Teacher Teaching Research Articles

Analisis Pengetahuan Guru Bahasa Arab di Lembaga Yayasan Baitul Huda Duri Tentang Teori Mengajar Bahasa Arab sebagai Bahasa Kedua

With the development of technology in education, theories related to education also follow its development, making it easier to learn and achieve understanding of the goals of learning. Therefore, this article was written to find out the theories known by teachers at the Baitul Huda Duri educational foundation in teaching Arabic as a second language. It's not just that they know the material, but also the theory they use in learning Arabic at the institution and how it is applied. In this research, the author used a descriptive qualitative method approach to find answers to the article questions. Then interviews were conducted to obtain the information, of course those who would be interviewed were teachers who taught Arabic language lessons at the Baitul Huda Duri educational foundation. The results of the author's discussion found that there were three theories known to the teacher, namely: behaviorism, nativism and cognitivism, however, in their use by the three teachers they only used two theories, namely behaviorism and nativism. In its application they read the material to the students then explain it sentence by sentence after that they are given an evaluation to find out the extent of their understanding of the related material and that's all when they explain the teacher's teaching material using full Arabic and some of the students don't know the explanation from Teacher. The teacher explains again using as simple language as possible or by using his body gestures and practicing it directly.

Enrichment and acceleration of highly motivated children’s instrumental music learning: A case study of a pilot development project

This case study examined a pilot development project to intensify the learning of instrumental music and enrich the development of highly motivated music school children in Finland. The project was built on four core components: (a) increased tuition, (b) integration of peer learning alongside one-on-one instruction, (c) parallel teaching, and (d) an emotionally nurturing environment. The school-year-long project was implemented in three music schools in collaboration with a higher education institution. The research findings suggest that all the core components intensified the children’s instrumental music learning and that group lessons and activities increased their motivation. Parallel teaching served as continuing education for the teachers and diversified the children’s learning; however, it also occasionally caused confusion among the children. The nurturing learning environment, coupled with collaboration between teachers and families, as well as the commitment and support of caregivers, sustained the children’s socio-emotional development and ability to cope with the concise schedule. Regarding the further development of such practices, based on this study, it can be suggested to better prepare the collaboration and parallel teaching of different teachers and to offer a clearer vision, negotiated with the participants, of what the child is expected to do at home and what the parents’ role is. The project was perceived as very time-consuming and intense. Therefore, finding the right balance in an extended instrumental education that integrates several elements is a challenge that needs further reflection. Overall, the project raised questions about how to reconcile the provision of equal opportunities for all children with the legitimation of special treatment in music education. These issues should remain the subject of careful, critical, and open consideration in music education policy and research.

Research on the Status Quo of Generative AI Tools Used by Pre-service Teachers

Through excellent text generation ability and rich knowledge reserves, generative AI has been widely discussed among pre-teachers in the past two years, and the analysis of the status of generative AI tools is particularly important. This study of 280 Chinese Qingdao University teachers questionnaire is analyzed, discusses the pre-professional teachers use the main scenarios, influencing factors of artificial intelligence, the view of former teachers use generative artificial intelligence tools on self-efficacy, and generative artificial intelligence tools for pre-service teachers cause certain anxiety. The following conclusions are drawn: generative artificial intelligence tools have improved the learning and teaching of teachers to a certain extent, examples are improving the efficiency of lesson preparation, enriching course design, summarizing knowledge points, etc. However, it still needs to be strengthened in the course feedback and personalized analysis. At the same time, it can be preliminarily concluded from this study that if people want to promote the further widespread application of generative AI tools in the pre-service group of teachers, the accuracy and some ethical considerations of generative AI tools need to be addressed. This study provides insights into the nexus between the characteristics of generative AI influencing pre-service teachers.

Survey and Analysis of Primary School Teachers' Use of Generative Artificial Intelligence

In the wave of generative artificial intelligence (GenAI) applications in education, the current status and attitude of primary school teachers towards the use of GenAI have not yet been fully studied. This study surveyed 78 primary school teachers through an online questionnaire to reveal their understanding level of GneAI, the usage of GenAI, their views on GenAI applied in education, and expectations for future applications of GenAI. The results show that most teachers have some understanding of AI, but less knowledge of GenAI. Despite this, almost all teachers agree that GenAI plays a positive role in assisting teacher teaching and promoting student learning, and they hold an optimistic attitude towards its application prospects. There are differences in the degree of use of GenAI by teachers of different ages and young teachers are more inclined to use AI. Teachers of different identities have different preferences for the content of GenAI-assisted work. Liberal arts and science teachers prefer intelligent search and intelligent homework correction, while art and physical education teachers and middle and senior teachers prefer personalized teaching and personalized assessment. Finally, the author recommends relevant departments strengthen the use of AI in primary education, develop practical teaching and assessment systems, and paying attention to the resource management and protection.

AI Empowered Undergraduate Translation Teaching and Professional Improvement of Translation Teachers

With the rapid development of artificial intelligence technology (AI technology), the field of education has ushered in unprecedented changes. The application of AI not only provides new means and methods for undergraduate translation teaching but also prompts translation professionals to improve their teaching abilities and professional qualities continuously. The purpose of this paper is to explore how AI empowers undergraduate translation teaching and propose effective paths for the improvement of translation professionals. Through literature review, case analysis, and practical exploration, this paper elaborates on the role and impact of AI in translation teaching and strategies for teachers' professional development, aiming to provide references for undergraduate translation teaching and teachers' improvement.

Embracing diversity through differentiated instruction in music education

The article discusses the importance of differentiated instruction in music teaching and learning, emphasizing its role in fostering inclusivity and meeting the diverse needs of students. Drawing from personal teaching experiences, the author highlights how traditional, uniform teaching methods often neglect students’ varied readiness levels, learning profiles, and interests. Differentiated instruction, as conceptualized by Tomlinson, is presented as a proactive and flexible approach that tailors content, processes, products, and learning environments to cater to individual student needs. The article demystifies several myths about differentiation and discusses practical music classroom scenarios, illustrating how differentiation can address real-world challenges faced by music teachers. The conclusion advocates for the implementation of differentiated instruction as a non-negotiable, essential practice in music education, urging teacher educators to prepare future music teachers to engage every student meaningfully. The approach ensures a democratic and supportive music classroom where each student’s potential is recognized, nurtured, and celebrated.

Appealing Classroom Organization and Building Community Teaching of Teachers in Public Elementary Schools

This study examined the relationship between appealing classroom organization and building community teaching among public elementary school teachers in Manay District, Davao Oriental, Philippines. A non-experimental quantitative research design using a correlational method was employed. A total of 135 teachers were surveyed using universal sampling. Data were analyzed using mean, Pearson-r correlation, and regression analysis. The findings revealed that teachers often manifested appealing classroom organization in terms of vision, sensitivity, needs, and risk-taking. However, they sometimes demonstrated building community teaching practices such as supportive, instructive, preventive, and responsive approaches. A significant positive correlation was found between appealing classroom organization and building community teaching. Furthermore, the domains of appealing classroom organization significantly influenced building community teaching practices. Based on these findings, it is recommended that public school teachers participate in DepEd-sponsored conferences and trainings to enhance their professional capabilities. This can contribute to improved teaching practices, better support for learners, and ultimately, higher academic achievement.

Fostering Early English Education in Saudi Arabia: A Pathway to Achieving the United Nations’ Sustainable Development Goals in Education

English language education has become increasingly vital in non-English-speaking countries, driven by globalization and the demands of the international economy. In Saudi Arabia, enhancing English proficiency is one of the most important aspects of educational reform emphasized by Vision 2030. This study examines the perceptions of 420 kindergarten and elementary school teachers, Saudi Arabia, regarding early English education for young learners aged 4 to 8. Using a structured questionnaire, the study reveals strong support among teachers for early English instruction, with 77% agreeing that every child should master at least one foreign language. Additionally, 86% of respondents believe that English should be introduced in primary school to establish a solid foundation for language mastery. Multiple regression analysis identified significant predictors of teacher support, such as teaching experience, educational qualifications, and regional location. Teachers with more experience and higher qualifications were more supportive of early English education, with greater support seen in urbanized areas. The findings also highlight the significance of English proficiency in the context of economic globalization. A total of 88% of teachers recognize that English is necessary for global communication and competitiveness. The study concludes that teacher perceptions align with the goals of Vision 2030, highlighting the strategic importance of early English education in Saudi Arabia's educational reforms. It further highlights the need for ongoing professional development for teachers and increased parental involvement to ensure the positive implementation of early English programs. These insights are critical for informing educational policies and practices that support Saudi Arabia's broader socio-economic objectives.

From awareness to action: multicultural attitudes and differentiated instruction of teachers in Chinese teacher education programmes

AbstractThe increasing diversity in modern classrooms necessitates that teacher education programmes equip pre-service teachers with skills to create equitable and inclusive learning environments for all students. In response to this imperative, particularly within the Chinese educational context, this study investigated pre-service teachers' multicultural attitudes—including stages of awareness (Know), emotional engagement (Care), and behavioural intentions (Act)—and their differentiated instruction skills. Furthermore, it examined how Chinese teacher education programmes can cultivate these attributes and enhance their alignment. Using a mixed-methods approach, we surveyed 257 pre-service teachers on their multicultural attitudes and 1356 students on their perceptions of their teachers' differentiated instruction skills, supplemented by in-depth interviews with 10 pre-service teachers. Results from descriptive, correlation, and multilevel modelling analyses revealed that pre-service teachers generally possessed positive multicultural attitudes, progressing from initial awareness to empathy and behavioural intention, and were perceived as proficient in differentiated instruction. However, the Know and Act dimensions showed limited direct relationships with student-perceived differentiated instruction practices, highlighting an 'intention-action gap'. Content analysis identified several essential components of teacher education for enhancing pre-service teachers' multicultural competence and bridging this gap, including specialized formal training, reflection activities, and practical application opportunities. These findings advocate for a shift towards more personalized, experiential, and reflective learning environments in Chinese teacher education programmes to better align multicultural attitudes with effective differentiated instruction implementation.

Manajemen Kelas dalam Meningkatkan Efektivitas Pembelajaran (Studi Kasus di MA Al-Muhtadin Pondok Pesantren Riyadhus Samawi)

Classroom management is a conscious effort to organize learning process activities systematically, including the preparation of teaching materials, provision of facilities and infrastructure, organizing learning spaces and creating a conducive learning atmosphere so that learning objectives can be achieved. Classroom management efforts lead to the preparation of learning materials, learning facilities and infrastructure, learning space arrangements, controlling student behavior, and improving student achievement and grades. The implementation of classroom management will create an effective, varied, and fun learning atmosphere. The purpose of the research conducted intends to find out (1) To what extent is the implementation of classroom management. (2) Whether the learning process is effective. (3) What are the inhibiting and supporting factors in implementing classroom management. (4) And what efforts are made by teachers and schools in improving the effectiveness of classroom management. The results showed that classroom management has not been carried out optimally, the teacher's teaching method is still monotonous so that it makes students less interested in listening to the material. Then there is still a lack of student discipline. Although the implementation of classroom management is still not optimal, teachers remain enthusiastic and continue to strive to do and implement classroom management optimally, so that what is the goal of the school will be achieved properly. The efforts that teachers will make in implementing classroom management in order to increase the effectiveness of learning are by preparing administrative tasks properly, using varied learning methods and media. And teachers apply student discipline.

FROM PAGE TO SCREEN: EXPLORING MALAYSIAN TEACHERS' PERSPECTIVES ON THE FEASIBILITY OF A MOBILE READING MODULE

Among the significant challenges several Malaysian teachers face, especially those teaching in primary school, is the need for more resources to teach reading comprehension. The implementation of mobile technologies provides favourable opportunities to facilitate teachers’ teaching competencies in teaching reading comprehension instructions. Nevertheless, the successful implementation of the mobile reading module depends on the perceptions and contributions of teachers. This study investigates the viewpoints of Malaysian primary school teachers regarding the needs and development of a mobile reading module. A survey with open-ended questions was sent to nine Year 5 teachers in Sabah, Malaysia, to collect their perspectives. All the teachers who participated in the activity provided constructive opinions regarding a mobile reading module, highlighting the potential advantages of using the mobile reading module to facilitate teaching instructions. The findings offer significant viewpoints from Malaysian primary school teachers regarding developing and implementing mobile reading initiatives. These findings may influence the development of mobile reading materials that are both relevant to the context and coordinated with teachers to improve teaching comprehension skills among teachers in Malaysia.

Exploring the interplay between students' scientific competence and teaching instructors' TPACK: A comprehensive analysis

Exploring the interplay between students' scientific competence and teaching instructors' TPACK: A comprehensive analysis

Examining students’ learning experiences in hybrid environments

In the aftermath of the pandemic, a generation of students who are comfortable with learning online and prefer having the autonomy to decide how they want to learn – in-person or remotely – has emerged. Hybrid learning, where teaching instruction is given to students in different spatial settings at the same time, is a modality that has the potential to deliver stimulating learning experiences to support diverse learning needs. The experiences in various forms of learning – in-person, fully online and hybrid – have exposed students to various modalities of learning and access to resources. However, the absence of physical presence and the lack of feedback from remote students has caused lecturers to be uncertain of the effectiveness of hybrid lectures and tutorials. Thus, understanding students’ learning and their considerations when determining their preferred modality will provide lecturers with clear strategies for supporting students. This qualitative study aims to examine students' learning experiences in a research-intensive public University in New Zealand university. The study was guided by the following questions: (i) What are students’ perceptions of learning in a hybrid environment?; and (ii) How do students learn in hybrid environments? In-depth interviews with 15 students who have experienced hybrid education in a research-intensive public university in New Zealand was conducted using a descriptive case study. Three categories that described students’ considerations and dispositions towards learning in hybrid environments, and how various conditions and resources within their learning environment influenced their behaviours emerged. Preliminary findings found that students’ dispositions towards learning were critical factors that contribute towards their behaviours in a hybrid environment. Unlike traditional conceptions of teaching and learning, hybrid education requires students to be active participants in their learning and take charge of their own learning in aspects such as deciding how they best learn. Despite minimal social and physical interaction with lecturers and their peers, students found hybrid learning to be effective. Interviews with students who had experienced hybrid education highlighted perspectives that differed from previous studies. Remote students showed willing and drive to excel in their studies despite being disconnected from their peers in the physical spaces, and did not feel that they had less of a learning experience. This finding echoes that of Zhong et al., where social presence was not found to be significantly related to learning persistence. Students found having immediate access to information and lecturers to be more important than whether they could communicate and interact with other in-person classmates. The study recommends strategies lecturers can employ to improve teaching practices in hybrid environments. This includes ensuring all materials are digitally captured synchronously and having a student partner to monitor questions or teaching assistant to address questions the chatroom will help remote students greatly. Further analysis of the current data will take a closer look at how students’ dispositions play a part in students’ engagement levels and their behaviours in hybrid environments.

Implementing Transparency in Learning and Teaching in Higher Ed in Speech Science Coursework: A Tutorial

Purpose: Transparent Instruction in Learning and Teaching in Higher Ed (TILT Higher Ed) is an evidence-based teaching method that can be used in Speech Science teaching to facilitate success of all learners. In addition, TILT Higher Ed has been found to provide an inclusive learning environment and promote belonging in the classroom context. Conclusions: The goal of this tutorial is to provide background information, a rationale, and a guide for implementation of the core principles of TILT Higher Ed into Speech Science coursework, which includes Transparent Assessment Design and Transparent Teaching Methods. A case will also be made for an overall shift of increased use of inclusive teaching methods within undergraduate communication sciences and disorders courses.

Instruction Teaching Support System and Teaching Competency in Applied Colleges, China

The research investigates the effectiveness of the Instruction Teaching Support System and Teaching Competency in Applied Colleges in China, surveying 303 teachers and 381 students using a quantitative research design. The results demonstrate that the school's initiatives in providing teaching support have successfully met teachers' needs for capacity enhancement and professional development, contributing positively to their daily teaching and career growth. Teachers generally expressed satisfaction with the school's teaching support system, particularly highlighting its positive impact on their teaching practices. The management system in place was seen as stable and well-organized, providing clear development paths and solid institutional backing for overall teaching quality improvement. Additionally, the school's performance incentives, including merit-based pay, title promotions, and welfare benefits, were widely appreciated, effectively motivating teachers and supporting the enhancement of teaching quality across the school. In terms of teaching skills training, teachers acknowledged the school's diversified initiatives aimed at improving their skills. This support has been crucial in helping teachers not only transmit knowledge but also adapt to the evolving demands of modern education, which requires a blend of diverse skills and innovative thinking. The training opportunities provided by the school were recognized as a significant means to equip teachers with the tools needed to face educational challenges. Professional development remains central to improving education quality. The school's comprehensive support system has helped teachers advance in their careers, boosting their sense of achievement and establishing a strong foundation for the overall enhancement of teaching standards at the institution. Students also responded positively to their teachers' competencies, with high ratings reflecting the professionalism and ethical conduct of the educators. Teacher ethics, including care for students, fairness in evaluations, and respect, were seen as key factors in creating a trusting and stimulating learning environment. Students believed that teachers with strong professional ethics could foster a more engaging and motivating educational experience. The students' favorable feedback on teachers' assessment abilities also highlights the latter's comprehensive skills in assigning and grading homework, conducting evaluations, and implementing teaching reforms. These competencies were linked to the robust support system that teachers received from the school, showing that the development of the teaching support system directly influences the enhancement of teachers' teaching competency. In conclusion, the findings suggest that a well-structured teaching support system is instrumental in promoting teachers' professional growth and, in turn, improving their teaching competency.

Exploring Job Attitudes among Junior High School Teachers in Technology and Livelihood Education: A Foundation for Teacher Development and Enhancement

This research aimed to gather information about the “Job Attitudes of Junior High School Teachers Teaching Technology and Livelihood Education”. The objectives of the study were to determine the job attitudes of Junior High School TLE Teacher; and to find out the significant differences in the job attitudes of Junior High School TLE Teachers when grouped according to age and school assignment. This research utilizes a descriptive survey method. There were thirty purposively selected Junior High School TLE Teachers in the municipality of Barotac Nuevo. The result revealed that the job attitudes of TLE Teacher was high. As to age 25-30, 31-40, and 41-50 years old, job attitudes towards organizational commitment revealed in all the variables same with the school assignment, in Jose Monfort Science High School, Salihid National and Barotac Nuevo National Comprehensive High School TLE teachers’ job attitudes towards organizational commitment were very high. There are no significant differences in the job attitudes of Junior High School TLE Teachers when grouped according to age and school assignment with p-value higher than the set of .05 alpha level of significant, which means the null hypothesis were accepted. The following are the suggested researchers retooling activities to be used to improve TLE teachers’ attitude towards their job: 1. providing feedback and support on remote learning, 2. facilitating communication and collaboration, and 3. identifying upskills within existing teacher competencies.

Enhancing Face Validity in Teaching Quality with Six Sigma Approach for Sustainable Development Goals (SDG)

Objective: The Teacher Teaching Quality Instrument using the Six Sigma approach (T²Qi-6σ) is a new tool for assessing teaching quality in primary and secondary schools. As such, it is essential to carefully review each item in T²Qi-6σ for face validity, including an assessment of language use, sentence structure, vocabulary appropriateness, and spelling accuracy. This is useful in providing the empirical evidence for supporting sustainable development goals (SDG) initiatives specially to enhance the quality of item assessment. Theoretical Framework: This study aims to test the face validity of T²Qi-6σ using Content Validity Ratio (CVR) analysis by Lawshe (1975). This CVR adapted to be used for face validity even the method mainly applied for establishing content validity. Method: A total of ten assessors were selected using a purposive sampling technique consisting of six test takers and four language experts. The face validity of the T²Qi-6σ involves as many as 125 items with five primary constructs based on Six Sigma: define, measure, analyze, improve, and control. Results and Discussion: The quantitative findings of the study indicate that the instrument demonstrates strong face validity, with 113 items meeting the minimum CVR value (N=10, CVRcritical = 0.62). Efforts have been made to enhance 12 items that initially did not meet the minimum CVR value. In total, 125 items T²Qi-6σ show great promise as a psychometric measurement tool to enhance the quality of teaching among educators. Research Implications: T²Qi-6σ assists educators in enhancing their self-competence and teaching quality, offering benefits and implications for theory, the field of measurement, and the implementation of the Six Sigma approach in education in Malaysia. Originality/Value: The assessment of CVR indicates that T²Qi-6σ demonstrates high face validity and suitability for use. The consensus among the panel of assessors evaluating face validity clearly demonstrates that T²Qi-6σ is appropriate and relevant for use in the study aimed at enhancing the quality of teacher instruction through the Six Sigma approach. The use of Six Sigma aims to broaden the knowledge base for quality assessment in education, which has traditionally relied on similar methods. It would be intriguing to evaluate the impact of the Six Sigma DMAIC model in the Malaysian education sector.

Artificial Intelligence Integration in Teacher Education: Navigating Benefits, Challenges, and Transformative Pedagogy

This article explores the potential uses, benefits, and challenges of artificial intelligence (AI) tools for teacher educators and their teacher candidates. It begins with a brief introduction to the topic, followed by a discussion of existing literature concerning the impact of AI on K–12 education; the importance of preparing AI-literate teachers; and specific issues related to AI’s use in teacher education, which includes studies on perceptions about AI utilization in education. The author also examines the challenges of AI implementation in the preparation of teachers; poses critical questions and ethical, pedagogical, and philosophical concerns faculty and students must consider; and provides ideas on using AI tools in courses through exemplar activities. The various activities illustrate the integration of AI- and non-AI-based activities to promote AI literacy among teachers. The goal of these activities is to support candidates’ competency development to become effective teachers while understanding the potential of AI tools for assisting in planning instruction and creating curricula. The exemplars also focus on developing critical thinking, creativity, and collaboration in carrying out pedagogical tasks. The author advocates for embracing AI tools in education cautiously and strategically by recognizing their power to transform teaching and learning for teachers and students.

A case study of Japanese teachers’ self-reflection on elementary English lessons

Since 2020, English has become a compulsory subject in Japanese elementary schools, and grade three to six teachers need to teach English despite their limited knowledge of English teaching. Most teacher training programs are transmitting styles and do not always meet the difficulties of individual teachers in English teaching. This research focuses on teacher self-reflection as an alternative to support teachers’ self-development in addition to training programs. Two Japanese elementary school teachers reflected their English lessons and how their possible selves shaped their future lessons. They recorded and reflected six lessons from a textbook unit and recorded another six lessons from a different unit. The recorded lessons were transcribed, and the reflections were coded to generate theories that revealed their possible selves. Their explanations for reflection and validation were obtained from interviews. One teacher’s Ought-to self shaped his future team-teaching practices with the assistant language teacher. The other teacher’s Ideal self modified her routine activities to meet her ideal duration for the activities. The teacher participants’ self-reflection revealed their possible selves, which served as a basis to modify their future English lessons to meet their ideals. This study recommends that this mechanism of individual reflective practice be encouraged as part of the teacher development program in addition to the existing teacher training.

Notetaking Instruction for Prospective EFL Teachers: Effects on Notetaking Skills and Perceptions

Notetaking is a vital skill at the university level since students are responsible for their learning and notetaking is their primary method of recording and storing information. However, students may struggle with simultaneously following the lesson and taking notes, which requires systematic training. This study will contribute to the literature by focusing on the outcomes of providing prospective English as a foreign language (EFL) teachers with notetaking instruction. It is also aimed to investigate prospective EFL teachers’ perceptions of notetaking and notetaking instruction. Participants of the study were 39 prospective EFL teachers (junior ELT department students) enrolled in a Listening and Notetaking course. A mixed method approach was employed in the study, in which both qualitative and quantitative data were collected through text analysis of participants’ notes and semi-structured interviews (n = 10). Quantitative data were analysed through paired samples t-test, chi square test, and Wilcoxon signed rank test. Qualitative data were analysed through content analysis. The findings revealed that providing learners with notetaking instruction is beneficial in many aspects including recording more information units, having better organization, and deciding what is important. Students’ perceptions of notetaking were found to be mostly positive. They consider it a useful strategy for following lectures better and for overall academic success.