Teaching Practices Research Articles

Relationship between Theoretical Knowledge and Application Abilities of Science Teachers in Assessment Practices at School Level

The objective was to test the hypothesis that there is no relationship between theoretical knowledge and its practical application in assessment practices used by science teachers in the classroom and in general at the school level. The nature of the study was quantitative with descriptive correlational and linear regression design. The sample was randomly taken for the survey questionnaire from the Principals of high and higher secondary schools in two districts of Pakistan. The result revealed that there is a strong positive relationship between theoretical knowledge and its practical application in assessment used by science teachers at the secondary level. The regression analysis also showed that the theoretical understanding of assessment has a strong impact on the hands-on practices of the assessment. It was recommended that the science teachers' training focus on both theoretical concepts and learning along with the practical application of the assessment practices for effective and quality instructions or pedagogy.

Mind the Gap Between Chemistry and Outdoor Education: Primary and Lower Secondary Preservice Teachers’ Beliefs During an Outdoor-Based Introduction to Chemistry in Science Education

ABSTRACT Outdoor education is rarely used to teach chemistry, despite its potential benefits for students. This paper investigates preservice teachers’ (PSTs) beliefs about the domain of chemistry in science education. Sixteen primary and lower secondary PSTs were asked to draw their perception of chemistry in science education and mind maps about outdoor education before being exposed to a novel, student-active approach. This approach introduced chemistry outside the classroom, demonstrating how outdoor environments can be used with students to learn about basic chemical concepts. Six participants were selected for in-depth interviews after the introduction. An abductive approach was applied to analyze the data. Results indicate that prior beliefs about teacher-centered laboratory activities dominate, with few links to everyday or natural phenomena. The interviews showed that these beliefs stem from secondary school experiences, often associated with challenges such as difficulties in remembering the content of experiments. Some PSTs had prior teaching experiences and wished to include the outdoor environment in their future teaching practice. These unique and diverse beliefs influenced direct encounters with chemical phenomena outdoors. Activities that created visible links between familiar phenomena and chemistry were embraced, especially if they solved prior challenges from school. Nevertheless, the diversity of outdoor phenomena led some PSTs to question their prior chemistry knowledge. This challenge may hinder future integration of outdoor activities unless these questions are addressed. The findings suggest that regularly incorporating chemistry related outdoor activities in teacher education may prove beneficial. However, reflecting on emerging challenges is essential.

Bending Back to the Professional Activities: Unveiling the Role of Reflective Practice in Teachers’ Professional Development

Bending Back to the Professional Activities: Unveiling the Role of Reflective Practice in Teachers’ Professional Development

INCENTIVOS E VALORIZAÇÃO PARA CARREIRA E CARGOS DEMAGISTÉRIO DO ENSINO BÁSICO TÉCNICO E TECNOLÓGICO (EBTT)

The present study aims to analyze the impacts of the incentives and appreciationprovided by the EBTT career plan on the teaching practice and professionaldevelopment of teachers. The following specific objectives were defined: to understandhow the career plan and continuing education influence the pedagogical practice ofteachers: to identify the main incentive and valorization policies implemented at theFederal Institute of Rondônia. The justification for this study is based on the need tounderstand more deeply the effectiveness of policies to value and encourage teachers.This understanding is essential to improve pedagogical practice and create a morestimulating and productive educational environment. By identifying successful practicesand areas for improvement, it will be possible to develop practical recommendationsthat contribute to the professional advancement of teachers and to the improvement ofthe quality of the education offered.

Inclusive education in action: Singapore teachers’ efficacy in early childhood and primary school education

ABSTRACT Despite the increasing number of students with special educational and developmental needs in Singapore, in-service teachers’ efficacy in inclusive practices remained underexplored within this teacher population. This study examined the efficacy of 584 in-service preschools and primary school teachers in inclusive practices. Results showed that while teachers demonstrated moderately high efficacy, preschool teachers’ overall efficacy was significantly higher than that of primary school teachers. Conversely, no significant difference found in efficacy in managing behaviour, indicating that both groups find it equally challenging. The study explored possible reasons for these differences in teacher efficacy across educational levels in Singapore.

Distance teaching, science teaching, and preschoolers’ reactions during the COVID-19 pandemic—A comparison of the first and third lockdowns

ABSTRACT The COVID-19 pandemic brought about a new reality in all aspects of life. The lockdowns significantly impacted early childhood educators, necessitating a shift in instructional methods. Preschool (3–6 years of age) teachers had to develop innovative, creative distance science learning activities that were engaging and age-appropriate. We asked: What pedagogical practices did preschool teachers implement in distance teaching and distance science teaching during the first and third lockdowns? How did the teachers cope with distance teaching, and how did they perceive the preschoolers’ behaviour and verbal interaction during remote meetings? How self-confident were the preschool teachers with distance science teaching? The study involved 386 teachers in the first lockdown and 232 in the third. Participants completed online questionnaires that included closed- and open-ended questions. Quantitative and qualitative data analyses revealed that WhatsApp and Zoom were the main means of communication. Most teachers advanced their distance teaching practices and their self-confidence from the first to third lockdowns. During the third lockdown, teachers produced educational, scientific short videos and developed instructions for simple scientific experiments at home. Children's difficulties in communicating remotely were mainly due to adults’ or other household members’ unavailability for support, which was greater during the third lockdown.

Factors influencing educators’ implementation of quality teaching practices in Australian engineering education

ABSTRACT Improving teaching quality within engineering education is a long-standing challenge, made more difficult by the complex economic, political, and social environment in which educators operate. Understanding the enablers and barriers to implementing quality educational practices from a holistic perspective is thus critical for developing evidence-based actions for improving practice. This study addresses the research question: ‘what key factors influence engineering educators’ implementation of quality educational practices, and how?’. Using Bourdieu’s Theory of Practice as the theoretical lens, interviews were conducted with 21 engineering educators from 11 distinct Australian universities. Conceptualising the field as the engineering departments of Australian universities, data were thematically analysed to identify key themes relating to capital (what is valued within the field) and habitus (characteristics influencing individuals’ perceptions). Five factors emerged relating to capital: knowledge of engineering subject matter, knowledge of quality educational practices, recognition of teaching quality, resource allocation for teaching, and collegial network. These interacted with four factors relating to educators’ habitus: role context, personal motivation towards teaching, subject and student characteristics, and institutional context. Recommendations for educational leaders include increasing the value of educational and industry acquired engineering knowledge, developing enhanced impact evaluation approaches aligned to recognition processes, and supporting engagement between educators.

A Quasi-Experimental Study on Code-Switching in Enhancing The Reading Comprehension Skills of ABEL Students

This quasi-experimental study investigated the effectiveness of code-switching in enhancing the reading comprehension skills of ABEL (Alternative Basic Education for Literacy) students at Agusan del Sur State College of Agriculture and Technology. A two-group design was implemented, with one group receiving instruction incorporating code-switching and the other using traditional English-only methods. Standardized tests assessed reading comprehension, and data analysis included frequency, percentage, mean scores, t-tests, and ANCOVA. Results showed that students in the code-switching group achieved a significantly higher average score (7.48, "Very Satisfactory") compared to the control group (6.22, "Satisfactory"). This significant difference (p-value = .002) demonstrates that code-switching led to markedly improved reading comprehension skills. The study concludes that code-switching is a highly effective strategy for enhancing reading comprehension in ABEL students, offering a more impactful approach than traditional English-only instruction. The research recommends integrating code-switching into teaching practices to facilitate understanding of complex topics and language structures, ultimately contributing to a more accessible and effective learning experience for students. Future research is encouraged to explore the broader applicability of code-switching across diverse educational contexts to further inform pedagogical best practices.

How does the use of modern technologies affect students’ perception of information? The effectiveness of holographic projection technology in music education

ABSTRACT The article studies the holographic projection technology in an innovative music classroom during full-time education. The study addresses the influence of this technology on the effectiveness and efficiency of learning, as well as on the perception and memorisation of educational material by students. It describes an innovative music classroom with equipment for using a 3D Hologram (3DH) for face-to-face lectures. An educational experiment was conducted within a three-month course. The experiment enrolled 111 foreign students in the first year of studying at higher educational institutions in China. The evaluation of the emotional background of the learning environment in the innovative music classroom indicates a positive attitude of students towards educational activities. The activities aroused their interest, admiration and trust; the environment was friendly and joyful. The findings can facilitate the search for innovative solutions to improve pedagogical activity or foster the introduction of holographic innovations into teaching practice.

Shaping the assessors of tomorrow: How practicum experiences develop assessment literacy in secondary education pre-service teachers

This study analyzes the impact of the supervised practicum on the assessment conceptions and practices of pre-service secondary education teachers, using the theoretical rationale of assessment literacy. We conducted a qualitative study with eighteen pre-service physical education teachers in Spain. The results revealed the difficulties and the variety of experiences the participants encountered during the practicum in relation to assessment. Student accountability and improving learning and teaching were the most common assessment conceptions, although the assessment tasks designed by the participants were not entirely formative. In general, the practicum experience reaffirmed their previous ideas on formative assessment.

Building Inclusive Learning Communities in Multicultural Classrooms: The Role of the CTL Model in Learning Interpersonal Skills

This study explores the effectiveness and challenges of implementing the Contextual Teaching and Learning (CTL) model in multicultural classrooms, particularly focusing on its impact on interpersonal skills development. The primary aim is to investigate how the CTL model enhances student engagement by connecting academic content to real-world contexts and to identify the barriers that impede its effective application. This research utilized a qualitative approach with a case study method to examine the application of the CTL (Contextual Teaching and Learning) model in building inclusive learning communities and fostering interpersonal skills in multicultural classrooms. The data collection techniques used in this study included interviews, observations, and document analysis. The findings indicate that while the CTL model significantly enhances student engagement and fosters the development of interpersonal skills, its implementation is fraught with challenges. Key obstacles include insufficient teacher training, misalignment with existing curriculum standards, limited resources, and institutional barriers such as rigid schedules and lack of administrative support. Despite these challenges, the research highlights the importance of sustained professional development and a supportive learning community to overcome these barriers. By addressing these issues, educators can better leverage the CTL model to create inclusive and effective learning environments. Overall, this study underscores the potential of the CTL model to transform teaching practices and improve student outcomes in multicultural settings. It calls for a concerted effort to provide the necessary support and resources for educators to implement the CTL model successfully, thereby enhancing educational experiences and fostering inclusive learning communities.

Overcoming Academic Writing Challenges: English Language Learning Strategies for Chinese International High School Students in Blended Learning Environments

With the increasing globalisation and the integration of blended learning models, academic English writing has become a critical skill introduced at the high school level. This study investigates how Chinese international high school students develop and apply effective English language learning strategies to address the specific challenges of academic English writing in a blended learning environment that combines offline EFL (English as a Foreign Language) and online ESL (English as a Second Language) instruction. Utilising a qualitative research design, three participants in this special blended learning environment are selected as specific cases. Data were collected through semi-structured interviews, student learning logs, and classroom observations. Findings reveal that students employ a combination of cognitive, metacognitive, and social strategies to address issues in this special blended learning environment. The study underscores the importance of integrating technology with traditional teaching methods, highlighting the effectiveness of blended learning in supporting students' academic writing. These insights offer valuable guidance for educators in enhancing teaching practices and for policymakers in designing supportive educational frameworks.

Grade 13 commerce students' perceptions on English language learning at a government school in Nintavur Educational Division

This study aims to comprehensively understand Grade 13 Commerce students' perceptions of English language learning at a government school in the Nintavur Educational Division. The research identifies challenges students face, evaluates the effectiveness of learning resources and teaching aids, and assesses overall learning experiences and teachers' attitudes. Employing a mixed-methods approach, the study integrated quantitative and qualitative data collection, involving 74 students, two English teachers, and educational stakeholders, including the Principal and In-Service Advisor (ISA). Data were gathered through structured questionnaires, semi-structured interviews, focus group discussions, and classroom observations. Quantitative analysis revealed students' fear of making mistakes, lack of confidence, and concerns about pronunciation as significant barriers to learning English. The effectiveness of learning resources was met with mixed opinions, indicating uncertainty about their impact. The study also highlighted dissatisfaction with current teaching methods, with a noted disconnect between teaching practices and students' needs. Chi-Square analysis showed no significant gender differences in perceptions of learning experiences or teachers' attitudes. Qualitative insights from interviews and observations suggested gaps in textbooks and a need for more interactive and practical teaching approaches. The study concludes that addressing emotional barriers, improving teaching resources, and enhancing teacher training are critical for advancing English language education. A multifaceted approach, incorporating better pedagogical strategies, relevant resources, and supportive learning environments, is essential for overcoming the identified challenges and improving students' English language proficiency.

The background and experience of neuroscience teachers in Australian universities: A cross-sectional survey.

Neuroscience is an academic discipline taught within a broad range of university degrees and programs. The expertise and experience of neuroscience teaching staff contribute to the student's learning experience and knowledge acquisition. We undertook a survey to characterize the neuroscience teaching workforce and practices in Australian universities, and to investigate access to and deficiencies in neuroscience teaching resources and training. Two hundred neuroscience teaching staff completed our anonymous online survey. The responses indicated that neuroscience is primarily being delivered by highly qualified (86% with doctoral degrees, 27% with formal qualifications in tertiary teaching), research-active (45% were recently primary supervisors of research students) teaching academics with secure employment (77% in full-time continuing positions). There were more females (61.5%) than males (38.5%) in the sample and most respondents taught neuroscience to students enrolled in a range of degrees/programs. Most survey respondents could access an anatomy laboratory for teaching (87%) but access to specialised online resources, such as augmented reality presentations, customised game-based learning approaches, and/or online brain atlases, was limited. Most survey respondents reported they would benefit from increased access to neuroscience teaching resources and/or peer-tested teaching materials (80%), an informal network of Australian neuroscience teaching peers (64%), and/or training workshops on neuroscience teaching (59%). Approximately half of survey respondents supported the creation of national guidelines for neuroscience teaching curricula. The survey results identify specific gaps in teacher training and resources and inform the development of strategies to support tertiary teachers of neuroscience and student learning.

Decolonising humanitarian health: A scoping review of practical guidance.

Despite growing calls and efforts to decolonise global and humanitarian health, there is limited practical guidance for researchers, educators and practitioners on how to do so. This paper fills this gap by offering a narrative exploration of key recommendations on decolonising global/humanitarian health research, partnerships, teaching, organisational structures and other practices. We present concrete guidelines to support humanitarian actors in decolonising their work. We used a scoping review method. The search strategy was built on three overarching themes: decolonising, global health/health and humanitarian crises. We combined a MEDLINE and Web of Science database search with a grey literature search. In total, we screened abstracts and titles of 533 documents, excluding records that did not specifically refer to 'decolonising,' humanitarian and/or global health. We assessed full texts of 58 documents for eligibility, excluding documents that did not include practical recommendations. In total, 15 documents were included in this review. We identified five key themes: organisational structure, strategy and engagement; research partnerships and conceptualisations; funding for research and projects; the research lifecycle; and teaching and the curriculum. The principal finding is that humanitarian actors can decolonise their work by decentralising power, redistributing resources, critically reflecting on their work in the context of the broader socio-political landscape and recovering, centring and valuing marginalised Global South perspectives. Race was not a central analytical category in the reviewed literature, despite being an integral part of historical background narratives. Future research should reflect on practical steps towards racial justice in global/humanitarian health and be focused on ensuring that efforts towards "localisation" or "equitable partnerships" in global health are linked to decolonisation efforts, including in humanitarian health research. Our review underscores the importance of drawing on knowledge created by and for actors based in the Global South.

Active transport conceptual assessment (ATCA): a new tool for supporting the teaching and learning of physiology

ABSTRACT The physiological processes involved in the movement of molecules across a cell membrane form the basis for understanding several core concepts of physiology. A 10-item, two-tier multiple-choice diagnostic test was developed to evaluate first-year physiology students’ knowledge of active transport across the cell membrane. The diagnostic test was developed by collating common mistakes and areas of troublesome knowledge from tutorial worksheets, academic discussions, and the literature. A list of propositional statements was constructed, and questions were developed from these statements. The test was further refined following dialogue with students and physiology teaching staff. Analysis of the responses from two cohorts of first-year Human Physiology students (n = 886) demonstrated the assessment had a wide range of difficulty and good discrimination. Students performed better on the tier-one questions (What?) compared to the tier 2 questions (Why?). Several misconceptions were identified around the transport of glucose across the membrane, the predominant ions in the extracellular and intracellular fluids, and the role of ATP in active membrane transport. This diagnostic information can be used as a learning tool for students as a self-testing strategy, and for teachers as a method to evaluate and modify teaching practices.

“The Game Changers”: How Equity-Driven Pedagogical Scaffolding Reduces Participation Disparities in Physical Education

Achieving gender equity and social inclusiveness remains a key priority in education. In the context of Physical Education (PE), fostering inclusive practices is critical to ensuring all students, regardless of gender, ability, or social status, can participate meaningfully. By examining the impact of three pre-service teachers’ (PSTs) equity-driven pedagogical practices on gender equity and student engagement in game-based activities, this study investigates how targeted pedagogical interventions can reduce gender disparities in engagement and promote inclusivity in student game interactions within PE classes. Specifically, we aimed to determine whether students of different sexes exhibit similar engagement rates, identify any existing disparities, examine changes in these disparities during the intervention, assess the equity and inclusiveness of student game interactions, and explore the link between these interactions and engagement rates. A total of three PSTs were engaged in a yearlong study, divided into two units: basketball (3v3) and volleyball (4v4). A pedagogical scaffolding intervention aimed at fostering equity and inclusion was implemented through their yearlong engagement in school-placement teaching practices. Data concerning students’ participation in game-based activities were collected in the first and last unit of the schoolyear (Basketball—first semester; and Volleyball—second semester). Engagement rates, measured as participation time (PT) and Rate of Play (RoP), were recorded through video analysis. A Social Network Analysis (SNA) was used to evaluate the equity and inclusiveness of student interactions. Initial disparities in engagement rates favoured boys in both sports. However, post-test results indicated a significant increase in engagement for both sexes, with disparities decreasing over the intervention period. Basketball showed a significant reduction in gender differences in RoP (p < 0.05), while volleyball results indicated no significant gender disparities post-intervention. The SNA revealed more equitable and inclusive game interactions over time, particularly in volleyball. The results suggest the pedagogical intervention’s effectiveness in increasing students’ engagement and reducing game-based gender disparities. These findings underscore the importance of deliberate scaffolding strategies to enhance equity and inclusion, highlighting the potential of the reported strategies for fostering a more inclusive and engaging environment for all students.

Examining the School Climate Influence on Jamaican Secondary School Students: A Comprehensive Literature Review

This article synthesises the literature on the socioecological factors within the school climate - quality and character of school life (Cohen, 2009) influencing adolescents’ resilience. The review focuses on social relationships and the mechanisms used for teaching and learning practices. Resilience is a positive development outcome resulting from a triadic interactive process between the adolescent, the internal capacity, and the socioecological factors within the environment (Ungar, 2008). Changes imposed by COVID-19 on teaching and learning practices assumedly altered the school climate and are known to impact adolescents’ psychosocial well-being. Transforming the school climate at its minimum will require improving social relationships, communicating expectations, and creating a school environment where students will feel safe. Giving students autonomy through active and productive engagement in decisions that affect their developmental outcomes is critical for success. Expansion of this study requires applying a methodological approach that allows for students’ perspectives of the school climate, careful measurement of their resilience levels and lived experiences of students and other school personnel.

Effectiveness of Multimedia Package on Student-teachers’ Achievement in Information and Communication Technology (ICT) in Education Course

In the present context of artificial intelligence, student-teachers need to understand technological applications in education and incorporate them into their classroom instruction. Technological applications help in connecting and collaborating beyond geographical boundaries. The student-teachers should be equipped with the knowledge and understanding of the benefits of incorporating technology into their teaching practices and it should be the focus of teacher-training to equip them with the necessary skills to utilize these applications in their practice. The ICT in Education course was introduced in one of the University's pre-service teacher education programs in India to facilitate student-teachers to gain the ICT skills needed to integrate it into teaching. This study demonstrates the effectiveness of the multimedia package on student-teachers at the pre-service level based on empirical evidence. Some of the findings suggest that the use of the multimedia package not only helps student-teachers identify and use resources effectively but also delivers the content meaningfully. The Multimedia packages could serve as a tool for educators to deliver subject content efficiently.

Experiences, Attitudes, and Perceived Competence Regarding Sustainable Development Among Physical Education and Health Teachers in Sweden

Purpose: Literature suggest that physical education and health (PEH) may contribute to the sustainable development (SD) agenda, yet little is known how PEH teachers relate SD to their teaching practices. This paper explores Swedish upper secondary PEH teachers’ experiences and perceived competence regarding teaching SD as part of PEH. Method: An online questionnaire was used to examine SD competence. Data from 702 PEH teachers were analyzed descriptively and inferentially. Results: PEH teachers perceive higher competence regarding the social dimension of SD compared to the economic and environmental dimensions. Female teachers and those with more than 15 years teaching experiences reported the highest perceived competence. Seventy percent of the respondents perceived that they lacked competence to teach SD. Discussion/Conclusion: PEH teachers struggle to relate SD to PEH practice and call for support to increase their competence in terms of how to conceptualize and transform SD into PEH teaching practice.