Traditional Teaching Practices Research Articles

Assessing the Efficacy of Peer Teaching as an Alternative to Teaching Practice

Globally, the outbreak of the Covid-19 negatively affected human beings across all spheres of live. Higher education was one of the hardest hit sectors as schools closed. In place of the traditional school-based teaching practice, teacher interns did peer teaching. The study used the pedagogical content knowledge framework to assess the effectiveness of peer teaching as a replacement for school-based teaching practice. Questionnaires, interviews and group discussions were used to collect data. The results indicated that peer teaching is a useful strategy to introduce teacher interns to the art of teaching. However, the peer teaching practice environment does not represent the realities of the school classroom. Thus, peer teaching is inadequate to be used as a substitute for school based teaching practice. The results point to need for a thorough review of the use of peer teaching in place of the school-based teaching practice.

Reimagining Education in The Digital Age: Narrative Insights from Pre-Service Teachers on The Impact of Technological Advancements

The rapid technological advancements continue to shape the future of education. What will be the future of education? This research conducted interviews with a group of pre-service teachers (N = 25) who have grown up in the digital age and are well-versed in the latest technology trends. Their perspective equipped them to bring a fresh and contemporary perspective to inspire and drive changes in technology-enriched educational practices. Other than this, they have direct relevance to the development of future education after they graduate. Through in-depth interviews, this research uncovers multifaceted implications of technology-enriched teaching and learning practice. The interview scripts were analysed with a thematic analysis approach. The narratives of pre-service teachers illuminate the transformative potential of technology in 1) increasing engagement, 2) enhancing learning performance and global competitiveness, and 3) fostering student-centred learning. This generational perspective offers valuable insights into how technology is integrated into their own education and its potential impact on future generations. Such recognition can facilitate policymakers, educational institutions management, and educators in preparing for and effectively incorporating technology to shape the future of education. The results can pave the way for a more effective education model that pushes beyond the boundary of traditional teaching practices.

OUTDOOR EDUCATION AS AN INTERFACE BETWEEN TRADITIONAL AND MODERN LEARNING APPROACHES: A CURRICULUM-BASED ANALYSIS AT CORE CURRICULUM STAGE IN ROMANIA

This study delves into the pivotal role of outdoor learning in acting as a connecting thread between conventional and contemporary teaching methods within the realm of core curriculum education. As educational methodologies continually evolve, educators are keen to adopt innovative approaches that effectively engage and educate students. Traditional teaching methods, while enduring, coexist with modern pedagogical practices that emphasize experiential learning, active participation, and holistic development. The research explores how outdoor learning functions as an intermediary, facilitating a seamless fusion of traditional and modern educational practices. Its primary focus is to investigate the influence of outdoor learning on student motivation, critical thinking, and overall educational achievements, particularly within the core curriculum stage. By employing a combination of quantitative and qualitative analyses, this study seeks to highlight the advantages and obstacles associated with the incorporation of outdoor learning in core curriculum subjects. It aims to pinpoint effective methods for embedding outdoor experiences into conventional classroom settings, thereby contributing to a more comprehensive comprehension of how outdoor learning can enrich the educational experience. The insights garnered from this research endeavor have the potential to provide valuable guidance to educators, curriculum designers, and policymakers in striking a harmonious balance between time-honored teaching techniques and innovative strategies. This equilibrium aims to create a well-rounded, enhanced learning environment for students at the core curriculum level.

Reflections on Distance in Remote Placement Supervision: Bodies, Power, and Negative Education

School placement plays a critical and complex role in the professional development of student teachers. When universities and schools shut their doors and moved all teaching activities online in March 2020, initial teacher education (ITE) providers across Ireland had to implement emergency alternative practicum supports in order to ensure that students could complete their ITE programmes. Many initial teacher education providers across Ireland introduced professional online conversations as an alternative approach to professional practice supervision. It is easy to view this response to the COVID-19 crisis in purely deficit terms. For obvious reasons, no sensible teacher educator would advocate for abandoning school visits and replacing them with online professional conversations. Nonetheless, emergency measures arguably brought about affordances to the delivery of teacher education, which are deserving of consideration and may help to inform future practice. In this paper, we draw on our recent experience of ITE emergency practicum supervision to explore assumptions and tensions inherent in traditional teacher education practices. We reflect on how we enacted and experienced professional student–tutor conversations without the normally preceding classroom observations and interrogate normalised assumptions about the value and purpose of classroom observation. Our reflections are infused with ideas gleaned from philosophy and sociological theory and are underpinned by a theoretical formulation which we call “negative education”. “Negative education” refers to the learning that takes place as a consequence of deprivation. In these terms, we come to examine the negotiation of power and relationships in different learning environments. We explore the benefits of “zooming out”, to disseminate power, and show how this helps to engage with the broader aspects of teaching which are so easily overlooked by both tutors and students during “normal” school visits.

A Re-Think of a True Identity in Embracing and Practicing Western Culture(s) and Religion as Typical Bakweri, Manyu and Ugare people of the Anglophone Cameroon

Purpose: Western Education and Christian religion foundations and developments in Africa in general and Cameroon in Particular were laid and developed on African traditional education and religious practices and beliefs. Unfortunately, African traditional education, religious belief system and practices were brandished by colonial masters and Missionaries who introduced western education and Christian religious practices as fetish, uncivilized and paganic. All these allegations were from the stranger’s perspectives. Regrettably, those who engaged into the study of western education and practices of western religion were forced to upgrade foreign education and religious practices and beliefs over against African education and religious beliefs and practices. All these led to a false identity, religious practices, educational norms and values development on those who practice the western system of education and religious development. Consequently, some of the cherished Cameroonian cultural practices, religious beliefs and traditional education are fast dying out. It is for this reasons that this paper sought to address and revisit cultural beliefs and religious practices of some tribes of the Anglophone Cameroon. The purpose of this paper is to present some of the cultural practices that are educative, promote cherish values and norms and demonstrate the strength of the Bakweri, Manyu and Ugare cultural practices and belief for today’s children of the Anglophone Cameroon who have embraced western education and western religion over against our valued education and informative cultures and religion.
 Materials and Methods: The methodology is qualitative with the use of ethnography as design. Data were collected interviews, primary and secondary sources. and interviews.
 Findings: From the content analysis, the conclusion arrived at is that because the Bakweri Manyu and Ugere traditional education and cultural practices and beliefs are unique, other religions and educations should learn from the richness of these indigenous practices.
 Implications to Theory, Practice and Policy: Though western education is good, Christianity, western education and cultural traditional beliefs and practices should work hand in glove for a better society. Before the coming of Christianity, the cultural beliefs and practices of the Bakweri, Manyu and Ugere had long existed. The people were aware of the existence of the Supreme Being and Christian religion should not consider them as fetish and paganic. The study suggests a model of educating the young generation on the traditional education and cultural practices of the Bakeri, Manyu and Ugere people. The home is the center whereby, cultural values should disseminated to the churches, schools and community.

Assessing the Efficacy of Peer Teaching as an Alternative to Teaching Practice: A Case of Molepolole College of Education

Purpose: The study sought to assess the effectiveness of peer teaching as a replacement of school-based teaching practice.
 Methodology: The study used a case study research design and applied mixed methods approach to evaluate the viability of peer teaching as an option for school-based teaching practice. Questionnaires, interviews and group discussions were used to collect data. Different participants were randomly selected to respond to a questionnaire and they comprised sixty (60) year 3 students and sixty (60) lecturers. Ten (10) lecturers including four (4) Heads of Departments were purposively selected for interviews while six (6) student teachers were conveniently selected for group discussions.
 Findings: The results indicated that peer teaching is a useful strategy to introduce teacher interns to the art of teaching. However, the peer teaching practice environment does not represent the realities of the school classroom. Thus, peer teaching is inadequate to be used as a substitute for school based teaching practice. The results point to need for a thorough review of the use of peer teaching in place of the school-based teaching practice.
 Unique contribution to theory, practice and policy: Pedagogical content knowledge remains key form of knowledge in teacher professional development. The comparative study findings affirm the utility of the two strategies of peer teaching and teaching practice in teacher professional development. It highlights the limitations of peer teaching and underscores the uniqueness of teaching practice. Thus, it cautions against the use of peer teaching as a replacement for the traditional school-based teaching practice. This challenges both practitioners and policy makers to think of alternative practices to be used instead of teaching practice in the event the usual experiential on-field practice option is not available.

Prospective Pedagogues and Coaches Perspective on the Challenges and Solutions of Remote Studies

The conditions created by Covid-19 in the world and in Latvia have promoted the transition from traditional teaching and learning practices (contact lectures study form) to remote study form into the study process. The preparation of prospective teachers (University of Latvia) and coaches (Latvian Academy of Sport Education) is related to the need to develop various competencies. The purpose of the article is to analyse the opinions of 1st-year students, prospective preschool teachers and coaches about the benefits and difficulties of students in remote studies in the Covid 19 pandemic situation. We used theoretical method - analysis of scientific literature, and empirical methods - observation, negotiation (the total number of 1st year students in the 2021/2022 academic year in UL preschool teacher programs and LASE coaches’ programs was 590), content analysis, survey of selected 240 students (200 UL and 40 LASE) was conducted in the period from October 2021 to April 2022. The results of the empirical study show that the benefits and difficulties of distance learning have become more relevant, increasing the willingness to take responsibility for a self-directed learning process. Students are becoming more pragmatic, and goal oriented. They learn new skills and find operational solutions in various unusual situations. The research revealed that remote studies have promoted students' self-directed participation and initiative in improving the study process, self-management, and responsibility for the personal significance of their activities.

Microaprendizaje: recorrido histórico del aprendizaje en fragmentos


 
 
 Microlearning has its roots in traditional educational practices. Historically, there have always been short courses or concentrated forms of study. A qualitative approach was used to study the history of microlearning by reviewing documents and references. The research ends by leaving open the continuity of the evolution of the concept.
 
 

Exploring the Impact of Remote Learning and Education Technology on Teaching and Learning Practices

The advent of remote learning and the integration of education technology have transformed traditional teaching and learning practices across the globe. This abstract provides an overview of the multifaceted impact of these two intertwined phenomena on educational processes, highlighting both their advantages and challenges. Remote learning, spurred by various factors such as the COVID-19 pandemic and technological advancements, has fundamentally altered the landscape of education. It has led to the widespread adoption of digital tools, online platforms, and virtual classrooms. This transition has empowered educators to reach a broader and more diverse audience, transcending geographical boundaries. Students, in turn, have gained greater flexibility in terms of when and where they learn. However, this shift has also exposed disparities in access to technology and internet connectivity, creating a digital divide that disproportionately affects marginalized communities. Education technology, including learning management systems, virtual reality, artificial intelligence, and adaptive learning tools, has provided educators with innovative ways to engage students and personalize instruction. These technologies enable data-driven decision-making, allowing educators to identify and address individual learning needs. Additionally, gamification and interactive multimedia have made learning more engaging and enjoyable, fostering intrinsic motivation among students. Nonetheless, the integration of education technology poses several challenges. Teachers must adapt to new teaching methodologies and acquire digital literacy skills, which can be daunting for some. The overreliance on technology can also lead to issues such as screen time fatigue and a reduction in face-to-face social interaction, impacting students' mental health and well-being. Moreover, concerns about data privacy and security in online learning environments remain significant.

Intersecting Traditions and Modernity: Perceptions of Quality Assurance in Outcome-Based Education among Vietnamese University Lecturers

In the continuously evolving landscape of global education, the role of Quality Assurance (QA) in fortifying and maintaining the relevance of teaching and learning processes has grown ever more critical. In this context, Vietnam—a country delicately balancing its rich traditions with a strong push towards modern educational paradigms—offers a unique vantage point. The primary aim of this study was to delve deep into Vietnamese university lecturers’ perceptions regarding the intersection of QA and Outcome-Based Education (OBE), particularly focusing on its ramifications on their academic practices. Adopting a qualitative methodology, we engaged with ten lecturers from two distinct universities in the Mekong Delta. Through semi-structured interviews, participants shared their narratives, which were subsequently analyzed using a thematic analysis approach. This analysis was enriched and contextualized through the lens of established theoretical frameworks. The emergent themes painted a multifaceted picture. While recognizing the transformative potential that QA can bring within the OBE framework, lecturers often found themselves grappling with the challenges of seamlessly integrating traditional teaching methodologies with the demands of OBE. Adding to this complexity were concerns about the potential erosion of the ‘human touch’ in teaching as technological interventions become more pervasive in QA processes. Another intriguing dimension was the interplay of deeply rooted Vietnamese cultural norms with contemporary QA practices, serving at times as barriers while at others as catalysts for innovation. The revelations from this study underscore the imperative for establishing culturally resonant QA systems, crafting comprehensive and contextual training modules, and ensuring a judicious blend of technology and traditional pedagogical practices. While resonating with universal themes in education, the findings also spotlight the nuances specific to Vietnam’s academic landscape, making a case for contextually tailored educational interventions.

A STUDY ON THE ROLE OF TURNITIN AND CHATGPT IN THE FIELD OF EDUCATION

This study investigates the impact of AI tools, specifically Turnitin and ChatGPT, on the educational landscape. Exploring the potential benefits and challenges posed by these technologies, the research reflects into issues such as overdependence on technology, false plagiarism alerts, reduced creativity, grading difficulties, and ethical concerns. By leveraging a mix of primary and secondary research methodologies, the study sheds light on the perceptions and experiences of students and faculty regarding the integration of AI tools in education. The findings offer valuable insights into the complex interplay between AI and traditional educational practices, providing a comprehensive understanding of the implications of these technologies on critical thinking, originality, and effective teaching and learning processes.

TRANSFORMATION OF ISLAMIC EDUCATION MANAGEMENT ADDRESSING THE CHALLENGES OF THE 21ST CENTURY

In the rapidly evolving landscape of the 21st century, the field of education faces unprecedented challenges that demand innovative solutions. This study delves into the transformation of Islamic education management as a response to the challenges posed by the 21st-century era. Drawing on a blend of qualitative and quantitative research methodologies, this research explores the theoretical underpinnings of educational management, the principles of transformative education, and the specific issues confronting Islamic education in the contemporary era. By analyzing the findings, this study illuminates how the strategic transformation of Islamic education management can effectively address the multifaceted challenges presented by the 21st century. The conclusions drawn from this study emphasize the significance of reimagining traditional educational practices to align with the demands of the modern world, while remaining rooted in the principles of Islamic pedagogy and values.

Pedagogical Paradigms in the AI Era: Insights from Saudi Educators on the Long-term Implications of AI Integration in Classroom Teaching

This qualitative study explores the perceptions and experiences of Saudi educators regarding the integration of Artificial Intelligence (AI) in classroom teaching. Through semi-structured interviews with a purposively sampled group of teachers, the research investigates initial experiences with AI, anticipated changes in teaching roles, support and training needs, student reactions, and concerns about long-term AI integration. Employing a constructivist grounded theory approach, the study reveals a nuanced understanding of the opportunities and challenges presented by AI in education. Findings indicate a spectrum of initial responses to AI integration, ranging from enthusiasm to apprehension, emphasizing the need for comprehensive professional development and robust support systems. Educators anticipate significant shifts in their pedagogical roles, foreseeing AI as a facilitator of personalized learning but also expressing concerns about its potential to marginalize traditional teaching practices. Student reactions were generally positive, though mixed, highlighting the need for adaptive AI implementation strategies. Concerns about ethical implications and educational equity were prominent, underscoring the necessity of a balanced, ethical approach to AI deployment. The study contributes to the emerging body of literature on AI in education and offers insights for policymakers, curriculum developers, and educational technologists on effectively harnessing AI's potential while addressing its challenges. It calls for ongoing dialogue, professional development, and ethical considerations as AI becomes more integrated into educational systems, ensuring it serves as a supportive component within the pedagogical framework.

Emergency remote teaching practices: discourse analysis of EFL writing communicative event

Although emergency remote teaching (ERT) emerged as a trending research area during COVID-19, teamwork emergency remote teaching practices (ERTPs) remained an untouched topic in the context of English as a foreign language (EFL) writing. Teaching practices in various contexts are shaped by a communicative event such as face-to-face, online, or ERT. There is a significant need for using classroom discourse to probe such writing events. Accordingly, this context-based study evaluates the teamwork ERTPs in EFL writing communicative event. To achieve this task, it develops a conceptual framework that integrates discourse of ethnography with pedagogical technology: an ethnography of settings, participants, ends, acts, keys, instruments, norms, and genres (SPEAKING), with technological, pedagogical, and content knowledge (TPACK). Eleven sessions were collected from the recorded emergency remote sessions, chatroom, online session report, and the course portfolio in the preparatory year (PY) of Najran University, Saudi Arabia. The analysis revealed that EFL writing class is a hybrid communicative event in which the teaching team gradually recouped their traditional teaching practices. The team pushed their students to use written discourse. Technical practices show that because of cultural norms the participants did not use the camera. Content practices include adapting the teaching materials in the form of a PDF file to serve the interests of physical distancing. Pedagogical practices involve poor attendance, planning practices, and archival practices. The study concludes that a teaching team is an effective strategy during crises. The study recommends further investigation of macro teaching practices beyond classroom boundaries. Students can improve their spelling and writing issues using chatrooms, PowerPoint presentations, and Google forms. ERT can be flexible in terms of selecting materials that best serve the learning outcomes. A student’s writing e-portfolio can be used as an alternative assessment tool in EFL virtual writing courses. Flipped classroom discourse and digital discourse are potential areas for investigating ERTPs.

The Effect of the Use of Digital Technologies in Physical Education Lessons on Students' Physical Education Cultures and Attitudes towards the Lesson

Among the main objectives of the 'Primary School Physical Education Curriculum' is to raise individuals with knowledge, skills and behaviors integrated with values and competencies. In addition, one of the important goals of the Kazakh education system is to provide students with 21st century and related digital skills in all lessons. For this purpose, the current study examined the effect of digital technology and face-to-face teaching practices on students' lesson achievement, skills, attitudes, cultural awareness and value perceptions in primary school physical education lessons compared to traditional teaching. The study was conducted with a control group pre-test post-test design. A total of 60 students attending the 4th grade of primary school took part in the study. In the experimental group of the study, digital technologies supported face-to-face education and in the control group, traditional teaching practices were carried out. The research data were collected with 'Physical Education Lesson Acquisition Test', 'Physical Education Psychomotor Skills Test', 'Attitude Towards Physical Education Scale' and 'Cultural Awareness and Value Perception Scale in Physical Education' measurement tools. The experimental applications of the research lasted 8 weeks simultaneously in the control and experimental groups. According to the findings of the study, significant differences were found in favor of the experimental group in physical education lesson outcomes and attitudes. However, no significant difference was found between the groups in psychomotor skills and value perception.

ДОСТОИНСТВА И НЕДОСТАТКИ ОНЛАЙН-ОБУЧЕНИЯ

The article reveals some features of online learning, examines its advantages and disadvantages, traces its relevance to the modern education system, largely based on digital technologies. Attention is drawn to the innovative nature of this educational model. The nature of synchronous and asynchronous learning formats is investigated, the need for a rational combination of mixed (hybrid) and traditional educational practices in the educational process is emphasized, including from the point of view of increasing cooperation between educational institutions and the real sector of the economy. The role of online learning in the formation of scientific and educational competencies and practical skills is shown.

Revisiting traditional educational practices in the age of digitalization

During the period of lockdown both students and teachers experienced immersion in the digital environment to the full, what allowed actualizing the so-called “dark” sides of organization of the educational process; those metamorphoses, which traditional roles of a student and a teacher are currently getting exposed to. Post-pandemic realities of education within the contour of Timothy Morton’s dark ecology theory are considered in the present paper. The authors make use of a “hyperobject” concept while studying the introduction of digitalization in the field of education, submitting to extrapolate Morton’s optics to comprehension of educational practices, mediated by digital environment. It is shown in the study, that absorption of traditional educational practices proves to be a limited discourse, where the technological component of digitalization is being merely actualized and the essence of educational process is being simultaneously discredited.

Narrative medicine in clinical internship teaching practice

ABSTRACT Objective: To explore the effect on empathy skills of integrating narrative medicine instruction into clinical internship undergraduate medical education. Methods: One hundred clinical undergraduate students who were transferred to gynecology and obstetrics in 2016 were selected as subjects and divided into two groups. The control group adopted the traditional practice teaching mode, while the experimental group adopted a narrative medicine integrated with traditional teaching mode. The impact of the narrative medicine course was evaluated using the Davis Empathy Scale, and the students’ acceptance of the course was investigated using a self-developed questionnaire. Results: After completion of the rotation, the empathy scores of the experimental group were higher than those of the control group (p < 0.05). Students in the experimental group rated the integration of narrative medicine into the internship class highly, and most students thought that the narrative medicine course was of great benefit with respect to the humanistic quality of medical teaching. Conclusion: The application of narrative medicine teaching in the clinical practice teaching of obstetrics and gynecology promoted students to improve their empathy ability.

Adult Students’ Perceptions of a Synchronous Distance Education Teacher Training Programme Using Microsoft Teams

This qualitative survey studies the perceptions of adult students enrolled in a teacher training programme in Greece. It examines synchronous distance education, the Microsoft Teams platform, and the prospect of strengthening and establishing this type of education after the COVID-19 pandemic. The survey used the semi-structured interview as a basic tool to gather students’ perceptions of the teacher training programme, “EPPAIK”. The results show that the benefits to the user of synchronous distance education, and the possibilities provided by the Microsoft Teams platform, are many. Most respondents consider it necessary to evaluate contemporary education, to establish a combination of both traditional and contemporary educational practices (hybrid learning/education), to achieve the best results in the future.

Art Education and its Impact on Creativity and Critical Thinking Skills: A Review literature

This study aims to review the literature on art education and its impact on creativity and critical thinking skills. The study examines various sources to understand how art education contributes to the development of these skills and how it can be integrated into traditional educational practices. The study majorly used secondary sources to gather information. The findings suggest that art education enhances creativity and critical thinking by encouraging expressive and cognitive skills. Furthermore, the study highlights the importance of integrating art education into the curriculum to foster creativity and critical thinking skills in students. Overall, this research emphasizes the value of art education in promoting these crucial skills for students' academic and personal growth. In conclusion, this review of literature provides evidence for the positive impact of art education on the development of creativity and critical thinking skills. It underscores the importance of incorporating art education in educational curricula to foster these essential skills in individuals. The findings of this study have implications for policy-makers, educators, and researchers in understanding the potential of art education in promoting creativity and critical thinking in individuals of all ages.