Teacher Teaching Research Articles

How Do EFL University Teachers Regulate Their Negative Emotions While Teaching in the Classroom? Stories From Vietnam

Research in the area of EFL teachers’ emotion regulation in the classrooms is notably underdeveloped (Li, 2023). In fact, Namaziandost et al. (2022) called for studies to find out why and how teachers make use of certain emotions in their classrooms and regulate their negative emotions that occur during their lessons. The current phenomenological study responds to these calls on the topic to explore the layers of meanings and experiences of emotions while teaching of EFL university teachers in Vietnam. Their classroom teaching was video recorded to select incidents in which their emotions were captured. They then were involved in stimulated recall interviews and writing journals for reflections and explanations why they expressed and regulated their emotions in those incidents. The findings indicate that the teachers’ unpleasant emotions were mainly evoked by students’ behaviours in the classrooms, including their discipline matters, lack of engagement in the lessons, and failure to give correct answers to the teachers’ questions. To handle emotions of irritation and disappointment, the teachers applied the strategy to adjust their attention and manipulated the reappraisal strategy to eliminate their negative emotions by immersing into an alternative teaching activity or context for refreshment. Implications from these findings are provided for EFL teachers to reduce negative emotions for better moods in teaching English.

IMPLEMENTATION OF LITERACY CULTURE IN VOCATIONAL SCHOOLS TO INCREASE STUDENTS' LEARNING MOTIVATION

This research aims to describe how literacy culture is implemented in vocational schools to increase student learning motivation. The research method uses participatory observation, where researchers directly observe daily activities in vocational schools related to the implementation of literacy culture. Respondents consisted of three teachers and 90 students from Computer Network and Telecommunications Engineering (TJKT) at SMKN 1 Gunungguruh Sukabumi. The research results show that by using a classical and independent approach, the school creates a learning environment that supports the development of students' literacy skills. The classical approach involves teachers in direct teaching and intensive guidance on reading, writing and text analysis techniques, while the independent approach provides opportunities for students for independent exploration in reading and writing. This combination not only improves students' literacy skills but also stimulates their creativity and increases motivation towards the learning process.

Sosialisasi Model Pembelajaran Berbasis Literasi Digital di Sekolah Dasar

This community service outreach was carried out because there were many teachers who had not implemented the learning model expected in the Merdeka curriculum. The aim of this socialization is to produce quality teaching for teachers by socializing digital literacy-based learning models in the independent curriculum at SD Muhammadiyah 1 Sidoharjo. This socialization activity can provide knowledge to improve the quality of teaching in the independent curriculum. The method that will be used is the socialization planning stage for grade 1, 2, 4 and 5 teachers by preparing an analysis of the Merdeka curriculum. The second stage is the implementation of the socialization of digital literacy-based learning models. The third stage is evaluation and follow-up to differentiate the results of the pretest and posttest. The results of the community service that has been carried out, namely the successful implementation of community service activities with the above components, can also be seen from the satisfaction of the participants after participating in the socialization. Summary of the implementation of community service activities that have been carried out well and teachers are able to apply digital literacy-based learning models.

Impact of an instructional team's feedback on an instructor's teaching practices in a Biology of Cancer course.

The effective implementation of evidence-based teaching (EBT) in large college courses benefits from the successful use of instructional teams. An instructional team's feedback allows instructors to act based on evidence of student learning, addressing students' needs. This feedback may be particularly important for novice instructors or experienced instructors teaching a class for the first time. This study sought to characterize the nature of an instructional team's feedback as well as its influence on the decisions and actions of a seasoned instructor teaching a new class. Instructional team members provided feedback in the form of anticipations, noticings, and suggestions. Anticipations and suggestions seemed to have the largest impact on the instructor's decisions and actions, while noticings, despite providing insights into student thinking, had a smaller effect. Our findings indicate that an instructional team can provide valuable feedback to instructors when team members have an opportunity to meaningfully participate in the planning and teaching processes.

Personal narratives of three EMI teachers: construction of their identities based on their experiential development

ABSTRACT This study focuses on English-medium instruction (EMI) teacher development in the specific context of a technical university in Spain, where English-medium instruction has been adopted swiftly but irregularly over the past decade. In contexts where EMI implementation relies mainly on bottom-up initiatives, its success largely depends on the preparedness of content lecturers, which is why attention must be paid to lecturers’ experiential development. In order to understand how EMI lecturers view themselves, their teaching practices and their impact, we analyse the personal narratives of three effective EMI lecturers as they reflect on their lived experiences. The approach taken in this study is that of narrative inquiry, with the purpose of understanding the extent to which teachers’ experience and perceived identity relate to their teaching behaviour. Findings shed light on different experiential journeys and EMI lecturer profiles. These narratives help us gain insight that can inform EMI teacher trainers and institutions on how to bridge the gap between individual, volunteering approaches to EMI and scalable actions for institutionally implemented and quality EMI.

Exploration and Research on the "Dual Teacher" Classroom Teaching and Training Model

Classroom teaching is a key link in achieving talent cultivation goals. It is a necessary process to enhance students' professional knowledge and job competency. In the process of classroom teaching, teachers should arrange the content and process of teaching and training reasonably based on the differences in students, knowledge, and skills, research and explore effective classroom teaching and training models, and effectively improve the quality of classroom teaching and training. There are many factors that can improve the quality of classroom teaching, and one of the most important ones is how to guide students to follow the teacher's ideas and maintain their enthusiasm for learning. During classroom listening or training, one can engage in active thinking, interaction, and communication with the teaching teacher. In order to better improve the quality of classroom teaching and training, adapt to the new requirements of teaching and training in the new era, a "dual teacher" classroom teaching and training model is adopted for the same classroom. The main lecturer is responsible for imparting and teaching the main knowledge and skills. During the teaching process of the main lecturer, the auxiliary lecturer acts as a dual identity of both the teacher and the student in the classroom. At key teaching stages and knowledge points, they timely guide students to learn and think through various means, so that students can deepen their understanding and mastery of knowledge and skills.

Task-Based Language Teaching

Task-Based Language Teaching by Daniel O. Jackson is part of the Cambridge Elements series published by Cambridge University Press in 2022. This book adopts a cognitive-interactionist stance on language learning, and serves as a guide to task-based language teaching (TBLT) for language instructors, teacher educators, and other interested parties. In response to a lack of practical guidance, Jackson, currently a professor at Kanda University of International Studies in Japan, seeks to broaden TBLT’s accessibility to more teachers. Therefore, the book orients readers to main concepts and issues in TBLT, serving as a reference for practitioners aspiring to provide opportunities for meaningful and engaging communication conducive to acquiring a target language through comprehensible input, feedback, and modified output.

A network model of stress contagion: evidence from the vocational classroom

PurposeOur study focuses on stress contagion in vocational school classes, examining how students’ stress experiences affect their spatial classmates. For this purpose, we apply a novel formal network model that allows us to differentiate between endogenous and exogenous peer effects in the stress contagion process. Using the network model, we investigate effects on students’ stress levels, considering the stress and coping experiences of spatial peers as well as didactic-methodological context factors.MethodsWe test our statistical model using secondary data collected in a study involving 53 students from two classes at a public German vocational training school. The students’ experiences of stress (time pressure, pressure to succeed) and coping strategies (understanding of the subject matter, self-confidence) were captured using the experience sampling method, while classroom characteristics (e.g., teacher instruction, cooperative work) were recorded through video-based analysis of lessons. Utilizing the panel data, we employ maximum likelihood estimation to assess the spatial peer effects model for both classrooms.ResultsAmong other findings, all model specifications revealed significant peer effects for both stress measures, indicating that the higher the stress experience of immediate peers in the classroom, the higher the individual stress experienced by the students. Concerning the considered context factors, we found, for example, that increased cooperative work leads to higher levels of stress experience.ConclusionFrom a substantive perspective, our results underscore the role of peer-to-peer contagion in the vocational classroom and thus suggest a nuanced examination of cooperative practices. From a research methodology perspective, our approach illustrates how various methods (such as experience sampling, video-based classroom observation, and spatial network information) complement and enrich each other, highlighting the added value of our network analytical approach

Implementasi Pendidikan Karakter Di Era Globalisasi Melalui Pembelajaran PPKn Siswa SMK Cendana DDI Samarinda

This study aimed to identify the implementation of character education in the era of globalisation through PPKN learning for students of SMK Cendana DDI Samarinda, Samarinda City. This type of research is descriptive qualitative. The focus of this research is to find out how the planning, implementation and values that appear in learning at SMK Cendana DDI Samarinda. The data collection techniques used are observation, interviews and documentation. Data analysis techniques used are data reduction, data display, data presentation and drawing conclusions. The results of this study indicate that the implementation of character education in SMK Cendana students still has many shortcomings in the form of planning that is documented very well but only continues the previous teacher's teaching program, the implementation of character education is very good in the field of delivery and giving examples but in the absence of documentation of measuring student development teachers do not understand how to see the progress of character education in the classroom, the value that arises from the implementation of character education in the classroom has had a great impact on student understanding but because smk cendana is a vocational school students do not pay full attention and focus more on their major lessons

Towards an Integrated Model for Orienting Preservice Science Teachers for 21st-Century Teaching

This conceptual paper builds the case for orienting preservice science teachers for 21<sup>st</sup>-century teaching on a footing of Miller et al. (2013) framework for science teacher preparation called the Model of Research-Based Education for Teachers (MORE for Teachers). MORE for Teachers frames science teacher preparation as anchored on four pillars: in-depth subject matter, research-based science teaching methods, guided practicum, and a shared vision of the pedagogy of science learning. Based on the limitations of Miller et al.'s linear model yet still maintaining the value of its central tenets the paper proposes a model that is interactive and framing standards in science teaching, curriculum development, rigorous content, research-based science methods course, and quality field experiences as the essential aspects for producing teacher candidates with the right skills for science teaching. The paper argues that pre-service science teachers (PSTs) development in teacher education colleges and universities requires a framework for harmonization that ensures consideration of all the necessary ingredients for science teacher preparation. Drawing on a diversity of literature sources on science teacher education the paper discusses the application of the proposed model in Zimbabwe, illustrating the importance of detailed methods courses, rigorous science content, expert mentoring, personal teaching philosophy, and a consideration of international trends in science teaching.  In conclusion, the paper recommends other contexts in which the integrated model for science teacher preparation can be used and some steps for its practical implementation.

A road map to engage online EFL and ESL learners: A book review in focus

The outbreak of Coronavirus in 2020 posed a significant challenge for English Language Teaching (ELT) instructors, who were obliged to transform their face-to-face classes into virtual and online ones overnight. In this new, unfamiliar context, it was crucial to keep students constantly engaged, motivated, and interested in learning. Nonetheless, rather than merely taking into account the pessimistic facets of this paradigm shift, many scholars and experts tried to concentrate on the chances that remote/online context presents for language learning and teaching communities. In effect, “Engaging Online Language Learners” is a practical book the authors of which have considered the sudden shift online connected with the pandemic as an opportunity to enhance the inclusivity of language learning while testifying that EFL/ESL learners’ engagement in remote/online language learning context ought to be an inevitable priority. Being well targeted to its ELT audience and deeply grounded in both principles of learning engagement and foreign language teaching theories the book straightly targets language teachers, whether experienced ones or those who intend to teach online for the first time. It also bestows ELT teachers with a clear road map to discern what the next steps are for innovative practices in online/remote learning and teaching contexts.

Empowering Early Childhood Educators: Innovative Approaches to Literacy Instruction

This study aims to describe the smart teaching of kindergarten teachers in teaching literacy. Smart teaching literacy is the ability of teachers to teach literacy. The problems found in literacy teaching are related to the ability to recognize the alphabet, write the alphabet, and read. This research is qualitative research using observation and in-depth interviews and documentation. The data analysis techniques used are data reduction, data presentation, and conclusion drawn. The results of this study show that smart teaching carried out by kindergarten teachers in teaching literacy as a means of exploration, experimentation, and self-expression for children uses various types of media used in smart teaching, including digital media, namely through the Kids Academy application. Smart teaching literacy is expected to have open and effective communication, involve parents, create a positive environment, and provide rewards and consequences to children.

Analisis Keterampilan Dasar Mengajar Guru untuk Meningkatkan Hasil Belajar Siswa di UPTD SD Negeri Pailelang

This research aims to examine the influence of teachers' teaching skills on student learning outcomes in elementary schools. This research will specifically examine teaching skills and learning readiness as factors that can influence student learning outcomes. Teachers' teaching skills are very important in the learning process because it is one way teachers can do it so that the learning process in the classroom fosters effective student learning activities and learning outcomes can be as appropriate as possible. what to expect. Learning activities are not enough to just listen and take notes, but must be more complex than that. This shows that the teacher's teaching skills must be able to enable students to stimulate various learning activities. In writing this article, we used a qualitative approach with a literature study based on several scientific journals, electronic books and other sources whose accuracy has been confirmed. The results of this study describe that there is an influence of teacher teaching skills on student learning outcomes in elementary schools. By mastering basic teaching skills, teachers can distribute all learning materials so as to achieve the learning objectives themselves

Assessing an integrated team-teaching lecture in medicine and surgery program- Galala University

IntroductionAchieving integration in medical curricula without redundancy in basic medical sciences disciplines is a substantial challenge. Introducing co-teaching in such curricula with active inter-disciplinary participation is believed to best utilize the teaching and learning time for instructors and students, to motivate the students, and to provide a more robust base for bridging the gap between basic and clinical medical sciences in medical schools. Additionally, including more than one student-centered activity in one session is expected to increase the students’ involvement and improve the retention of knowledge. Our study aims at minimizing redundancy and improving the students’ motivation in learning the topic “insulin-glucose regulation” during the Endocrine and Metabolism module taught to year three students at Galala University, Faculty of Medicine in Egypt.MethodsThe authors designed a 3-hr co-teaching integrated session with 3 basic medical sciences aimed to explain the clinical terms including online accessed pre/post-tests, small student groups-created pre/post-session MCQ, with co-sharing of students in the introduction of scientific materials.ResultsThe students’ scores in the post-test showed that they gained more knowledge compared to before. Interestingly, there was only an improvement in the students’ performance in generating questions before and after the session, as well as in the integrated question in the end-of-semester exam, we suggest implementing this approach in other topics and modules in medical schools. It would also be favorable to follow up with the students taught using this approach and those taught differently to assess the effectiveness of this approach in a controlled manner.ConclusionIntegrated sessions effectively increase student awareness of medical concepts and reduce redundancy in basic medical sciences. This approach exposes students to a more comprehensive understanding of the subject matter, improving their comprehension and retention. It is a valuable method for educators and instructors seeking to enhance their students’ learning experience in the field of medical sciences.

Guided by the Teacher Teaching Ability Competition, Promoting the Digital Reform of Teaching

In the current context of industrial digital transformation and upgrading, the digital transformation and upgrading of vocational education is imperative. This article analyzes the current situation of digital teaching in vocational colleges, combined with the analysis of the teaching ability competition plan of the National Vocational Skills Competition for Teachers, and explores and analyzes the specific measures for the reform of digital teaching in vocational colleges during the digital transformation process: (1) Improving and optimizing digital infrastructure, creating a new environment for digital teaching, (2) Using teaching ability competitions as a driving force to promote digital classroom reform, (3) Putting effort into the technological application to improve the digital literacy and execution ability of teachers.

Enhancing English Vocabulary Teaching for Primary School Teachers: Leveraging Fuzzy Delphi Method in Designing Virtual Reality Technology Modules (CoSpaces Edu)

Enhancing English Vocabulary Teaching for Primary School Teachers: Leveraging Fuzzy Delphi Method in Designing Virtual Reality Technology Modules (CoSpaces Edu)

Challenges of teaching skills (student teachers) in the kindergarten practical education process from their perspective

Practical education is a significant part of the educational and psychological tools represented by vision and practice. This has a positive impact on teacher preparation The second semester is devoted to practice in kindergartens, lasting six weeks. This is a real training opportunity for student teachers to demonstrate their skills and learn many teaching and kindergarten skills that will become a teaching experience in the future. The aim of this study is to identify the obstacles of student teacher teaching skills in the process of practical education in kindergartens in central Sulaimani, all of which were female. Utilizing a descriptive research method, the researcher employed a measurement tool consisting of 33 items categorized into six areas to identify obstacles to teaching skills among basic education students. The research sample comprised 82 student teachers. Statistical treatment of data was conducted using the SPSS program, facilitating the analysis of collected information and percentage weight. Finally, the researcher came to several conclusions: Level of obstacles to teaching skills Practical education among teacher students is generally high. The field of teaching materials, educational supervisors and kindergarten staff is generally at a weak level among student teachers, but the fields of planning, personality and teaching methods of teachers are at a high level.

Pengaruh Perubahan Kurikulum 2013 ke Kurikulum Merdeka terhadap Pembelajaran di Kelas V A SDN 101765 Bandar Setia

This research aims to find out the influence of the 2013 curriculum change to the independent curriculum on learning in class V A at SDN 101765 Bandar Setia. This research is a type of research that uses qualitative research methods. The data collection technique uses the interview method. This research discusses the influence of curriculum changes on the learning process, both for teachers and students. This article also discusses the challenges for teachers in teaching during the 2013 curriculum change to the independent curriculum and discusses what curriculum is more effective to use in learning. Keywords: , ,

Digital Teacher Training in the Portuguese National Plan for Digital Development at Schools: A Case Study

Schools have been responding to the ongoing digital transformation, which requires continuous self-reflection and decision-making skills from teachers in the inclusion of new digital technologies in the teaching and learning process. In the present study, descriptive measures were used to understand how 140 teachers, in a school group, perceived their digital competences through the Check-in Questionnaire (Study 1). A school group is a Portuguese organisational unit, constituted by different schools, catering to different age groups, managed by a single director. Study 2 addressed how this specific school group organised teacher training courses, considering the results of Check-in Questionnaire, and the scope of the National Digital Transition Plan. Interviews, in which data content analysis was applied, were undertaken with seven teacher instructors, selected to implement digital training. The results of Study 1 revealed that most teachers are positioned at level 2, an intermediate level, with no differences in age or years of service. In Study 2, instructors revealed that the proficiency level assigned in the Check-in Questionnaire did not always correspond to a teacher’s real digital skills, identifying this as one of the obstacles to achieving the initial training aims. The goal of the training was for these professionals to feel committed to their educational context and understand what is intended in the inclusion of digital skills in the classroom. The relevance of this study relates to the current context, which places education and teachers at the centre of a digital agenda focused on the development of digital skills, thus generating new pedagogical practices, while accompanying the process from the initial assessment to the implementation of training in the National Digital Transition Plan.

The Use of Jigsaw Technique to Improve Reading Comprehension of The Eighth Grade Students of SMP Negeri 12 Palu

This research aims to find out the use of Jigsaw Technique to Teach Reading Comprehension of the Eight-Grade students of SMP Negeri 12 Palu. This research used a quasi experimental design consisting of experimental and control classes. The sample of this research was two classes of eight-grade students, with the amount 51 students of VIII A and VIII B. This research used a total sampling technique. In the process of collecting the data, the researcher used an instrument which contains of multiple choice and essay test. The result of the data analysis shows that the mean score of the experimental class significantly increased from 57.78 to 77.78, while the mean score of the control class increased from 60.36 to 69.52. The researcher found that the t-counted was higher than the t-table (4.65>1.678). It means that the hypothesis was accepted. In conclusion, the use of Jigsaw Technique can be applied by teachers in teaching and learning process as one of effective technique to improve Student’s reading comprehension.