Principles Of Teaching Research Articles

Can a zoom class be dialogic? An examination of a virtual English methods class

Purpose Synchronous virtual classes are becoming more common as universities expand access. However, instructors can feel hesitant as they move to a new style of teaching, especially if they are not sure their chosen pedagogy will work with virtual instruction. The purpose of this dialogic analysis is to examine the experiences of a dialogic teacher in a synchronous virtual English methods course. Design/methodology/approach The 75-min methods class met on Zoom twice a week. Class sessions were recorded. Dialogic analysis was used to analyze moments of whole-class discussion to explain what kinds of discussions happened and determine to what extent the class functioned as a dialogic class. Findings Overall, there was more student voice than teacher voice, and students spent over a third of the class in small group discussions. Even though the teacher still took over, and controlled discussions, the overall class maintained dialogic teaching principles. Despite this, the professor felt displaced for three reasons. In addition, some ideas for increasing the dialogic nature of the class are mentioned. Originality/value Synchronous virtual teaching will continue to grow, but as instructors move to that format, they can examine whether their pedagogies match the format. This paper explored one professor’s pedagogy of dialogic teaching and its compatibility with synchronous virtual teaching. This method of self-analysis could work with any pedagogy and could help instructors be successful in a new format.

Exploring the intercultural potential of picturebooks in early secondary EFL classrooms in Austria

Abstract Intercultural education has constituted an interdisciplinary teaching principle in Austrian upper and lower secondary curricula since 1992 and was reinforced by a decree in 2017. Literary texts have been identified as promising resources and valuable tools for initiating intercultural learning through their frequently inherent multi-perspectivity encouraging students to empathize with characters, consider different perspectives, contrast viewpoints, relate stories to personal experiences, and reflect on diverse ideas. However, research on the implementation of intercultural teaching and learning using literature in foreign language classrooms has so far mostly focused on upper secondary education and has frequently related to using postcolonial fiction writings. To counter the knowledge gap on the implementation of intercultural learning in lower educational levels, this study adopts a literary science approach to explore the potential of picturebooks in early secondary EFL classrooms. Using The Little Green Jacket (Dee, 2020), it specifically examines perspective-taking as a key dimension of intercultural learning. Through written learner reflections, the research study assesses whether students in two Austrian EFL classrooms (n = 35) can adopt a different viewpoint. The findings show that most students are successful, or at least partly successful, in perspective-taking and mostly describe emotions of sadness but also hopefulness in their reflective writings. Thus, the study suggests that picturebooks have the potential to facilitate perspective-taking as an essential dimension of intercultural education among young EFL learners with low language proficiency, highlighting their largely untapped potential in early language education.

Optimizing Pronunciation Instruction for Vietnamese Learners of English: Applying Optimality Theory and Phonetic Principles in Language Teaching

This study explores the perceived benefits of using phonetic principles in teaching English pronunciation from both teacher and student perspectives. The research examines how incorporating phonetic instruction and Optimality Theory can improve pronunciation accuracy and phonological awareness. Using a mixed-methods approach, the study collected quantitative data through surveys from 57 participants (6 teachers and 51 students) and qualitative insights from focus group interviews with teachers. The results showed that teachers rated the benefits of phonetic instruction higher (mean score of 4.24) compared to students (mean score of 3.31). Teachers highlighted how phonetic principles offer a systematic way to identify and correct pronunciation errors, making teaching more efficient. Students, while recognizing the advantages, faced challenges in grasping some technical aspects, such as using phonetic symbols. However, they acknowledged that their pronunciation and listening skills improved with practice. The study concludes that while phonetic instruction is valuable, more practical and accessible approaches are needed to better support students' learning. These findings provide useful insights for educators looking to enhance pronunciation teaching and suggest areas for further exploration.

SỬ DỤNG PHƯƠNG PHÁP DẠY HỌC ÂM NHẠC ORFF-SCHULWERK ĐỂ PHÁT TRIỂN NĂNG LỰC DẠY HỌC TÍCH HỢP CHO SINH VIÊN SƯ PHẠM ÂM NHẠC

Using the Orff-Schulwerk method in music teaching at high school levels has created an experiential learning environment that not only helps students develop musical knowledge but also brings educational experiences. diverse and rich but also contributes to helping students develop comprehensively and have flexible thinking in the learning process. Therefore, this research article points out the principles of music teaching according to the Orff-Schulwerk method and focuses on analyzing and using nursery rhymes and folk songs in the lesson design process. From there, deploy lectures for music pedagogy students according to Orff-Schulwer's teaching method to develop integrated teaching capacity for music pedagogy students.

Exploring Preservice Teachers' Translanguaging Practices and Perceptions in Teacher Training: A Global Englishes Perspective

AbstractThis study explores how preservice English teachers in China perceive and leverage their Chinese and English linguistic repertoires in ELT methodology training, and how a reflective understanding of their use of these repertoires can contribute to their development as teachers. To understand how their practices and conceptualizations of language and teaching are in accord with an orientation toward or away from principles of Global Englishes Language Teaching (GELT), we drew on theories of translanguaging space and stance (García, Ibarra Johnson, & Seltzer, 2017; Li, 2011) and the GELT framework (Rose & Galloway, 2019) to examine preservice teachers' experiences in teacher training. Through multimodal conversational analysis of lesson recordings, we found that preservice teachers created translanguaging spaces to utilize different languages in the critical negotiation of pedagogies. In addition, they displayed traslanguaging stance by strategically incorporating multimodal and multicultural resources in microteachings. We also carried out semistructured interviews in which the preservice teachers, influenced by factors such as language ideologies and curriculum design, displayed mixed views toward translanguaging practices in teacher training, and the ELT classroom. By investigating the feasibility of GELT in TESOL teacher training in China, this study emphasizes the need to empower preservice teachers as critical agents in terms of assessment design and curriculum delivery for sustainable Global Englishes‐oriented innovations to occur.

Effectiveness of Adult Chest Compressions during Resuscitation Performed by Children Aged 10–14 Years under Simulated Conditions

Introduction: Numerous educational programs recommend implementing the teaching principles of BLS from an early age. The aim of this study was to evaluate selected parameters of the quality of resuscitation performed by children aged 10–14 years during simulated circulatory arrest in an adult. Materials and Methods: The project involved four stages, culminating in students performing thoracic compressions on an adult simulator for 2 min. A digital analysis of the quality, depth, relaxation and rate of compressions allowed us to formulate results and conclusions. The authors’ proprietary questionnaire form allowed for the correlation of criteria such as age, gender, body mass and past experience in first aid training of the participant. Results: A total of 149 girls and 130 boys were studied. The mean age was 12 years (SD ± 1.41). A directly proportional increase in body mass with participant age was observed (p < 0.000). Children as young as 10 years old achieved only 24.13% quality, while those at the age of 14 demonstrated a more than doubled value (67.61%). The minimum depth of chest compressions recommended for an adult (5–6 cm) was not reached in any age group. Girls from all grades achieved a mean quality of 44.69% (SD ± 32.57), while boys achieved a score of 60.23% (SD ± 31.74). On the other hand, in the case of evaluating thoracic relaxation, a significantly better result was achieved by girls compared to boys (66.14% vs. 56.78%; rho-Spearman test for p = 0.011). Conclusions: Age, sex and body mass play important roles in the quality of resuscitation provided by children. None of the age groups studied achieved the minimum mean depth during adult thoracic compressions under simulated conditions. It is recommended to modify school-based BLS classes to better match the exercises to students’ predispositions.

Investigation of Effective Teaching According to Pre-Service Teachers’ Views and Their Teaching Methods

The study examined how prospective teachers defined effective teaching; the methods and techniques used by pre-service teachers during their teaching practicum and their reasons to use; and how these instructional techniques fit specific teaching principles. The participants in this study were 18 university seniors registered in the Elementary Education Department at a state-university. The data were obtained from an Information Form completed by participating pre-service teachers, their prepared lesson plans, video recordings of practicum teaching experiences, and observation notes. Collected data were analysed through descriptive analysis. Findings showed that pre-service teachers often mentioned following a student-centred approach. They emphasized the roles of an effective teacher as using different teaching methods, techniques and materials as well as guiding students, making learners more active and paying attention to students’ individual differences. In terms of students’ roles in effective teaching, they mentioned students should actively participate in class, take responsibility for learning, think critically, and transfer their learning to new situations. It was determined that pre-service teachers had sufficient knowledge in the selection of methods and techniques. Pre-service teachers frequently included the 5E learning cycle model, question-answer and drama methods in their lessons. Suggestions were provided based on research findings.

Second Language Acquisition Strategies in Chinese Language Teaching Internationally

With the increasing influence of Chinese in the world, more and more foreigners have a strong interest in Chinese culture and language, and begin to learn Chinese. Under this background, in order to better improve the quality and efficiency of teaching, it is particularly important to study second language acquisition strategies. Second language acquisition strategies are various means, methods and measures adopted by second language learners in order to achieve their learning objectives. Based on the analysis of the connotation and classification of second language acquisition strategies, this paper discusses the application of second language acquisition strategies in Chinese international teaching, the implementation of teaching principles and the use of teaching methods. In addition, the paper also points out that the second language acquisition strategy suitable for students' age and psychological characteristics should be adopted according to their cognitive development rules, psychological characteristics and language learning and acquisition rules, so as to guide students to learn to observe, think, judge and choose in the learning process, so as to improve their learning efficiency and complete their learning objectives.

Debriefing to nurture clinical reasoning in nursing students: A design-based research study

BackgroundStudents' clinical reasoning can be stimulated by guiding them to use their experiences with patients to develop own illness scripts. Debriefing during hospital shifts invites students to put patient experiences into words, link them to previously acquired knowledge and make connections. ObjectivesTo develop, implement and evaluate a debriefing procedure for nursing internships based on illness script theory and generate corresponding design principles. DesignQualitative design-based research. SettingClinical education in dedicated educational hospital units. ParticipantsNurse educators, nursing students. MethodsFrom a collaboration between nurse educators and a researcher, a short, peer-debriefing procedure was designed, tested and enacted through four cycles of planning, action, evaluation and reflection. Students drew mind maps about patients. Nurse educators and students joined focus group discussions to evaluate outcomes and processes. Mind map and iterative thematic analysis were applied to these data. ResultsAn adjusted design and more extensive design principles resulted. Differences in mind maps were evident over time. Three themes in the process evaluation were established: trigger to reason; energy giving and taking; and form follows function. ConclusionsThis design-based investigation displays how nurse educators could design and implement a debriefing procedure to facilitate students' clinical reasoning skills and how students could learn from this. This method integrates research, innovation and collaboration. The design and enactment under real-life hospital conditions generated design principles for educators and researchers which may be useful for those seeking to improve teaching and learning clinical reasoning in practice. More clarification is needed about the path from design through enactment to real change in practice.

Building disciplinary knowledge upon the knowledge first-year students already have

Introduction: The authors describe how a Fundamentals of Design Lab (LFP) in Interior Design can be an effective learning and teaching venue for combining disciplinary design knowledge with the life experiences that first-year students bring to college. Methodology: In this section, the authors explore the teaching methods and principles of Universal Design Learning (UDL) that include learning by doing, classroom participation, iterative approaches to design, and dynamic teaching methodologies. Results: The section presents data relating to student involvement and participation in the course, acquisition of the study method relating to person/space interaction and finally data relating to the acquisition of skills for concept and project development and communication. Discussion: The authors reflect on the pros and cons of the pedagogical approach. Conclusions: The objectives and learning outcomes of the foundations course were achieved because the teaching approach used a broad spectrum of learning methods, combined disciplinary knowledge with students’ personal experiences, and placed first-year students at the forefront of their Interior Design education.

Reflections on the Heuristic Teaching in Xue Ji

Xue Ji is the earliest monograph on educational theory in ancient education in ancient Chinese education. It is the crystallization of the wisdom of the sages of ancient education in ancient times. It is the treasure of our human culture. It contains many useful experience and unique insights. The inspirational teaching principles and methods of inspiration and induction, even more than 2,000 years later, still have a great reference and revelation effect. This article briefly describes the connotation of inspiring teaching in Xue Ji, and combines the same classic inspiration thoughts in my country's "The Analects of Confucius". Two representative inspiration teaching methods in the West, and finally think about how to use inspiration teaching to our current teaching activities.

Effectively teaching students with special educational needs (SEN): A template analysis and comparison of mainstream and special education teachers in Flanders

Numerous teachers face significant challenges teaching students with SEN, possibly stemming from a lack of guidance in translating broad principles formulated in teacher effectiveness frameworks into context-specific effective teaching behaviors. This study addresses this issue by outlining teachers' translations and comparing them across teachers from two classroom settings. Semi-structured interviews were conducted with 12 mainstream and 12 special education teachers and a template analysis revealed: (1) teachers mentioning a multitude of translations, highlighting numerous general effective teaching principles and (2) key differences between the two teacher groups concerning the ‘within-class differentiation’ and the ‘activating or reviewing prior and background knowledge’ indicator.

The Potential of Artificial Intelligence in Teaching a Foreign Language at a University

The rapid development of artificial intelligence, neural networks, naturally gives impetus to the development and modernization of the education sector. New technologies practically affect the processes of teaching. The purpose of the study is to test the practical effect of the technology of interaction between a teacher, students and artificial intelligence. The task is solved to develop and describe the techniques, algorithm and results of the work of a teacher and students with the integration of the artificial intelligence technologies into the educational process. This shows the theoretical and practical significance of this study. To eliminate negative situations of uncontrolled usage of neural networks in the educational process, to prevent the situations of academic deception, unethical usage of artificial intelligence, it is proposed to develop the techniques of a teacher’s work with a study group that will transform negative factors of the usage of artificial intelligence by students into positive ones, bringing situations of recourse to artificial intelligence into a teacher-controlled format of its use. The technique is proposed that prevents academic deception: the use of artificial intelligence for educational purposes through a teacher-supervision when using artificial intelligence by a student. This is the novelty of the study presented. The research methods are: the analysis of special literature and methodological foundations of teaching AI, as well as verbal-communicative and empirical methods. As a result of the research, the author proposed the list of principles of using artificial intelligence in the educational process is proposed, two functions of artificial intelligence while learning and teaching foreign languages are identified. It is stated, that the phenomenon of the emergence of a new subject of educational process – artificial intelligence – can be observed and the triad of the subjects of educational process has been defined – “Teacher – Artificial Intelligence – Student”. Moreover, the author describes the experience of testing the use of artificial intelligence technologies and gives practical recommendations on their use in the educational process at the university, describes the techniques and formats of tasks given for students. This will further enhance the tools and functionality of digital platforms used in the educational process based on artificial intelligence in general and on the mechanism of neural networks in particular. Keywords: artificial intelligence, English language, principles of teaching, techniques of teaching, artificial intelligence functions, the triad of the educational process

METHODOLOGICAL APPROACHES TO INTEGRATED AND PROBLEM-BASED TEACHING THE TOPIC “PHOTOSYNTHESIS”

This work is devoted to the study of an integrated methodology for teaching the topic of “Photosynthesis”. The topic itself is interdisciplinary. To address it comprehensively, we draw from various natural sciences as well as economic knowledge. Effective teaching requires multifaceted preparation of both the teacher and students, along with the selection of appropriate methods and approaches. The primary teaching principle in the context of methodology explores solutions to challenging issues through diverse approaches. The teacher’s goal is not merely to reproduce existing knowledge mechanically but to stimulate critical thinking and active engagement among students. The final outcomes for students encompass a multifaceted analysis of the phenomenon, justification of cause-and-effect relationships, understanding structural and functional dependencies, creation of diagrams and illustrations, comparative analysis, drawing conclusions, problem-solving, integration within the subject, interdisciplinary connections, and the organization of knowledge. Emphasis is also placed on developing the ability to formulate unclear questions, integrate existing knowledge, and construct new understanding through various combinations. Simultaneously, this approach fosters the creation of a collaborative environment, cultivates the capacity for self-directed learning, enables students to teach others, and facilitates the articulation and justification of their own opinions. This teaching method is aimed at developing students’ active thinking and logic, which are among the main requirements of modern pedagogy.

Digital game-based learning in architecture education: Consolidating visual design principles in freshmen

Using games as educational tools has been a captivating subject in the academic domain. There is an increasing number of digital games designed to support architectural education. This paper introduces a serious game aimed at enhancing basic design knowledge for first-year architecture students. The game focuses on teaching and testing visual design principles such as emphasis, balance, and rhythm. Based on these principles, it allows students to create 2D compositions on a grid pattern by placing and manipulating simple shapes in terms of color, shape, and size. The final composition is evaluated by an artificial intelligence (AI) tool integrated into the game. This AI tool predicts the design principles present in the composition, providing three possible outcomes with associated percentages. The game, currently in the testing phase, has been played by 126 first-year students, and user experience has been assessed through questionnaires, surveys, and basic game metrics. The use of this game to teach visual design principles has proven to be an effective method for engaging students in active learning and enhancing their understanding and application of design concepts. The innovative use of AI to provide real-time feedback and the interactive nature of the game have fostered a deeper, experiential learning process. Additionally, students have proposed various innovative ideas to improve the gaming experience, suggesting potential enhancements that could lead to a more refined and enjoyable gameplay. These insights highlight the potential of digital game-based learning (DGBL) and AI-enhanced tools in creating an engaging and effective educational environment.

СОЦИОЛИНГВИСТИЧКИТЕ АСПЕКТИ НА ЈАЗИЧНАТА КУЛТУРА

This paper aims to consider the problem of the influence of the Internet, especially social networks on users, their development and sociolinguistic aspects and points of view from the point of view of language culture. The influence of the Internet on the language (in this case, the Macedonian language) will be considered, as well as the consequences of that influence on the cognitive and academic development of future generations who live with the Internet for most of the day. Through the sociolinguistic approach, it will be possible to perceive many aspects in the structure, acquisition and use of language, including language teaching. The popularity of this discipline is quite developed, especially in universities, which is why its structure includes language teaching considered from several aspects: the traditional approach, discussions, mother tongue, consideration and principles in language teaching, etc. We will consider the pedagogical relevance of sociolinguistics from two perspectives: external and internal. Through an external perspective we will cover the philological context of the language and the influence of the internet, and with the internal perspective we will express the marked linguistic structure and the use of language as a communication system shaped by the interaction of different social actors.

Implementation of English Language Competence –Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District

The study assessed the implementation of the English language Competence Based Curriculum (CBC) in Tanzanian secondary schools, with a focus on Mtama District. The study employed the Communicative Competence Model (CCM) to guide the study. Data were collected in Mtama District in April 2023, where the study used a mixed methods design involving random and purposeful sampling. The study focused on 21 English teachers and 380 students, employing a complementary research design that integrated qualitative methods such as interviews with quantitative techniques like Likert scale questionnaires. The findings revealed that English teachers in Mtama District implement CBC at a medium level; the study sheds light on the practical aspects of CBC performance, providing an understanding of approaches, strategies, and methods. The study concludes that the successful implementation of the CBC is a collective responsibility, and it is crucial for English teachers to be proactive in their training and development. The study also recommends the effectiveness of different models of English teacher training and professional development programs, specifically to CBC methodologies and innovative teaching strategies and pedagogical approaches that enhance the integration of CBC principles in English language teaching.

Post-COVID Education in New Zealand: Approaching Normal Lives? The Context of COVID-19 in New Zealand

New Zealand had a relatively low death toll from Covid-19 because of stringent measures against it but this did not mean New Zealand escaped economic and social disruption at this time. The well-being of people was a key priority of adjustments in education in this period and the success of adjustments to delivery and assessment was dependent on the efforts and good-will of the people involved. Academic standards were largely maintained but the most disadvantaged groups were most affected by lack of resources and other forms of support. The drawbacks in emergency remote teaching that emerged in the period serve as a reminder of the value of sound underpinning principles for online teaching. In 2023, the unsatisfactory mixed model of both online and face-to-face delivery underlines the role and importance of teacher presence in relation to social presence and cognitive presence in teaching and learning. Keywords:

Principles of Teaching and Learning from the Bhagavad Gita: A Thematic Analysis

This article explores principles of teaching and learning found within the Bhagavad Gita, a sacred Hindu text. After an in-depth thematic hermeneutic analysis of two translations of the text, we found eight themes, including the disciple’s role: questioning and emulating the Guru; the Guru’s role: teaching as the supreme act of love; learning as Enlightenment; ultimate Self-knowledge as Self-realization; taming the mind through meditation; action superseding inaction in learning; devotion and effort as prerequisites to learning; and detachment from the outcomes of learning. Among our most prominent findings are insights regarding teacher and learner motivation and the centrality of effort to learning. We hope this paper adds to scholarly conversation surrounding the Gita and enriches education philosophy generally.

Adopting Pedagogical Content Knowledge Principles in Secondary School Chemistry Teaching: An Insight from Tanzania

Tanzania is currently shifting from content-based to competence-based curriculum implementation, aligning with modern-day and global demands. Despite extensive research on enhancing science teaching methods, some gaps in understanding how these innovations diffuse into practice. This study aimed at assessing the local conditions and contexts which supported the adoption of pedagogical content knowledge principles in teaching secondary school chemistry in Tanzania. The study focuses on introducing pedagogical content knowledge (PCK) principles into secondary school chemistry education. This study was conducted from June to December 2022. Three Ordinary level secondary school chemistry modules were developed and used to empower 15 in-service secondary school teachers from 15 secondary schools across 6 regions of mainland Tanzania. A mixed approach, incorporating case study and quasi-experimental designs, along with the use of an Online Community of Practice (CoP) and the Higher-Order Thinking with Inclusion and Equity (HOTIE) framework, was employed to gain a deeper understanding of the innovation transfer. Data were collected and analyzed based on Moore and Benbasat’s [1] framework. Findings indicated positive impact in voluntariness, relative advantage, compatibility, ease of use, result demonstrability and visibility. However, findings revealed that inclusivity and equity issues were not sufficiently addressed. Participating teachers voluntarily engaged in the program and found the PCK approach compatible with their needs and experiences. The study concludes that the innovation holds promise for broader implementation, highlighting its potential scalability within Tanzania’s education system and elsewhere particularly in the developing countries. The study recommends more researches on use of PCK with inclusivity and equity.