Quality Of Teaching Research Articles

Exploration of the Teaching Reform of Computer Composition Principles with Ideological and Political Education at Anqing Normal University

The teaching mode of the Computer Composition Principles includes theoretical and practical teaching. At present, there is a problem of inconsistency in the teaching content of the two methods in our school. To this end, this paper conducts online and offline hybrid teaching based on the learning platform and the virtual simulation experiment platform, and cleverly applies ideological and political elements to theoretical and practical teaching to practice ideological and political education. Finally, the combination of theoretical and practical teaching modes can further help students firmly grasp the core knowledge points and improve the teaching quality and level of this course.

Research on A Task-Based Teaching Model for Cruise Ship Professional English

This paper aims to explore a task-based teaching model for cruise professional English. By analyzing the development of the cruise industry and the current status of cruise professional English teaching, it reveals the existing problems and challenges in teaching. Based on this, a task-based teaching model is constructed, and the theoretical basis, task analysis and design, and specific implementation steps of the model are elaborated. The effectiveness of the teaching model is verified through empirical research, and targeted teaching suggestions are proposed. This study aims to provide new ideas and methods for cruise professional English teaching to improve teaching quality and effectiveness.

Peer-led teaching with adjunctive virtual reality leads to increased confidence and engagement in surgical education amongst medical students

Abstract Purpose The aims of this study are to (1) evaluate the efficacy of peer-led teaching in post-surgical complications; (2) evaluate the role of virtual reality (VR) in peer-led teaching; and (3) assess the impact of performance-affecting factors (core knowledge coverage, quality of teaching, confidence in peer tutors, and engagement) in peer-led teaching with VR. Methods 30 medical students in clinical years of a 6-year Bachelor of Medicine and Bachelor of Surgery (MBChB) program participated in a peer-led tutorial and VR scenario on common post-surgical complications. Each tutorial consisted of two tutors and up to eight participants. Participants then answered a 13-item questionnaire using 5-point Likert scales. Results 28 (93%) participants showed marked improvement or remained at the previous ≥ 4 Likert rating for self-perceived experience and expertise after peer-led teaching (p < 0.05); and 30 (100%) after the VR scenario (p < 0.05). Increased confidence in peer tutors, quality of teaching and engagement correlated with improved confidence in VR and real-life post-surgical complications (p < 0.05). 24 (80%) participants felt performance pressure was diminished with VR simulation. Conclusions The use of peer-led teaching with VR scenarios increases medical student engagement in learning and confidence in dealing with post-surgical complications. Further long-term research with larger cohorts is recommended.

The Collaborative Development of an Online Planning Tool for Teachers in Norway: Study Protocol for DigUp

Instructional planning is acknowledged as an important factor influencing the quality of classroom teaching. DigUp is a Research and Innovation in the Public Sector project which has received funding from the Research Council of Norway. Using a design-based research methodology, the objectives of DigUp are to design, trial, optimise and disseminate an online, didactic planning tool for teachers and to investigate how teachers use and experience the digital planning tool. The innovation part of the project has been developed in a close collaboration between researchers and practitioners in primary and lower secondary school. It applies perspectives from backward design, inquiry-based learning and disciplinary literacy. A combination of quantitative and qualitative data has been collected, providing the empirical basis for a research-based online tool that supports teachers in their planning. This protocol paper presents the background, design process and future research plan for the project.

Exploration of Collaborative Innovation Pathways in the Development of Clinical Pharmacy Faculty Teams

Objective: To explore the collaborative innovation pathways for the development of clinical pharmacy faculty teams. Methods: Taking clinical pharmacy faculty in Shaanxi Province as the research subjects, the study investigates their current status and identifies existing issues. Based on these findings, collaborative innovation pathways for building clinical pharmacy faculty teams are proposed. The pathways are then implemented and evaluated to determine the final approach. Results: The proposed pathways include the establishment of collaborative bases for clinical pharmacy talent training, the creation of an internal mechanism for the collaborative development of clinical pharmacy faculty across multiple units, the development of a faculty training mechanism for instructors at clinical pharmacy internship bases, and the establishment of a collaborative incentive and competition mechanism combining universities and hospitals. Conclusion: This collaborative pathway meets the urgent needs of resource sharing, complementary strengths, cooperative problem-solving, and collaborative innovation. It aims to improve teaching quality and cultivate clinical pharmacy talents for society.

58 A hospital paediatrics education curriculum: Quality improvement for inpatient paediatric learner education on CTU

Abstract Background Paediatric learners experience the bulk of their inpatient medicine on the wards. While bedside teaching is invaluable, ward learning can be impacted by seasonal exposure, clinical homogeneity, and volume. Locally our learners requested more formal ward teaching to encourage dialogue around common topics perhaps not encountered on rotation. We queried whether having a database of interactive guideline-based educational experiences would minimize barriers (eg. time, resources) to providing formal inpatient learner education. Objectives We sought to enhance general paediatrics ward teaching by developing a curriculum of guideline-based interactive educational content on common inpatient paediatric topics. Design/Methods This study was conducted at a Canadian tertiary care paediatric hospital with a range of learners (MSI3, MSI4, paediatric residents (R1-R4)) over 12 months. 1) Needs Assessment: We surveyed residents, hospitalist fellows, and CTU physicians regarding a) perceived need for a curriculum, b) content (top 5 CPS guidelines and top 5 non-CPS topics), c) teaching modality, d) need for handouts, and e) curriculum structure. 2) Curriculum generation: Curriculum was developed according to needs assessment results. 3) Quality improvement: Learners were surveyed after each session with four Likert scale questions (5=strongly agree) regarding teaching quality, clinical translatability, enhanced knowledge/understanding, and improved clinical confidence. Results 1) Needs assessment: Needs assessment (N=25) unanimously supported a structured curriculum. Eleven CPS statements and twelve non-CPS guideline-based topics were identified for content. Three preferred teaching formats were highlighted, and handouts were important to 88% of respondents. The curriculum was favoured to be 50-75% standardized. 2) Curriculum generation: We developed a curriculum of 13 topics with different delivery modalities (e.g. case-based powerpoints, whiteboard talks, Jeopardy, simulation). All were guideline-based, interactive, and had fill-in-the-blank learner handouts. The curriculum was standardized with 4/6 CTU teaching sessions per block being derived from the curriculum bank, and the remainder being at educator discretion (e.g. curriculum bank, interesting case). 3) Quality improvement: Likert scales (5=strongly agree) were positive from all learners (MSI3-R4; N=52), with scores of 4.9+/-0.2 for teaching quality, translatability to practice, and improved understanding, and 4.8+/-0.3 for improved clinical confidence. Conclusion Here we present an interactive and guideline-based paediatric inpatient learner education curriculum whose development, from content to delivery modality, was directed by community needs. We are now seeking funding to prepare for national distribution (e.g. peer-review, licensure), and intend to publish on platform where the curriculum would be downloadable for use by all educators (i.e. senior residents, staff).

An exploration of teaching reform of management course based on rain class and participatory teaching under OBE concept

Management is the core course of business administration majors. In order to drive educational modernization through educational informatization, this article explores the teaching reform of management based on the concept of learning output education (OBE). It is guided by student output and follows the principle of "reverse design and positive implementation". In terms of implementation, it is specifically divided into learning goal reconstruction, course content integration The teaching process and the construction of an evaluation system are four steps. During the teaching process, the implementation of rain classroom and participatory teaching mode has broken through traditional time and space limitations, extending the interaction and communication between teachers and students from the classroom to pre class and post class, achieving a good loop of "pre class in class after class". This teaching reform practice can promote the improvement of the quality of management teaching and is conducive to cultivating high-quality management talents.

Analysis of English Teachers' Multimodal Discourse Construction and Students' Participation in the Digital Age

In the context of the digital age, this paper delves deeply into the construction of multimodal discourse by English teachers and its relationship with students' participation. Through sorting out relevant theories, conducting empirical research, and analyzing case studies, it reveals the importance of multimodal discourse construction in English teaching. The article uses methods such as questionnaires and classroom observations to collect data, analyzes the current situation of English teachers' multimodal discourse construction, including teachers' understanding of multimodal discourse construction, the utilization of multimodal teaching resources, and the methods of multimodal discourse construction. At the same time, it explores students' cognition and participation in English teachers' multimodal discourse construction, covering students' interest and attitude towards multimodal teaching, their participation in multimodal classrooms, and their evaluation of the effect of multimodal teaching. Moreover, it proposes corresponding improvement strategies to provide beneficial references for improving the quality of English teaching and students' participation.

Reform and Practice of University Physics Experimental Teaching Based on OBE Concept

Aiming at the problems of unclear teaching objectives, obsolete content, and single method in the experimental teaching of university physics at our university, we have implemented a series of reform initiatives. It mainly includes clarifying the student-centered teaching objectives, optimizing the experimental content, innovating the teaching methods, improving the assessment and evaluation system, and improving the experimental conditions [1,2]. After the implementation of the reform, the learning effectiveness of students has been significantly improved, the teaching level of teachers has been significantly enhanced, the curriculum system has been optimized, the efficiency of teaching management has been enhanced, and social recognition has been strengthened. Practice shows that the teaching reform based on the outcome-based education concept effectively improves the quality of university physics experimental teaching and lays the foundation for cultivating innovative talents.

Creative Leadership: An Implementing Study of Transformative Leadership Models in High School for Sustainable Development Goals

Purpose: The objectives of this study are to: 1). Identify the types of principal leadership applied in high schools, 2). The application of creative leadership of school principals in modern Islamic boarding schools in empowering teacher performance in schools, 3). Fostering the creative leadership of school principals in modern Islamic boarding schools. Theoretical Framework: This study will explore how high school leaders in Muhammadiyah apply creative and transformative leadership principles to face contemporary challenges in education, such as adapting to new technologies, improving the quality of teaching, and promoting sustainable development values among students and staff. Methods: This research uses an interpretative paradigm with a qualitative approach, case study type, and multicase design. Data were collected using observation, interviews, and documentation. Data validity using triangulation of sources, methods, and theories. Next, an interactive model analysis is carried out. Obyek penelitian dilakukan di SMAM SBM Piyungan Yogyakarta dan SMAM Pondok Pesantren Modern Imam Cabang Syuhodo Muhammadiyah Blimbing, Sukoharjo, Jawa Tengah. Results and Conclusion: The results of this study show (1) Types of creative leadership in these two schools include being innovative, engaging in the community, providing opportunities for students to develop, and focusing on social and humanitarian contributions. (2) The application of principals' creative leadership in empowering teacher performance in schools is carried out by encouraging innovation in learning, providing support and training, recognizing and rewarding superior performance, developing joint learning plans, providing emotional support, facilitating teacher collaboration, implementing an equitable evaluation system, and integrating educational technology. Research implications: The implications of creative values applied in cottages, especially in terms of raising cottages, are proactive, advanced, inclusive, do not impose and do not prohibit, and even provide education to the community so that according to the direction of Islamic boarding schools that uphold Islamic teachings, can be implemented and applied. Originality/value: the originality of this research lies in pesantren which includes Islamic educational institutions with creative leadership that is not stagnant, and always runs and develops dynamically.

Teaching Strategies in Business English Translation Based on Ecological Translation

This paper addresses the singularity of the teaching evaluation system and the limited practical teaching resources in business English translation. It proposes a diversified teaching evaluation system based on ecological translation, expands practical teaching resources, and emphasizes the importance of teaching cultural differences and strengthening ecological translation theory. This approach aims to innovate and optimize the teaching mode of business English translation, thereby improving the quality of teaching and promoting students’ deep understanding and application skills of business English. Consequently, this strategy brings new opportunities for development in the field of business English education.

The Value, Obstacle and Strategy of Digital Empowerment Physical Education in Primary School

With the title of "The Value, obstacle and Strategy of physical education teaching in primary school with digital empowerment", this paper discusses the value, obstacle and optimization strategy from three angles. Through the research, it is found that digital technology can bring great value in primary school physical education, including the advantages of improving teaching effect, enhancing student participation, personalized learning and all-round development. However, digital physical education also faces some obstacles, such as the problem of capital investment, the lack of teachers' digital literacy and professional ability, and the unequal investment in educational resources. In order to optimize the digital effect of primary school physical education, six optimization strategies are proposed: increasing funding investment and sponsorship, enhancing teachers' digital literacy and professional ability, optimizing the investment and distribution of educational resources, promoting students' and parents' participation and recognition, formulating privacy and security policies, and establishing a digital primary school physical education evaluation system in the digital era. Through the implementation of these strategies, the digital development of primary school physical education can be further promoted and the teaching quality and students' comprehensive literacy can be improved.

Teachers as thinkers, not feelers: Clarifying the definition and measurement of attitude in teachers’ acceptance of online teaching

This mixed-methods study attempted to clarify the definition and measurement of attitude in teachers' acceptance of online teaching. A combined quantitative and qualitative data collection approach was employed, involving 2,432 Chinese university teachers in the survey. The results supported the appropriateness and necessity of adopting an evaluation-focused attitude rather than affect-focused attitude for explaining teachers' intention to conduct online teaching, suggesting teachers are “thinkers” rather than “feelers” when forming their attitudes towards online teaching. These findings highlight the role of cost-benefit appraisal in determining teachers’ adoption and implementation of online teaching, thus potentially influencing teaching quality of higher education.

From Knowledge Transfer to Capability Development: The Future of PBL + CBL Teaching Method in Operating Room Nursing Education

Concomitant with the advancement of contemporary medical technology, the significance of perioperative nursing has been increasingly accentuated, necessitating elevated standards for the pedagogy of perioperative nursing. Presently, the PBL (problem-based learning) pedagogical approach, when integrated with CBL (case-based learning), has garnered considerable interest. An extensive literature review has been conducted to analyze the application of the PBL-CBL fusion in the education of perioperative nursing. Findings indicate that this integrative teaching methodology not only enhances students’ theoretical knowledge, practical competencies, and collaborative skills but also contributes to the elevation of teaching quality. In conclusion, the PBL-CBL teaching approach holds immense potential for broader application in perioperative nursing education. Nevertheless, it is imperative to continually refine this combined pedagogical strategy to further enhance the caliber of perioperative nursing instruction and to cultivate a greater number of exceptional nursing professionals in the operating room setting.

Blended Learning Approach in TVET Colleges: Lecturers and Students Perceptions of Teaching and Learning Practical Subjects Online

With the advent of artificial intelligence, institutions are now adopting the Blended learning approach, which infuses face-to-face strategies and online teaching methodologies. A blended learning approach is a way to enhance the quality of teaching and learning in higher education institutions, but how feasible is that in TVET Colleges? This study thus investigated the global perceptions of lecturers and students in Technical Vocational Education (TVET) colleges regarding Blended learning for teaching practical subjects online. It examined the challenges and opportunities of moving practical learning online, considering the unique requirements of first-hand subjects like Electrical Engineering, Tourism, Hospitality, Art, and Design. The study utilised articles from Google Scholar and Science Direct databases to comprehensively understand the effectiveness of Blended learning in the TVET context. Using Blended learning as a theoretical framework, a new methodological approach, and a promising blueprint for transforming higher education, the study adopted an integrative literature review methodology to synthesise identified cases and draw themes from the survey. The study brings new knowledge regarding the significant shift in online learning usage during and after the COVID-19 pandemic, particularly in vocational education, providing valuable insights for designing effective online learning strategies. Keywords: Artificial Intelligence, Blended Learning, Integrative Literature Review, Technical Vocational Education (TVET) Colleges

Financial Strategies of State Universities in Transition to Public Service Agencies: A Case Study of Universitas Bangka Belitung

In response to the challenges of globalization and the need to increase financial flexibility, many state universities (PTN) in Indonesia have chosen to transition to becoming public service agencies (BLU). This step is expected to provide greater autonomy in financial and resource management while increasing the competitiveness of institutions. This study aims to analyze PTN’s financial management strategy for transitioning to BLU status using a case study at Universitas Bangka Belitung (UBB). The research approach used is qualitative descriptive with the SWOT analysis method to evaluate internal and external factors influencing the transition process. Data were collected through in-depth interviews, documentation studies, and observations of financial policies and practices at UBB. The research results revealed that the transition to BLU offers significant flexibility in financial management, allowing UBB to be more independent in using non-tax state revenue (PNBP). This directly contributes to improving operational efficiency and institutional competitiveness. However, several major challenges must be addressed, such as limited infrastructure, lack of highly qualified teaching staff, and competition with other state universities with BLU or PTN-BH status. This study also found that the greatest opportunities for Universitas Bangka Belitung (UBB) lie in optimizing assets and expanding industrial cooperation, primarily through the Kampus Merdeka program. In conclusion, UBB can leverage its BLU status to enhance the institution’s competitiveness by implementing more flexible financial management, but it requires a clear strategy to tackle internal challenges. Recommendations include increasing the teaching staff’s capacity, optimizing assets, and developing strategic partnerships with industry.

Balancing the scale: Investigating the effect of frontloading and backloading salary structures on teacher turnover

This study investigates the impact of frontloading salary structures (higher early-career salaries) on teacher turnover using data from South Carolina public school districts in the U.S. from FY2014- FY2023. Employing a Difference-in-Differences (DID) model, the analysis reveals that frontloading salary schedules is associated with lower turnover among novice teachers but have a less pronounced effect on seasoned educators. The study highlights that the impact of frontloading varies by district demographics and teacher qualifications. Results indicate that higher experience premiums for early-career teachers can increase turnover when compared to mid-career premiums, suggesting a need for balanced salary structures, targeted financial incentives.

Urgensi Administrasi Guru dalam Kegiatan Belajar Mengajar

Teacher administration and teaching and learning activities are two important entities in the world of education. The existence of teacher administration is needed to support teaching and learning activities. The aim of this research is to explore the importance of teacher administration to the success and quality of teaching and learning. The method used in this research is literature study. Data collection was carried out by reading a collection of scientific articles/journals and books in various digital library institutions and the internet. The analysis was carried out based on similar research as well as studies of various theories regarding teacher administration, learning and teaching and learning activities. From the results of the analysis carried out, it was found that although teacher administration does not have a significant influence on the quality of learning, its existence must still be used as a guide in designing teaching and learning activities. The interactions that occur between teachers and students in learning are very much determined by the teacher's preparation and supporting facilities.

Teacher education in Poland (1970–2024): policy development, legislation, and period-specific challenges

ABSTRACT This paper aims to provide a comprehensive analysis of the evolution of teacher education in Poland from 1970 to 2024, detailing socio-political and economic changes that have shaped educational policies. The study uses a historical and policy analysis approach, examining legislative documents, policy developments, and educational outcomes across three distinct periods – Socialist Era (1970–1989), Transition and Integration Era (1990–2004), and Modernisation and Reform Era (2005–2024). During the Socialist Era, centralised control and ideological rigidity resulted in a uniform system. Policy changes aimed to align education with socialist principles, often at the expense of flexibility and creativity. The Transition and Integration Era saw significant reforms driven by Poland’s move towards a market economy and European Union integration. This period focused on decentralising the education system, improving teacher qualifications, and aligning with European standards, though it faced challenges such as resource disparities and resistance to change. In the Modernisation and Reform Era, efforts have focused on improving teacher education quality through modernisation and adopting international best practices. There has been an emphasis on innovation, technology integration, and lifelong learning. Despite progress, issues like equitable resource distribution and the relevance of training programmes persist. The paper concludes with recommendations for further decentralisation, better resource allocation, continuous professional development, and integrating innovative teaching methods. These recommendations aim to guide future policy and enhance the effectiveness of teacher education in Poland. Implications for research include exploring the impact of these reforms on teacher effectiveness, policy adaptation, and practice improvement in education.

Students Can Identify Quality Teachers, but can They Distinguish Between Dimensions of Quality Teaching? a Comparative Analysis of the Structure Behind the Tripod Survey

ABSTRACT Student perception surveys are prominent and pervasive tools for teacher appraisal and feedback across international contexts, buoyed by the strong relationship between higher student ratings of teachers and additional measures of teacher effectiveness. Yet, there is disagreement and conflicting evidence regarding the underlying structure of student perception survey instruments, including whether students distinguish multiple dimensions of teaching or form more general impressions (or unidimensional conceptions) of teaching. This study examined the structure of the Tripod student survey in Australian schools using a competing model analysis of different survey structures and examination of discriminant validity to identify the best model fit. Findings challenge the purported Tripod model structure and raise larger questions regarding elements of teaching that students distinguish via student perception surveys. Implications for the use of and continued research on student perception surveys, including those originating in other countries, are discussed.