Teaching Practices Research Articles

Fusion and innovation: Exploring the application and effects of the Italian Bel Canto technique in enhancing the expressiveness of Chinese national vocal performance

In exploring the teaching and performance arts of integrating the Chinese national vocal techniques with the Western Bel Canto, existing research has made significant progress but still there are limited studies available. This study explores the integration of the Italian Bel Canto techniques with the Chinese national vocal music to enhance the Chinese national vocalist performance. By systematically reviewing the literature and analyzing teaching practices, this paper examines both vocal techniques' fundamental characteristic like breath control, emotional expression, and resonance, and their application in enhancing the expressiveness of the Chinese national vocal performance. The research findings indicate that the breath control and resonance techniques of Bel Canto significantly enhance vocalists’ sound quality and emotional expression, while the Chinese national vocal music provides unique emotional conveyance and tonal flavors. This paper aims to provide new perspectives and methodologies for cross-cultural exchange and development in vocal arts. The study emphasizes that the integration of the Italian Bel Canto techniques with the Chinese national vocal music is of great value and significance for promoting the development of vocal arts and innovating vocal teaching. By integrating the Italian Bel Canto technique into the Chinese national vocal performance, we can augment the expressive capabilities of the Chinese vocalists, offering them fresh tools and approaches to enhance their artistry while preserving the distinctiveness of the Chinese vocal traditions. Future research should continue to explore theoretical and practical methods in this field to promote the prosperity of vocal arts and make greater contributions to the exchange and integration of global music cultures.

ALEA IACTA EST: WHAT DOES THE FUTURE HOLD FOR TEACHING PROFESSIONALS IN ARTIFICIAL-INTELLIGENCE MEDIATED EDUCATION?

The 4th Industrial Revolution, or more widely known as Industry 4.0, is bringing about profound social, economic, and political changes due to the exponential rate of development of digital technologies and especially of Artificial Intelligence (AI). Against this backdrop, during the last decade, technological advancements have drastically transformed the nature of education, affecting both its content and the way it is delivered. These developments, in combination with the conditions that arose during the Covid-19 pandemic, enforcing an urgent shift to distance learning, have formulated a novel context within which all stakeholders in the field of education must be adjusted to. Artificial Intelligence refers to those systems that simulate human intelligence and perform complex tasks with the help of algorithms and neural networks, while making it possible for the system itself to learn and adapt its responses. Highlighting the advantages and realizing the potential of AI systems, research is increasingly drawing on the applications they can have in education and in the improvement of the learning process. Recent research data are quite intriguing, indicating improvement in learning outcomes, increase in productive learning time, enhancement of experiential learning and adaptation to the learners’ individualized needs. Within this context and with an eye towards the future, the present paper attempts to highlight the role of teachers and adult educators, the skills they must develop, as well as the challenges they have to tackle, so as to be able to initially comprehend, and at a second level to integrate AI applications in their teaching practice. Alea iacta est: it is evident that all previous knowledge regarding technology is no longer sufficient, with AI-mediated education requiring novel skills and competences to manage and exploit data, to collaborate effectively with systems and learners, as well as to develop appropriate educational materials.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0799/a.php" alt="Hit counter" /></p>

Teachers’ Competence in Information and Communication Technology

By enhancing teachers’ competence in Information and Communication Technology (ICT). schools can better prepare students for success in a digitally driven world and empower them to become lifelong learners equipped with essential digital skills. In this context, this study aimed to determine the level of competence of teachers in the utilization of ICT in one of the public secondary schools in a large division of Central Philippines for the School Year 2020-2021 as basis for a capacity building plan. Overall, a very high level of competence in Microsoft Word application indicates that teachers have the skills, knowledge, and proficiency to achieve more in this software effectivity in their teaching practices, enhancing instructional delivery, resource creation, collaboration, and daily productivity in teaching learners every day. Overall, the Competence of Teachers in the Utilization of Information and Communication Technology signifies proficient in leveraging the software to enhance instructional delivery, facilitate resource creation, have collaboration and uphold daily productivity in teaching. Teachers demonstrate strong communication skills integrating technology to enrich the teaching and learning experience, inspiring student engagement in their daily educational endeavors. It hopes that the fruit of this research provides proper data to those people responsible for incorporating new technologies into the school teaching and learning advancement. Keywords: Education, Information and Communication Technology, teachers, students, competence, Negros Oriental, Philippines

Innovative Design and Practical Exploration of Junior Middle School English Unit Teaching Under the Guidance of New Curriculum Standards

This paper aims to explore the innovative design and practice of junior middle school English unit teaching under the background of new curriculum standards. Under the guidance of the new curriculum standards, the establishment of unit teaching objectives should be guided by core literacy, focusing on cultivating students' ability and quality of doing things in English, and improving their language ability, cultural awareness, thinking quality and learning ability in the process of problem solving. When designing the unit teaching content, we should take the big concepts as the core, refine and focus on these big concepts according to the teaching objectives, and build the logical structure and timing structure of the teaching content around them, so as to effectively promote students' understanding of the big concepts. When arranging the unit teaching process, English practice should be taken as the path, and practical English teaching process should be built through project-oriented, task-based and activity-based design methods, so that students can achieve comprehensive improvement of core literacy in the complete English practice process.

Financial Literacy Practices of Teachers

Embracing sound financial literacy practices can empower teachers to build a financially literate community. In this context, this study aimed to determine the level of teachers’ financial literacy practices. Data for this descriptive study was collected from 56 teachers using a researcher-made instrument that has gone through rigorous tests of validity and reliability. The ensuing analysis showed a low level of financial literacy among teacher-respondents. Additionally, no significant difference was found in the teachers’ financial literacy practices based on age and civil status. In contrast, a significant difference was found in teachers’ financial literacy practices based on groupings by educational attainment and family income. Meanwhile, a significant difference was found when the same data was analyzed based on the length of service and grouping by needs and wants. The findings of this paper call for a salary increase for the teachers, loans on a legal basis, seminars, and training for teachers. Keywords: Financial literacy practices, teachers, Negros Occidental, Philippines

Teachers’ Motivational Skills In Primary Reading

Teachers’ motivational skills in primary reading are essential because they inspire primary learners, foster a love for learning, and contribute to academic success, laying the foundation for lifelong literacy and educational achievement. In this context, this study aimed to determine the level of teachers’ motivational skills at the primary level. The study was tested on 86 primary school teachers using a self-made questionnaire that passed stringent validity and reliability tests. The data were statistically analyzed using the mean, t-test, and analysis of variance. The results revealed that the level of teachers’ motivational skills in attention, confidence, and satisfaction was very high, while the areas of relevance were high. The level of teachers’ motivation skills, when grouped according to the variables above, was lowest in terms of relevance. Further, no significant differences emerged in teachers’ motivational skills when grouped and compared by their profile variables. Notably, the lower motivation in the relevance dimension prompts inquiry into underlying factors affecting its perception. It calls for tailored professional development interventions to address these issues, potentially leading to more effective teaching practices and learner outcomes. Keywords: Teachers’ Motivational Skills, Primary Learners, Education, Valencia, Negros Oriental.

Reflective practice among pre-service teachers: the role of portfolios

ABSTRACT Background In Belgium, and elsewhere, the use of portfolios as a reflective practice for pre-service primary and secondary teachers has long been established in higher education. Reflective thinking is recognised as an effective process for examining daily practices, awakening students to the key elements of their profession, and fostering lifelong learning. With the emergence of the competency-based approach to employability, the link between portfolio-based reflective practice and the development of students’ employability competences remains to be explored. Purpose The aim of this study was to examine how portfolios, as a reflective practice, can promote pre-service physical education (PE) teachers’ reflective thinking and their employability competences, and to consider the support that might need to be offered to help pre-service teachers better reflect on their employability competences. Method Qualitative research was conducted through semi-structured interviews with 16 pre-service PE teachers in one Belgian university. Thematic analysis, based on a dual deductive and inductive coding approach, was undertaken to discover patterns in the data. To investigate the role of portfolio-based reflective practice for reflection and employability, co-occurrences between the identified codes were examined. Findings Analysis of the interview data showed that students used the portfolio as a reflective practice. The portfolio experience appeared to foster employability competences, particularly expertise, lifelong learning, social competences and efficacy beliefs. In addition, the portfolio enabled students to explore their beliefs and knowledge and to validate their assumptions and beliefs. The support of peers and tutors was crucial during this experience. Conclusion Course designers may wish to improve portfolio use by thoughtfully incorporating all phases of reflective practice, encouraging students not only to reflect on their competence development but also to take meaningful action. Organising portfolios in a way that prompts students to draw on prior knowledge, beliefs, and experiences, while facilitating with key stakeholders, such as peers and teachers, could further support their professional development.

'Dancing with emotions': An Interpretive Descriptive study of facilitators recognition and response to students' emotions during simulation.

Immersive simulations can evoke a range of emotions in students. However, little is known about how facilitators recognise and respond to students' emotions during simulations. This study aims to understand how simulation facilitators perceive and respond to students' emotions during simulation-in order to optimise learning. We conducted semi-structured interviews with 10 simulation facilitators who had varying experiences in simulation-based practice. We explored their experiences of students' emotions in simulations and reactions to these perceived emotional states. Applying an Interpretive Descriptive methodology, drawing upon control-value theory, we iteratively and reflexively developed themes to address our research question. Based on a contrasting analysis, we used the concept of 'crafted stories' to represent our findings. We identified three recurring issues and crafted these into stories: (1) facilitators that recognise emotions and adjust the complexity of the simulation in order to dampen intense negative emotions and 'preserve learning'; (2) those that recognise mainly negative emotions and argue that it is better to let them feel the 'heat' in order to prepare them for the realities of clinical practice; (3) those that recognise both negative and positive emotions but let the simulation run as planned for all learners and attend to emotional responses during debriefing. Simulation facilitators become aware of students' emotional responses through a range of cues. While some facilitators continually move and react to students' emotions, others intentionally hold back from attempting to alter students' emotional responses. Facilitators' beliefs about how to optimise learning mediate how they react to students' emotional states. Beliefs about learning are predominantly shaped by their experiences in both teaching and real-world clinical practice. By understanding the delicate balancing act of students' emotional states and altering the complexity of a simulation, we have the opportunity to inform facilitator training in order to enhance learning.

The practicality of long-term blended teaching and learning at a South African institution

Background: The rapid revolutionisation of technology and other factors such as the recent COVID-19 pandemic, prompted higher education institutions to consider the possibility, necessity and implications of officially adopting a blended teaching and learning approach on a long-term basis.Aim: This research aimed to explore the practicality of a long-term blended teaching and learning model at a South African higher education institution.Setting: This research was conducted at a selected South African higher education institution.Methods: The article adopted a qualitative case study approach, and one-on-one semi-structured interviews were conducted. The data collected was then analysed using thematic analysis.Results: Although the institution was generally ready for blended teaching and learning during the pandemic, best practices such as further training and development for both lecturers and students on the pertinent systems and technology are imperative if a long-term blended teaching and learning is to be successful. There were also concerns regarding external, technological, and socio-economic issues that could hinder a successful long-term blended model.Conclusion: While the research revealed the institution’s overall ability to swiftly transition from face-to-face, to distance online and blended teaching and learning approaches during the COVID-19 pandemic, it also revealed that work still had to be done to fully prepare the institution for formalised blended teaching and learning in the future.Contribution: This research builds on limited research on blended teaching and learning at South African contact higher education institutions and adds new theory regarding some best practices for successful blended teaching and learning.

Report from the child neurology education and training workshop at the International Child Neurology Congress 2024: Expert'saddressing the training gap

This report summarizes the key findings of a workshop undertaken at the International Child Neurology Congress in 2024 by child neurologists with expertise in training education and invested colleagues. The workshop aimed to explore global issues which have impact on access to child neurology training. The major findings supported a great need for more training programs globally, that consensus is needed for the minimum standards of training, and that training programs can be strengthened via global health partnerships especially with collaborations from regions with more available resources. The group concurred that the phenomena of ‘neurophobia’ amongst general paediatricians and medical trainees, was a reality, and creates barriers both working with paediatric colleagues, as well as recruiting specialists to the field. Optimal teaching practices for child neurology should include the expansion of learning through global partnerships and virtual educational resources. Measures must be put into place for fledgling training programs, to support colleagues in less resourced settings and to avoid their burn-out. Collegial and collaborative work is essential to support the future of child neurology across the globe, both to reach the current capacity needs but also to meet the necessary growth in the field.

The Role of Teacher Feedback in Enhancing ESL Learners' Writing Proficiency

Teacher feedback plays a vital role in enhancing writing proficiency among ESL learners. This paper explores how different types of feedback—direct, indirect, formative, and summative—impact learners’ language development, with a focus on improving grammar, structure, and content in writing. By combining error correction with opportunities for learners to engage in self-reflection and revision, feedback helps students develop a deeper understanding of language mechanics and fosters learner autonomy. However, challenges such as the heavy workload for teachers, varying student receptiveness, and balancing constructive criticism with motivation are significant considerations in delivering effective feedback. This study also highlights case studies that demonstrate the practical application of feedback strategies in diverse ESL classrooms. Overall, the role of feedback in ESL writing instruction is essential for promoting sustained improvement and developing students’ confidence and independence in writing. The article concludes with recommendations for balancing personalized feedback with innovative teaching practices to enhance ESL learners' writing proficiency.

Evaluation Proposal for School Teaching and Learning

Objective: This work aims to present a proposal for an evaluation method, entitled: Cycle of Autonomous Learning Evaluation (Caaa). Theoretical Framework: The use of assessment instruments in schools as a genuine assessment and the low level of student learning in Brazil exposes the emerging need to rethink the assessment practices that are carried out, since in order to raise their learning to a higher and better quality, it is essential to qualify the means that give access to it. Method: In order to construct this study, we immersed ourselves in educational theory relating to learning assessment in the school context and active teaching practices, as well as in the documents that underpin Brazilian education and what they guide in terms of learning assessment. Results and Discussion: The studies carried out resulted in the development of the assessment method: Cycle of Autonomous Assessment of Learning (Caaa). Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the Cycle of Autonomous Assessment for Learning (Caaa) can be applied or influence practices in the field of education. Originality/Value: This work contributes to the development of the praxis of school learning assessment in Brazil.

Educação para uma Cidadania Democrática: da formação inicial de professores às práticas de sala de aula em Portugal

Teacher training, at Escola Superior de Educação de Lisboa, has since 2020 included a curricular unit in the master's degree in Teaching in the 1st cycle and Portuguese and History and Geography of Portugal in the 2nd cycle, which aims to develop Competences for Democratic Culture (CDC). Taking as a reference the 20 CDC (Council of Europe, 2017), the training component in the field of Didactics of ​​Social Sciences (DSS) was reformulated, introducing changes in the curricular unit Society, Culture and Territory. These changes have produced visible results in supervised teaching practices (6-12 years old). This article focuses on critical reflection on the teaching and learning strategies experienced in initial training, within the scope of DSS, mobilized in the practices with students aged 6 to 12. The objectives are: (1) to recognize the effects of the strategies implemented in initial training in the field of CDC; (2) analyse the skills developed by elementary school students and reflect on the practices for the development of these skills; (3) analyse the CDC valued in students' practices and the results of their pedagogical-didactic projects. Methodologically, a documentary analysis is carried out that frames the CCD in initial teacher training and a content analysis of the twelve final master's reports (2021 to 2023), which focus on a pedagogical-didactic intervention and research on development of CDC (strategies, activities and evaluation indicators). The first result points to the recognition of the role of DSS in initial training within the scope of CDC: through content and training methodologies, SS facilitate practices aimed at building critical and democratic citizenship. Secondly, the impact of projects implemented in elementary school classes is highlighted, with the purpose of promoting CDC: evidence of the relevance in guiding future teaching practice towards training children and young people to read, interpret critically and intervene in the social reality in which they are inserted.

Longitudinal effects of a professional development program on principals’ leadership practices: results of a baseline latent change score model

ABSTRACT Principal leadership plays an important role in teacher practices and student achievement. Professional development (PD) can help principals to improve their leadership practices – yet few studies to date have examined the effects of formal PD on principals. The present study uses matched data from n = 62 principals and n = 1112 teachers to investigate the longitudinal effects of an 18-month PD program regarding school improvement for principals in Germany. Results from baseline latent change score modelling suggest positive changes in principals’ self-reported leadership practices aimed at improving instructional quality at their schools and promoting teacher development. The positive change in practices is partly reflected in the reports of teachers in the respective schools. We find evidence for characteristics of high-quality PD programs for principals, such as joint participation of leadership pairs, group discussions, internships and coaching, that might help practitioners to design future PD activities for principals. Research should further examine characteristics of effective PD for principals taking control groups and confounding variables into account.

A Case Study on the Application of Socio-cultural Theory in International Chinese Language Classrooms

Research on sociocultural theory in second language acquisition is common, but there are few concrete methodological results for frontline teachers. In this paper, we first summarize the development of Vygotsky's sociocultural theory as the theoretical support of this paper; secondly, we use the sociocultural theory as the guide to design the teaching of the lesson "Learning Chinese with a Teacher", and describe in detail the implementation of the teaching process. Finally, it analyzes how to apply such a basic theory as socio-cultural theory to the practice of language teaching in a more grounded way from the perspective of teachers.

On the Integration of "Teaching, Learning and Evaluation" from the Perspective of Core Literacy and its Construction Paths

In the curriculum standards for various subjects in compulsory education issued in April 2022, it is advocated that the "teaching, learning, and evaluation" be integrated, and teachers are required to transform their educational approach and pay attention to the educational function of evaluation. The integration of "teaching, learning and evaluation" is not only the basic requirement of the new curriculum scheme, but also an important path to deepen the reform of basic education curriculum teaching, but also an important measure to develop students' core quality and implement the fundamental task of cultivating morality and people. However, from the current teaching practice, there are still many problems in the integration process of "teaching, learning and evaluation". This study makes a specific analysis of this, and tries to put forward the strategy of constructing the integration of "teaching, learning and evaluation", explore the effective path to promote teaching, so that the integration of "teaching, learning and evaluation" can be implemented.

Towards the adoption of a balanced approach to literacy instruction in LESLLA classrooms in Québec, Canada

The current study reports on an action research project taking place in two Quebec adult education centres and aiming to create learning opportunities for LESLLA learners of French to pursue their literacy development journey beyond the advancement of their technical skills. More specifically, our research objective was to highlight the challenges and affordances faced by the participating teachers during the study in order to show how instructional change in favour of a more balanced approach to literacy instruction can occur during an action research project involving close mentoring for teachers. To do so, we first described the participating teachers’ meaning-focused literacy teaching practices during non-participant observation sessions in four teachers’ classrooms over the course of 6 weeks, totalizing 25 hours of observed teaching practices. Although the vast majority of all practices observed were code-focused, some instances of meaning-focused teaching practices were identified. During two training sessions, these practices acted as a starting point for exploring new meaning-focused practices that were then piloted with their students. We observed that, in the course of an action research project consisting of iterative cycles of reflection, action, and evaluation, implementing activities aligned with a more balanced approach to literacy instruction seems possible among teachers who typically rely on code-focused activities.

Teachers’ collective habits as critical for establishing collegial learning

ABSTRACT In the past two decades, scholarly discourse has consistently emphasised the efficacy of collective efforts in professional development and school improvement. Collaborative endeavours among teachers, where they systematically explore their teaching practices and collaboratively address relevant improvement issues, have proven more effective than individual pursuits in educational change. However, research also underscores the inherent challenges of such collective initiatives, particularly in collegial learning. In a longitudinal study, we adopted a pragmatic perspective to delve into the collective habits of teacher teams working towards establishing collegial learning. The identified collective habits, which revolve around collective participation, the improvement process, and scientific activities, play a pivotal role in either facilitating or hindering the establishment of collegial learning to achieve professional development and school improvement. We posit that a critical exploration of collective habits is imperative for teacher teams aiming to nurture novel and impactful practices. Strategies conducive to teachers’ collegial learning encompass fostering pedagogical leadership, cultivating continuity, and embracing scientific rigour in the analysis of classroom data.

Applicability of Virtual Excursions in Technical Subjects Teaching

During the covid pandemic period of 2019–2020, teaching was carried out via homeschooling, and secondary vocational schools had to deal with the problem of ensuring the implementation of excursions, which were a part of their apprentices’ practical training. In the context of the COVID-19 pandemic, a group of people at Constantine the Philosopher University in Nitra (Slovakia) came up with a plan to develop some virtual excursions to help secondary vocational schools replace field trips with their virtual counterparts. In the paper, the authors describe the results of the stated intention: two virtual excursions aimed at the production and processing of metal products and verification of their applicability in educational practice based on a qualitative analysis of expert opinions collected by means of individually led semi-structured interviews. The conclusions of the analysis confirm the high degree of usability of the created excursions and verify some positive impacts of the implementation of virtual excursions into the teaching practice, e.g., it increased student motivation to learn, increased student interest in lesson content, increased student activity, and intensified study activities overall, including various forms of self-study.

Because of thương: Listening to the voices of Vietnamese early childhood educators

This paper explores the self-authoring of two early childhood educators in Vietnam’s disadvantaged areas, Ha and Dong, to understand their marginalization and resilience in their daily practices. Guided by a Bakhtinian view, teachers’ self-authoring is conceptualized as an ongoing process in which the teachers articulate authoritarian discourses, and integrate them with their ideas to develop their internally persuasive discourses—their own knowledge of themselves as professionals. Data was collected via semi-structured interviews and photo elicitation; and analyzed in parallel with Bakhtin’s theoretical concept of self-authoring and the post-structuralist feminist approach. The findings represent the political, social, and gendered discourses addressing and being addressed by the preschool teachers. The study suggests that compassion and devotion to work for children contribute to the teachers’ making sense of their professional roles. This paper calls for a need to center the voices of Vietnamese early childhood teachers in policy-making, teacher training, and research practices, towards educational sustainability.