou, China: A Mediating Effect of Teacher's Teaching Style

Perceptions and practices of L2 teachers in metacognitive oracy instruction: A longitudinal case study

This embedded single-case study investigates four secondary school L2 teachers’ perceptions of metacognitive oracy instruction (MOI) over a two-year Design-Based Research (DBR) project and examines the effects of the project on their declared practices almost a year after its completion. Questionnaires, learner notes, and interviews to the double were used to collect data. Data analysis included descriptive statistics, content analysis, and thematic analysis. The results indicate that the DBR project had an overall positive effect on three of the four teachers’ perceptions of MOI. The study also found a link between the teachers’ perceptions of MOI and their self-reported implementation in practice. The findings highlight difficulties teachers face in developing metacognitive practices, even when they believe in their efficacy and intend to implement them. The study offers insights into language teachers’ adoption of metacognitive practices through DBR and can serve to inform teacher educators and researchers.

Assessing and Improving the Quality of Undergraduates in Preschool Education Programs in China: The Course Experience

This study examined the current status of course satisfaction among Chinese preschool undergraduate students and the prediction of five influencing factors on students satisfaction: teacher instruction, course management, course setting, course environment, and course resources. The findings revealed that: 1. the mean value of course experience was M=3.861 (out of 5); 2. there were differences in the satisfaction of undergraduate students' course experience by different background variables; 3. course, course resources, and loyalty had significant predictive power on undergraduate students' satisfaction with course experience; 4. instructor instruction (TI) did not significantly predict students' satisfaction with course experience (SCES) (p> 0.001); 5. Faculty instruction (TI) in this study had the highest mean satisfaction score (M = 4.191) and the mean satisfaction score was only (M = 3.861). The results show that the current status of course satisfaction among Chinese preschool undergraduates is at an moderate level, and there is more space for improvement; although students' satisfaction with teacher instruction (TI) is high, effective teacher instruction does not have a substantial impact on the acquisition of SCES or general competencies, and this passive learning and teaching style leads to a lack of independent learning and active participation among Chinese preschool undergraduate students.

E-formative feedback in emergency remote learning: First-year student teachers' experiences and challenges

This study examined the role of e-formative feedback in emergency remote teaching and learning for first-year student teachers. Numerous scholars have acknowledged the pedagogical value of formative feedback in teacher education. However, there is a pressing need for significant improvement in the quality and accessibility of e-formative feedback provided to student teachers in online learning environments. This study explored the nature of e-formative feedback, technological challenges, and pedagogical practices employed by teacher educators when implementing formative assessment in emergency remote learning contexts. The study is underpinned by Interactive Tutoring Feedback model as the theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing a case study methodology as a means of inquiry. The empirical investigation involved 20 first-year student teachers selected purposively from a large public university in South Africa. Data were collected through semi-structured interviews and analysis of learning management system logs, with thematic analysis employed to analyse the data. The findings revealed that meaningful e-formative feedback could have been enhanced by addressing contextual factors such as limited internet connectivity and a lack of familiarity with online learning platforms. While student teachers valued the quality of e-formative feedback, they expressed concern regarding their ability to consistently access and engage with feedback to improve their learning in the isolated online environment. This paper recommends providing both student teachers and teacher educators with the necessary technological support and training to effectively utilise e-formative feedback and enhance student teachers' academic achievement and professional development during emergency remote learning.

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.

Metacognitive instruction: central aspects of pre-service and novice in-service teachers’ knowledge and professional development

ABSTRACT This study addressed the challenges faced by pre- and novice in-service teachers coping with metacognition in the context of teaching higher order thinking (HOT). Our purpose was to reveal and characterize the participants’ metacognitive knowledge and pertinent pedagogical knowledge. We followed pre- and novice in-service teachers who participated in a preparation course for teaching HOT and metacognition, examining both their planning for and actual application of metacognitive instruction in the classroom. We used mainly qualitative research methods, including an open-ended questionnaire, and a thematic analysis of lesson plans, classroom observations, and interviews. we found that most of the participants were able to apply the knowledge studied in the course to develop new learning activities aimed at promoting students’ metacognitive thinking. Novice teachers were also able to apply metacognitive instruction in their classrooms. Participants tended to integrate metacognitive instruction in familiar, traditional teaching patterns rather than in more progressive ones and exhibited several additional challenges that are specific to metacognitive instruction. The implications for preparing and supporting prospective and beginning teachers for metacognitive instruction are discussed.

Beliefs and Practices in Teaching Grammar Instruction: Babile Primary School in Focus

The researcher conducted this study to seek and to illuminate the methodologies and strategies employed by English language teachers in grammar instruction at Babile Primary School. By engaging in a comparative analysis of the pedagogical beliefs and practical approaches of two seasoned English as a foreign language teachers, the study investigated the subtleties of their teaching methodologies and the various factors that shape their classroom decisions. This examination of the congruence or divergence between their beliefs and instructional methods reveals significant insights into the intricate belief systems of these English as a foreign language teachers and their implications for teaching practices. The analysis indicates that the English as a foreign language teachers at Babile Primary School maintain complex belief frameworks regarding grammar instruction; however, these beliefs do not consistently align with their actual teaching methods. The research identified numerous factors influencing the teachers' classroom decisions, many of which are intricately tied to the specific educational context of Babile Primary School. These results underscore the multifaceted nature of teaching English as a foreign language, highlighting the necessity of understanding and addressing the underlying influences that affect instructional practices. The findings sought to illuminate the nuanced ways in which educators navigate their roles and adapt their approaches to meet the needs of their students in an ever-evolving educational landscape.

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.

A Bibliometric Studies: Digital Learning and Teacher Teaching Quality

This paper presents a comprehensive bibliometric analysis aimed at exploring the intersection between digital learning and teacher teaching quality. In recent years, the landscape of education has been significantly influenced by advancements in digital technology, leading to the widespread adoption of digital learning platforms. An overview of the importance of digital learning and high-quality teacher instruction in modern education is given in the introduction section. The problem statement outlines the main obstacles and gaps in the research on digital learning and the calibre of teaching methods. By elucidating these issues, the study aims to address pertinent questions concerning effective pedagogical strategies in the digital era and ways to enhance teachers’ effectiveness. Methodologically, this study employs bibliometric analysis techniques and VOSviewer version 1.16.20 to examine a corpus of scholarly publications retrieved from reputable databases. The focus is on identifying relevant literature, analysing citation patterns, and mapping out thematic trends and research trajectories. Through systematic data extraction and analysis, this approach enables the synthesis of existing knowledge and the identification of prominent themes and research clusters. The results of the bibliometric analysis reveal significant insights into the scholarly landscape of digital learning and teacher teaching quality. Findings include the identification of seminal works, influential authors, key research themes, and emerging trends. In conclusion, this study offers valuable insights into the current state of research on digital learning and teacher teaching quality. By synthesizing existing knowledge and identifying research gaps, it provides a foundation for future research endeavours aimed at advancing our understanding of effective educational practices in the digital age.

A IMPORTÂNCIA DO ENSINO DA MATEMÁTICA NAS SÉRIES INICIAIS

We live in a very important moment in the country, where the demand for education has expanded, being driven by the growth of technology and deepening of knowledge. This direction leads society and institutions to develop as well, at the same time that it requires education itself to seek new teachings and new practices, so that its studies and projects are always up to date. This need has been observed in the classroom, in the daily practice of teaching and learning, especially with regard to mathematics, since this is a primary subject for citizens. Its priority requires from the teacher and the student themselves better possibilities to work in the classroom and achieve better results in teaching and learning for teachers and students. Under this understanding, this text seeks to present some considerations on the topic.

Meningkatkan Hasil Belajar Pak dengan Metode PBL Berbantuan E-LKPD

Education is a systematic process that aims to develop the potential, knowledge, skills, attitudes, and character of individuals, so that they can become individuals who are useful in their personal, social, and work lives. The main goal of education is to prepare individuals to face life's challenges, contribute to society, and achieve complete self-development. Education plays an important role in shaping civilization and encouraging the progress of a nation. The quality of learning in schools is largely determined by two main factors, namely student learning motivation and teacher teaching creativity. However, at SDN 091448 Saribujawa, Catholic Religious Education learning often faces obstacles, such as the use of monotonous teaching methods, which have an impact on low student interest and learning outcomes. This study aims to improve student activity and learning outcomes through the application of the Problem-Based Learning Model (PBL) in grade V students of SDN 091448 Saribujawa, with a focus on how PBL can improve learning outcomes and students' self-understanding as developing individuals. The implementation of PBL supported by technology in the learning process has succeeded in increasing student motivation and their learning outcomes, as indicated by the increase in the average value from cycle I to cycle II. In addition, there was a significant improvement in student attitude indicators, such as cooperation, responsibility, and independence.

Experience in teaching the course “Theory and Methodology of Education”at the Rivne State Humanitarian University (Ukraine): good practices and challenges

Reforming the system of higher education in Ukraine has set requirements for changes in approaches, paradigms, content and forms of work with students, including pedagogical specialties. Forced changes in the teaching of future teachers took place during the Covid-2019 pandemic, and later during the full-scale war in Ukraine, which was launched by russia in 2022. The authors of this study have analyzed the educational programmes of twelve Ukrainian pedagogical universities. The purpose and tasks of the "Theory and Methodology of Education" course are outlined, and the positive experience of its teaching at the Rivne State Humanitarian University is characterized. The challenges facing pedagogical universities today regarding the preservation and updating of the analyzed course are outlined. For this purpose, a survey was conducted among students – future teachers. The results of the survey are presented in the study, and its prognosticity is outlined.

Music education training for kindergarten teachers: a workshop integrating Shulman’s pedagogical content knowledge and pedagogical reasoning and action model

ABSTRACT Kindergarten teachers often express concerns about the insufficient preparation they receive in their training programs to effectively teach music. This lack of confidence in their music teaching and musical ability can impact their effectiveness of teaching, which in turn can affect children’s music learning. To address this deficiency in music training for preservice teachers, this study consists of a workshop that integrates Shulman’s Pedagogical Content Knowledge (PCK) through the Pedagogical Reasoning and Action Model (PRA). The workshop takes an experiential approach, moving away from the traditional separation of content knowledge and pedagogy. Nine participants took part in the workshop and were interviewed to address two research questions: 1. How do preservice teachers perceive the significance of their musical competence and music pedagogy skills when conducting a music lesson? 2. In what ways does the workshop contribute to the professional growth and effectiveness of preservice teachers in music teaching? The integrated approach employed in the workshop proved effective in enhancing the preservice teachers’ comprehension of PCK through PRA model. The study emphasizes the significance of designing training programs that encompass the breadth and depth of Shulman’s theory of teaching, equipping teachers to deliver music education.

Teachers’ and Parents’ Attitudes towards (Native) Pronunciation and the Part Played by Assistant Language Teachers in English Pronunciation Instruction in Japanese Public Primary and Junior High Schools

In Japan, both teachers and learners of English often aspire to achieve a ‘native-like’ pronunciation. While several studies have highlighted this aspiration as problematic, the perspectives of parents and Assistant Language Teachers (ALTs), who may influence young English learners’ beliefs, remain understudied. This study employs a qualitative research method to examine the perspectives of English teachers, ALTs and parents in Japan regarding English pronunciation. It aims to identify the reasons behind their preference for ‘native-like’ pronunciation. Furthermore, the study explores the role of ALTs in promoting the importance of intelligible pronunciation. Through semi-structured interviews, ten participants share their perspectives and experiences. Using phenomenological analysis, the experiences shaping participants’ beliefs are distilled into ten themes. The findings reveal that deficiencies in English proficiency and confidence, recognition of accented speech, the influence of sound model in educational settings and instances of miscommunication with ‘native’ speakers contributed to Japanese participants’ perceptions of themselves as inferior to ‘native’ speakers. Additionally, teachers’ identities and parents’ scepticism about Japanese English teachers’ abilities reinforced the belief that Japanese-accented English is unsuitable for English teachers. To promote the value of intelligible pronunciation, the teachers and ALTs were required to possess knowledge about the instruction of intelligible pronunciation and recognise the equity of different accents. Although this study’s design does not allow for generalisations, it offers valuable insights for those transitioning from the Nativeness Principle to the Intelligibility Principle, considering social factors and personal experiences.

Development Of Physics Teaching Materials On The Subject Of Light Interference Based On Discovery-inquiry For Senior High School Students

Abstract Efforts to improve student’s concept understanding can be used teaching materials that emphasize process skills. Researchers tried to make teaching materials using discovery-inquiry learning which is learning that emphasizes investigation (process skills) carried out by students. The purpose of this study was to determine the feasibility of Physics Teaching Materials and Learning Guides on the subject of Light Interference in High School. This research is a development research that uses the first five steps of the Borg and Gall method, namely according to Borg and Gall. The results showed that the feasibility of content, language feasibility and content presentation of student teaching materials and teacher learning guides (teacher teaching materials) based on discovery-inquiry were categorized as feasible.