Teaching Time Research Articles

Investigation of Chinese Preschool Teachers’ Attitudes and Beliefs toward Science Teaching

The science attitudes and beliefs of preschool teachers in Shaanxi province of China were explored. 185 preschool teachers participated in the survey. The findings revealed that the preschool teachers had the positive attitudes and beliefs toward science teaching. However, there are clearer differences between preschool teachers’ science attitudes and beliefs and practical teaching. They may escape teaching science activities in teaching when they meet difficulties in the insufficient teaching time, inadequate knowledge and auxiliary materials. In addition, the factors influencing teachers’ science attitudes and beliefs were studied. The gender and education level of preschool teachers had no significant effect on their scientific attitudes and beliefs. It is worthy note that the preschool teachers with bachelor’s degree were more willing to carry out some science activities than the preschool teachers with university (3 years). Although there is no significant difference in the attitudes and beliefs of the preschool teachers with different teaching experiences, teaching experiences had a significant difference in the challenge dimension. The preschool teachers with less than 2 years teaching experiences are more confidence in science teaching. Based on the findings, some suggestions are supplied: improving education level, building specific and clear standards, providing more related auxiliary material supports.

Metacognition through an Iterative Anatomy AI Chatbot: An Innovative Playing Field for Educating the Future Generation of Medical Students

Medical educators face many challenges instructing future medical students, specifically in the integration of learning technologies. To overcome these challenges, educators must implement learner-centered and interactive teaching strategies. Anatomical sciences are the cornerstone of medical education and provide the bedrock to layer conceptual understanding of the human body. With the “medical knowledge boom”, most medical schools have reduced the curricular time for anatomy instruction, resulting in a paucity of knowledge and issues incorporating anatomical knowledge in clinical scenarios. Modern pedagogical techniques combining AI chatbots with concurrent metacognitive frameworks can foster a deeper understanding of anatomical knowledge and analysis of clinical cases. Student reflection on the learning process allows for monitoring their progress and tailoring of learning strategies to their specific capabilities and needs. A.I. technology can aid in scaffolding knowledge with practical applications via iterative and immediate feedback in case- or problem-based learning formats. The use of textual conversations actively engages students and simulates conversations with instructors. In this communication, we advocate for the incorporation of AI technologies fused with a metacognitive framework as a medium to foster increased critical thinking and skill development that enhances comprehension. These skills are important for medical students’ lifelong learning process.

Observed and perceived benefits of providing physical activity opportunities in elementary schools: a qualitative study.

Schools play an important role in promoting physical activity for youth. However, school-based physical activity opportunities often compete with other academic priorities, limiting their implementation. The purpose of this study was to qualitatively explore elementary school teacher and staff perspectives on providing physical activity opportunities and how they impact students and learning. We partnered with a school district in Texas to conduct semi-structured individual interviews. We used a purposeful sampling approach to recruit elementary teachers and staff knowledgeable about the physical activity opportunities provided at their school. Interviews included questions about participant opinions of providing physical activity opportunities and the types of opportunities provided. We analyzed data using a directed content analysis and iterative categorization approach. Fifteen participants (4 teachers, 4 physical education teachers, 3 assistant principals, and 4 principals) completed interviews from 10 elementary schools. Participants discussed observed and perceived benefits when providing physical activity opportunities, which emerged into four themes and subthemes: (1) academic benefits (learning readiness, learning engagement, and academic performance); (2) social-emotional benefits (behavior, interpersonal and social skills, and classroom culture); (3) physical benefits (brain health, skill development, physical health); and (4) instructional benefits (quality teaching time, helpful teaching tools, and teacher-student relationships). Teachers and staff observed numerous benefits when students had opportunities to be physically active, including the positive impact on academic and social-emotional outcomes. Our findings highlight the alignment of physical activity with other school priorities. Physical activity programming can be used in ways to support academics, learning, behavior, and other important outcomes.

STEAM Education Concept in English Teaching Practice Process Based on Big Data Evolutionary Network Influence Analysis

INTRODUCTION: English language teaching in China is primarily traditional test-based education. Few teachers customize teaching activities according to the content and students' characteristics, which results in students' low interest in learning English and reduces their understanding and application of knowledge to the point that their speaking skills are generally weak. English is different from Chinese in that it combines skills and practice and covers a wide range of knowledge. It is a subject category that combines general knowledge of life with theoretical knowledge. Although it is only a language subject, in the process of learning it, students can also learn the human background, customs, history and culture of foreign countries, enriching their understanding of world culture.
 OBJECTIVES: Organic combination of the STEAM model and English teaching can promote academic innovation, on the one hand, to enhance learning hobbies from the aspect of learning needs and to cultivate students' comprehensive literacy, and on the other hand, the innovation of practice and concepts can enhance students' practical ability and innovation ability.
 METHODS: This study is based on big data evolutionary network influence analysis of STEAM education concept in English teaching time process analysis of students in the classroom participation, interest in learning English and learning self-confidence and the phenomenon of mismatch between the students' learning foundation, to enhance the student's classroom participation, the interest in learning English and self-confidence, the students' comprehensive literacy, and the acquisition of English language skills.
 RESULTS: STEAM + ELT practices + interdisciplinary teaching can be realized by organically combining STEAM education concepts across multiple subject areas.
 CONCLUSION: Designing appropriate English teaching activities based on the STEAM education concept and applying the theory in actual teaching activities can achieve the expected results.

Eliciting farmers’ preferences towards agriculture education in Northern Ireland

ABSTRACT Purpose Agriculture education promotes farmers and societal welfare through a more efficient use of resources and the adoption of sustainable farming practices. Nevertheless, farmers’ educational attainment is limited across countries. This study explores farmers’ intention to participate in formal agriculture education. Design/methodology/approach A discrete choice experiment survey with 363 farmers exploring their preferences for different specifications within a diploma in agriculture was employed. We focus on Northern Ireland, a country with a relatively large agricultural sector and were farmers have a low level of formal education. Findings Our results show that farmers exhibited a preference for short courses delivered in the evenings, with 75% of the teaching time delivered online, favouring educational topics linked to farm performance against those related to socio-environmental outcomes. Part-time younger farmers, operating in small farms located in less favoured areas, reported the highest willingness to pay for the course. However, farmers that had previously participated in a Young Farmer Payment Scheme reported the lowest interest in undertaking the course. Practical implications The study provides useful information to education providers in relation to the design of agriculture courses to better meet farmers’ preferences and therefore encourage levels of uptake. Secondly, the study can help policymakers to make informed decisions about policy instruments incentivising farmers to engage in education. Theoretical implications By drawing from random parameter choice models, the study highlights that the heterogeneity of farmers’ preferences should be considered when modelling their decision to engage in agriculture education. Originality/value This is the first study that elicits farmers’ preferences towards agriculture education via a discrete choice experiment. Secondly, the study explores preference heterogeneity based on farmers and farms’ characteristics.

Exploring Laparoscopic Surgery Training Opportunities in the College of Surgeons of East, Central, and Southern Africa region

The resource-limited environment in Sub-Saharan countries, with a lack of expert trainers, impedes the progress of laparoscopic training. This study aimed to identify the opportunities and limitations of laparoscopic surgery training in the College of Surgeons of East, Central, and Southern Africa (COSECSA) countries. A multicountry online survey was conducted from January 2021 to October 2021 in COSECSA-accredited training hospitals within 16 countries. Available resources and challenges faced in order to set up well-structured laparoscopic training programs were explored. Ninety-four surgeons answered the questionnaire. The average resources reported per hospital were 3 trained laparoscopic surgeons, 2 laparoscopic towers, and 2 sets of laparoscopic instruments. The training of the majority of these surgeons has been in local institutions (53%), a further 37% within African countries and only 10% outside Africa. Approximately 45% of them declared that laparoscopic modules were planned within the University Curricula, while only 18% of surgeons recognized that laparoscopic modules are only planned within the COSECSA program. About 57% of participants reported that at the end of residency training, graduating surgeons were not able to perform basic laparoscopic procedures. The quoted barriers included: limited laparoscopic equipment, absence of simulation lab, lack of qualified trainers, lack of training programs and time for teaching by skilled doctors, and lack of institutional support. The well-structured set up of laparoscopic training programs in the COSECSA region is hindered due to the lack of qualified personnel and insufficient resources for the acquisition of equipment and simulation laboratories. Ongoing efforts to set up laparoscopic programs through the development of adaptive curricula, innovative strategies for reduction of equipment cost and adequate training of surgeons are crucial for patient safety and the development of laparoscopy.

Anesthesiology resident preferences regarding learning to perform epidural anesthesia procedures in obstetrics: a qualitative phenomenological study

BackgroundLearning to perform neuraxial techniques in obstetrics is considered one of the most difficult skills for anesthesiology trainees to acquire and no consensus exists regarding the best practices for teaching these procedures. Utilizing a qualitative, phenomenological approach, we aimed to explore what trainees perceive as the best approaches to teaching epidural anesthesia techniques; identify how these perceptions align or differ from those of faculty anesthesiologists; and examine how these approaches fit into the cognitive apprenticeship framework, which describes a process of reflection on how learning occurs in the authentic environment. MethodsSemi-scripted interviews were conducted with 10 residents and three faculty members from the division of obstetric anesthesiology at an academic center. Interviews were transcribed, de-identified, fragmented, and coded. A thematic analysis was conducted, and codes re-organized into the cognitive apprenticeship framework of (1) content, (2) method (including subcategories modeling, coaching, scaffolding, articulation, reflection, and exploration), (3) sequence, and (4) sociology (including situated learning and culture of expert practice). ResultsTrainees valued a staged approach to learning epidural techniques, independent trouble-shooting, graded independence, focused feedback, and a calm instructor. The challenges of learning and teaching epidural techniques identified by trainees and instructors included the tactile nature of the procedure, teaching on awake, non-sedated patients, limited teaching time, and creating an environment of psychological safety. ConclusionTrainee and instructor preferences for teaching epidural procedures in obstetrics aligned with the cognitive apprenticeship framework. These concepts may be applied to curriculum design, evaluation, feedback, self-assessment and faculty development.

Norwegian teachers: competencies perceived as important for inclusive education

ABSTRACT This study explored what teaching competencies teachers in Norwegian Junior high and Senior high schools perceived as important to their teaching in inclusive education (IE) classrooms. The participants (N-206) responded to a 15-item survey Perceived Competencies for Inclusive Teaching Scale focussed on competencies, and one open-ended question about the resources that will support effective teaching. The results were analysed using descriptive statistics, t-tests, ANOVA and qualitative procedures. The results showed that participants identified, among others, competencies such as Modifying learning content to meet students’ different learning needs, Identifying special needs and Scaffolding strategies as the most important. The key resources teachers identified to enable implementation of IE included training in special education, more time for teaching, more pedagogical discussions sessions and school leadership. The implications for IE practice in Norway are discussed in relation current arrangements in schools and teacher training.

Teaching Experiences with Overcrowded Classrooms in Primary Schools in the Or Tambo Coastal District of South Africa

The focus of this paper was to explore teaching experiences with overcrowded classrooms in primary schools in OR Tambo Coastal District of South Africa. The paper took on a subjective exploration approach in which a contextual investigation configuration was embraced. Unstructured interviews were used to gather data. The paper’s overall findings indicate that teachers’ experiences with overcrowding in their classrooms are “stressful.” The overcrowding of a classroom has been identified as a stressful environment by teachers themselves. Inadequate classroom space, health and safety concerns, a lack of learner-teacher interaction, and disruptive behaviour were some of these conditions. Inadequate teaching time, an increase in workload, and emotional and psychological issues were also experienced by teachers. The research also reveals the factors that contribute to stressful experiences namely, Discipline, limited space, and insufficient resources. Additionally, the findings demonstrated that teachers use individual resources and collaborate with one another to manage classroom overcrowding. The paper recommends that the Department of Basic Education (DBE) builds more classrooms and puts in measures to ensure that the ratio of teachers is always below 1:30 in order for teachers to teach students without the stress of facing overload. This article adds to the existing literature on employee welfare in the South African educational system. Keywords: Overcrowded Classroom, Primary Teachers’ Experience, Classroom Discipline, Classroom Management Techniques.

Research on the Integration Mode of Art Design Majors from the Perspective of Production, University and Research

The cross-school study model is very different from traditional distance education and MOOCs (MOOCs), as they are now known. Cross-school study is a new teaching mode. Through cross-school study, students can choose courses shared by the university (the user) and other universities (the course builder) according to the bridge built by the platform, and obtain corresponding credits after approval by the university and the course builder. The cross-school study mode broadens the time and space boundary of teaching, solves the problem that the original limited teaching resources cannot meet students' thirst for more and more knowledge, and also provides great convenience for students' course selection in terms of mutual recognition of credits.

What then is time?: A case sample of teaching time and engaging temporal reflexivity using a reflective time journal activity

The current article presents a three-stage approach to teaching time in an applied psychology setting. The approach focuses on nurturing temporal reflexivity by having students reflect on their time-use and draw attention to their subjective experiences of time. Activities, discussions, and practical demonstrations are used to guide students through personal, collective, theoretical, and practical lenses of engaging with time. This case sample is taught to postgraduate students and practitioners in coaching psychology and positive psychology. Teaching within this context is discussed, along with the pedagogical practices employed to create a reflective and interactive learning environment. One primary activity, a reflective time journal, is presented as a tool for other educators to consider in their teaching of temporal reflexivity. Further consideration is given to the general challenges of teaching time, including limited temporal resources, and acknowledgements of disciplinary, pedagogical, and personal positionalities. This case sample of teaching time may be of particular interest (1) for those looking to facilitate awareness of subjective experiences of time within the classroom (something we might refer to as temporal reflexivity), and (2) for those who teach in an applied setting where students are often practitioners or future practitioners looking for strategies that will practically inform their work.

Covid-19 pandemic: A necessary catalyst for e-learning adoption and application

The Covid-19 pandemic brought the world to a grinding halt, adversely affecting almost every sector including the post school education and training (PSET) sector. The South African PSET sector is no exception. The academic enterprise was abruptly disrupted and led to a serious loss of teaching and learning time as the government passed new regulations discouraging movement and physical meetings of people. The state of disaster regulations and lockdown directives pronounced during March 2020 by the South African government presented an unprecedented way of operating since the formation of many higher education institutions (HEIs). This study assesses the state of e-learning before and after the first six weeks of lockdown regulations in two HEIs, using a theoretical framework of e-learning system readiness assessment and a participatory research approach. The study reveals a state of under-preparedness by HEIs to operate under the lockdown regulations, due to the adopted blended learning policy implementation gap. Based on these findings, the study concludes with an argument that the Covid-19 pandemic presented a great opportunity for HEIs not only to adopt e-learning at the policy level but also to adapt to the new e-learning methods and practices and thus prepare universities for times of uncertainty.

Tasks Beyond Instruction: A Case Study on Teachers’ Ancillary Functions

Teachers play multi-faceted roles. In addition to teaching, they also perform duties not directly related to teaching but are part of school’s operations. As one of the rural schools in the Division of Ozamiz City, Sangay Integrated School teaching personnel are tasked to take multiple ancillary functions. This study explored the experiences of teachers having ancillary functions in Sangay IS for the School Year 2022-2023. It employed a case study research design where twelve (12) Sangay Integrated School served as the participants of this study. It utilized a semi-structured interview, and the data gathered were analyzed using Braun and Clarke’s thematic analysis. It generated five (5) themes, which answered the five (5) research problems. Based on the findings, teachers regard ancillary functions as additional tasks. These functions help teachers in their personal and professional development; however, time for instruction and family is sacrificed. To overcome this challenge, they employed workload management. They realized they needed assistance from more knowledgeable individuals to function effectively and efficiently, which can be done through mentoring, seminars, and training. It is recommended that school leaders may evenly distribute ancillary loads. Teachers may also create a checklist to balance their time well on what things are needed to do. An orientation for newly-appointed coordinators may also be done for their awareness of their responsibilities. The Department of Education may also employ a thorough and accurate time-use study that can clearly show which tasks should be assigned to teachers and which should be removed from their responsibility.

Teaching temporal reflexivity through a vehicle: Experiential-existential time around the wood fire stove of a mobile shepherd's hut

In this essay, I propose the use of itinerant encounter spaces as educative agents for teaching time studies experientially. My work is informed by an arts-based methodology, conducted as part of a PhD, which used a mobile shepherd's hut as host for instances of temporal reflexivity. This specific wooden caravan, a venue for shared and introspective stillness, invites participants to embrace non-linearity within formal educational environments that are generally structured by calendars, clocks and bells. By offering unaudited room and time for reflective activities such as storytelling and subjective mapping, I encouraged my research participants, student teachers in Scotland, to nurture the temporalities of self-care that may or may not be part of their personal journeys into ‘meaningful teaching’ during an Initial Teacher Education (ITE) programme. My role was to open up an extracurricular atmosphere which disrupted the temporal standardisations required by many curricular designs for modular fit in university degrees. Curating a vehicle for methodological acts of temporal dissensus offered me insights into teaching time beyond a focus on input and outcomes. The prevailing instrumental logic in formal education rarely acknowledges itinerancy as a dynamic sphere for the pedagogical encounter. My session plans were loosely structured by the provision of a ‘shelter in public’ as a gesture of hospitality and not by a fixed schedule of activities or content to be delivered. This gave research participants the chance to narrate their own intrinsically perceived student teacher trajectories. The improvisation through public pedagogy and the ‘vagueness’ of indirect pedagogy cultivated playful detours. I suggest taking steps aside from dominant curricular formats and explore further how time studies can be taught through the coexistence of movement and stillness, as temporal reflexivity on wheels.

Exploration of an online and offline mixed teaching mode for "Protein Engineering" based on BOPPPS+flipped classroom

Protein Engineering is a core compulsory course of biotechnology major, which is the first-class undergraduate major being constructed in Shanxi Province. In view of the problems of single teaching mode of Protein Engineering, such as insufficient students' participation, short teaching time, and expensive experiment cost, the course team carried out the reform and practice of teaching mode for this course, and put forward a new teaching strategy. Under the guidance of the "Golden Course" standard for advancement, innovation and challenge, the course team developed the materials for massive open online courses (MOOC), and carried out the online and offline mixed teaching of Protein Engineering based on BOPPPS+flipped classroom by using the Chao-Xing Fan-Ya network teaching platform. Through this, a comprehensive, systematic and dynamic new teaching system of Protein Engineering was developed. Using the teaching mode based on BOPPPS+flipped classroom, the offline classroom teaching was combined with students' online self-study and homework completion, chapter test and discussion, and this mixed teaching mode was fully integrated into the flipped classroom. After three rounds of teaching practice, the course team had developed a complete, reproducible, scientific and reasonable online and offline mixed teaching mode, which included course materials preparation, exploring experiment guidance, classroom discussion design and course performance evaluation. The online and offline mixed teaching mode of Protein Engineering based on BOPPPS+flipped classroom was helpful for students to improve their autonomous learning ability, to be deeply engaged in the whole teaching process, and to develop a comprehensive and profound understanding of Protein Engineering. This teaching mode improved the teaching quality of Protein Engineering, and facilitated students to learn other follow-up professional courses. Moreover, it provides a reference for the course teaching reform.

The student's evaluation of the delivery of the theoretical courses due to warning mask and social distance during the pandemic condition

The pandemic condition changed the style of teaching and learning in the wide world. Particularly some measurements such as warning masks and social distance influenced the quality of the education in the higher education. A five-scale Likert questionnaire was designed to ask the architecture students to evaluate the quality of the delivery of the theoretical courses in the department. SPSS was applied to analyze data with quantitative methods. The results revealed that the students generally were satisfied with the quality of courses and the delivery methods. However, the Chi-square analysis demonstrated that just a few factors were associated with the quality of the delivery of the courses and other factors did not statistically associate with the evaluation of the students. In conclusion, the students evaluate the quality of the teaching in a holistic approach and apparently contextual factors influence the judgment of the students during the pandemic time of teaching and learning.

IMPLEMENTASI MANAJEMEN WAKTU DALAM PENGELOLAAN PENDIDIKAN UNTUK MENCAPAI TUJUAN PENYELENGGARA PENDIDIKAN ISLAM YANG PROFESIONAL

Islamic education requires effective time management to achieve the goals of professional educational administration. This research aims to investigate the implementation of time management within the context of Islamic education to enhance professionalism in educational administration. The research methodology combines literature review with qualitative analysis. This study highlights the importance of effective time scheduling in curriculum planning, teaching, and extracurricular activities within Islamic educational institutions. The proper implementation of time management enables educators to optimize the use of time in teaching, cater to students' needs, and facilitate their spiritual and intellectual growth. Research findings indicate that good time management significantly contributes to the professionalism of educators and the quality of Islamic education. Effective time management helps create a structured learning environment, motivates students, and enhances teaching efficiency. The research findings emphasize that good time management plays a crucial role in developing educator professionalism and in achieving sustainable goals in Islamic education. Effective time management allows educators to build a structured learning environment, support comprehensive student growth, and improve teaching efficiency. This research provides a profound insight into how the implementation of effective time management can be a key aspect in achieving high-quality and professional Islamic educational objectives.

E-KAMUS TEMATIK AJURUMIYAH : MODERNISASI KITAB TRADISIONAL UNTUK SANTRI MILENIAL

This research is motivated by the difficulties of students in understanding the Ajurumiyah book, which is caused by ignorance of the meaning of the vocabulary or terms described in the Jurumiyah book. The limited time in teaching and learning activities at Madrasah Diniyah also affects the level of student's understanding, so the development of an e-dictionary based on an android application is needed to improve the understanding and learning motivation of millennial students. Therefore, the researcher offers a solution by developing a thematic e-dictionary for the vocabulary of the Ajurumiyah book for students of Madrasah Diniyah with the ADDIE model of R&D research design. This research shows that the needs for development of Ajurumiyah book are form of an application with an attractive design. This e-dictionary can be run on smartphones with the Android operating system without using an internet connection. the validation analysis by Expert and teacher about the product shows that this e-dictionary product is good and worth to use, with score 84.2.

Application of hybrid teaching mode in translation teaching from the perspective of ecological concept teaching

Blended teaching is a model of teaching that combines traditional classroom teaching with online teaching. The integration of blended teaching is not only the integration of carrier means but also the breakthrough of teaching mode and the expansion of teaching time and space. Based on the theory of education ecology, this paper first analyzes the mixture of college English translation teaching modes and indicates that the college English translation teaching system from the dimension of the language training system, cultivation system, and communication dimensions cultural dimensions of three parts, and communicative dimension culture contains three platforms, four interaction, five links. Then, the hardware and software of the hybrid teaching ecosystem are designed to realize translation teaching. In the test to verify the system performance in this paper, it was found that the overall iteration value of the system presented a rising trend with the increasing number of tests, and in 6 tests, the maximum iteration value of the system in this paper was always 3-12 higher than the maximum iteration value of the teaching system in the traditional protocol data test group. Therefore, the hybrid teaching ecosystem designed in this paper has obvious advantages in reliability and practicality.

Effectiveness on using Teaching Apps to Enhance Techno based Teaching Skills

Teaching app is a tool and mode of teaching source to enhance the knowledge and skills in teaching. Teaching skills are preparing suitable lesson plan and delivering the same by adopting appropriate transactional methods, applying the micro teaching skills and its components in appropriate time at the time of teaching. These skills are developed through many sources. Now a day teaching apps is one of the best sources to enhance art of teaching skills. This study focused on to identify the effectiveness of teaching app in enhancing the techno based teaching skills among student teachers studying in the College of Education in Madurai District. The researcher selected Government Aided college student trainees in Madurai District for this research study. The researcher planned to conduct the Pre-test, Post-test and Experimental method for the research. The obtained scores from pre-test and post-test were compared and calculated for statistical analysis. The scores were analyzed with Mean, Standard deviation and suitable statistical techniques. The differences in the post-test mean value is (13.04) was found to be greater than pre-test mean value (10.28). The students teacher gained knowledge in using teaching app to enhance the techno based teaching skills those who are studying in the College of Education through the demo-classes and findings revealed that student teachers are highly motivated and developing their interest in enabling themselves in using teaching app in enhancing the techno based teaching skills