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The mental health and wellbeing of postsecondary students can affect motivation and academic success; however, research that examines how the academic learning environment contributes to students' wellbeing is limited. The current research used mixed methods to explore students' perceptions of the intersection between their learning environment and mental health and wellbeing. In Phase 1, 247 students indicated how often they experienced various supportive instructional practices. In Phase 2, in-depth interviews (n = 13) explored possible improvements in teaching and learning environments to benefit wellbeing. We developed seven key factors that contributed to a sense of wellbeing: (1) effective promotion of resources, (2) instructor care, (3) course and assessment design that considers workload, (4) flexibility in policy and practice, (5) reducing stigma, (6) peer support, and (7) recognising mental health as a shared responsibility in the university community. Our findings have implications for how instructors and institutions can foster student wellbeing in learning environments through course design, instructional strategies, and cultivating awareness and openness around campus mental health. [ABSTRACT FROM AUTHOR]

Numerous studies have documented language teachers’ struggles to adopt multilingual pedagogies in their classrooms. However, this mainly problem-oriented perspective risks overlooking actual multilingual practices taking place and what can be learned from them. Adopting an appreciative inquiry approach, this study aims to identify how language teachers use multilingualism as a resource in their classrooms. We investigated teachers’ observed and described teaching practices from data collected during classroom observations and individual interviews with six schoolteachers of English in Norway. Reflective thematic analysis was used to identify observed and reported spaces for enacting multilingualism as a resource. We identified nine types of spaces functioning to acknowledge and support learners’ multilingual development, learning and well-being. A description and examples of each is provided. Results found all participants identified and used spaces in their classrooms, although to varying degrees. Furthermore, we found that teachers’ awareness of spaces to enact multilingualism were influenced by their language beliefs and affordances perceived in their environments. This work adds to scholarship on multilingual pedagogies through exploring how language teachers realise multilingualism as a resource in their contexts. Moreover, the highlighted spaces can serve as reference points for teachers in implementing multilingual pedagogies within their language classrooms. [ABSTRACT FROM AUTHOR]

Introduction: This study aims to uncover the representations and practices of Portuguese and Spanish school teachers regarding social and emotional learning (SEL), hoping to contribute to filling a perceived gap in the empirical literature of these two countries. Methods: This is an exploratory qualitative study with a convenience sample of 68 Portuguese and Spanish teachers who responded to an open-ended questionnaire. The teachers' responses were analyzed following a hybrid approach to the method of thematic analysis. As an extension to the study, we checked the level of similarity of the perspectives and practices expressed by the Portuguese and the Spanish teachers. Results: The findings reveal the participants' awareness of the theoretical foundations of SEL with an emphasis on the association between SEL and students' mental health. In terms of classroom practices, they tended to implement activities involving students in reflecting on their feelings and emotions to facilitate the development of healthy social and emotional behavior. No significant differences were found between teachers from the two countries. Discussion: Our findings echo previous research showing that teaching SEL cannot be a process carried out haphazardly or intuitively. Teachers who are well-trained and prepared to teach are more willing to change their practices and more likely to implement SEL in their classrooms. Therefore, the development of teaching skills in SEL should be part of initial and in-service teacher training programs to become competent in promoting a whole school approach. [ABSTRACT FROM AUTHOR]

Teaching practices used by teachers influence students’ achievement of learning outcomes. These practices may be explored from students’ perspectives. Because gender may influence students’ perceptions of learning environments, this study explored gender differences in students’ perceptions of teaching practices employed in their biology classrooms. The study employed a quantitative survey design with a sample of 469 students (223 females, 246 males) from eight secondary schools purposively selected from four districts in Zambia. The data were collected using a Likert-scale questionnaire consisting of 27 items categorised into four domains of teaching practices as enacted Pedagogical Content Knowledge: students’ prior knowledge, curriculum interpretation, instructional strategies and representations and assessment. The questionnaire had a reliability index of 0.842. Data were analysed using the Statistical Package for the Social Sciences by computing frequencies (percentages) and chi-square tests for gender differences for each item. The findings revealed significant gender differences in students’ perceptions for nine teaching practices, with more males than females reporting agreement with the use of particular teaching practices. Significantly more males are satisfied with the teacher’s strategies focusing on their personal learning needs, whereas significant more female students appreciate their teacher’s highlighting of common misconceptions. Significantly more male students appreciate instructional strategies such as practical work and storytelling, whereas significantly more female students appreciate the use of graphs, diagrams, etc. Significantly more male students appreciate the variety in their teacher’s question technique and assessment formats. The results suggest the need to use gender-inclusive practices in biology lessons. The study recommends improving teachers’ teaching practices reflecting gender differences, learner-centredness and diversity in assessment through professional development activities. Furthermore, future research may explore ways of reducing gender differences, i.e. practices reducing female perceived disadvantage. [ABSTRACT FROM AUTHOR]

This article analyzes the conditions and didactic interventions that guide the operations of searching and selecting information in teaching socially relevant issues in Social Sciences classes in secondary education within the Metropolitan Area of Buenos Aires (AMBA). Data collection took place during 2022 and 2023, involving analysis of 98 surveys and 65 interviews selected through theoretical sampling from various public and private secondary education institutions across different geographical locations within AMBA. From a teaching perspective, cognitive gaps were identified in the practices of searching and selecting information that required differentiated teaching devices. It is concluded that it is necessary to expand didactic time dedicated to searching and selecting information on socially relevant issues, and the presence of hesitant and dialogical teaching interventions is essential for the construction of social knowledge. [ABSTRACT FROM AUTHOR]

Competency-based education (CBE) has been widely adopted in various educational contexts although research discussing how CBE is implemented in local contexts and how it shifts (or not) teaching practices is limited. This study explores how Vietnamese secondary teachers made sense of general competencies and adapted their teaching towards competency development. Using a sociocultural approach to sensemaking, this study examined secondary teachers' interpretations and teaching practices of competencies. The study used a qualitative longitudinal design that included teacher interviews and video-cued reflections of their teaching practices. The findings illustrate teachers' ambivalence about the new curriculum competencies and how to align their practices with the CBE reform. A common pattern across all teachers was that they made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitudes, character, and morality. Over the years, teachers also emphasised the real-life application of competencies towards whole-person development. This study contributes to sociocultural perspectives on teaching and the CBE literature by showing the ways in which teachers used cultural ideas and artefacts to expand and limit their meanings of competencies in practice. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to investigate novice PE teachers' reflections regarding beliefs and how they played out in teaching practices and identity formation within the settings of their profession. We recruited 31 PE teachers in their early careers to participate in this study. Data were collected through their written accounts of their reflection and in-depth interviews. Analysis of the collected data followed the procedures of thematic analysis through which reflexivity had been emphasized during the analysis process. The results showed three constructed themes. These were teachers' reflections on their beliefs, PE teaching practices, and PE teachers' professional identities. We conclude that PE teachers' reflections on belief systems, as well as the purpose of the subject, have, in one way or another, shaped practices and professional identities. Teachers take up contemporary discourse regarding education, which is not fully aligned with available professional development programs that effectively improve the practices. Teachers form, maintain, and negotiate their professional identities in relation to their beliefs and their actual practices. [ABSTRACT FROM AUTHOR]

This study examines the teaching profiles of academic staff across a European universities alliance, explores the lessons learned after the pandemic, and outlines the path forward. Improvements in higher education systems and practices that embrace digital transition and equip academics with the necessary skills to facilitate quality learning are necessary in today’s rapidly changing societies. As the COVID-19 pandemic swept across the world, educational institutions were forced to adapt their teaching practices in a state of urgency. The European University of Technology (EUt+) was not immune to the pandemic’s impact. This study focused on how the eight universities of EUt+ responded to the pandemic, adapting their teaching and assessment practices. The study aimed at drawing the teaching profiles of the staff, exploring the different teaching modes before, during, and after the pandemic, and ways in which academics can exchange knowledge and value experiences related to the teaching process. The study followed the conventions of exploratory research, employing a mixed-methods approach; the data were obtained through an electronic questionnaire sent to all the members of the staff across all eight universities of EUt+ and semi-structured focus-group sessions. Findings showed that before COVID-19 the majority of the members of academic staff delivered their classes through lectures, seminars, and tutorial interaction, while traditional types of assessment such as closed book exams, project work, group work, or practical work were frequently used. Furthermore, more conventional technology tools were integrated into their teaching practice rather than new a nd emerging technologies. Nevertheless, the pandemic brought about several changes both in the teaching and assessment methods, shifting attention to tasks that required more use of critical-thinking skills and the challenge of limiting plagiarism. [ABSTRACT FROM AUTHOR]

Yükseköğretim kademesindeki öğretmen yetiştirme sürecinin iyileştirilebilmesi için mevcut öğretmenlerin uygulamalarının incelenmesi önem arz etmektedir. Bu çalışmanın amacı, Uluslararası Öğretme ve Öğrenme Anketi (Teaching and Learning International Survey [TALIS]) 2018 Türkiye örnekleminde yer alan ortaokul ve lise matematik öğretmenlerinin sınıfta kullandıkları öğretim uygulamalarını incelemektir. Araştırmanın çalışma grubunu, TALIS 2018 Türkiye örnekleminde yer alan toplam 1399 matematik öğretmeni oluşturmaktadır. Lise ve ortaokul matematik öğretmenlerinin öğretim uygulamaları puanları karşılaştırıldığında, ortaokul öğretmenleri lehine anlamlı bir farklılık bulunmuştur. Ortaokul ve lise matematik öğretmenlerinin öğretimin anlaşılırlığı puanları arasında anlamlı bir farklılık bulunmamakla birlikte, bilişsel etkinlikler ve sınıf yönetiminde ortaokul öğretmenleri lehine anlamlı bir farklılık bulunmuştur. Zenginleştirilmiş etkinliklerde ise, ortaokul öğretmenlerinin oransal olarak bilgi iletişim teknolojilerini daha sık kullandıkları tespit edilmiştir. Bu bağlamda her iki kademedeki öğretmenler tarafından sınıflarda daha fazla kullanılması için yükseköğretim ders içeriklerinde bilişsel etkinliklerin ve zenginleştirilmiş etkinliklerin kullanımına daha fazla yer verilmesi önerilmektedir.

Abstract Background Medical education in resource-constrained settings such as Pakistan faces significant challenges, including large class sizes, limited resources, and reliance on traditional teacher-centered pedagogies. These factors hinder effective learning and fail to equip students with the critical thinking and practical skills essential for modern medical practice. Educators play a fundamental role in shaping student experiences but often struggle to adopt student-centred methodologies due to insufficient training, resource limitations, and institutional constraints. This study aimed to explore medical educators’ teaching approaches, their perceptions of their effectiveness, and the challenges they face in implementing modern pedagogical techniques. Methods A sequential explanatory mixed-method study was conducted. First, the Approaches to Teaching Inventory (ATI) was administered to 130 medical and dental educators in Karachi, Pakistan (71% response rate, n = 93), assessing teacher-centered (Information Transmission/Teacher-Focused, ITTF) versus student-centered (Conceptual Change/Student-Focused, CCSF) approaches. Second, semi-structured interviews were conducted with 25 educators purposively selected from the initial sample. Quantitative data were analysed using SPSS and Mann-Whitney U tests. Qualitative data were subjected to thematic analysis to identify key themes. Results The quantitative results demonstrated that educators often use a blended teaching approach. No significant gender differences were found in teaching experience or teacher-centric scores; however, female educators scored higher on the student-centric approach (p = 0.001). Qualitative analysis identified themes: (1) teachers as catalysts for student transformation, emphasising mentorship and practical learning; (2) curriculum challenges and the need for faculty development, highlighting dissatisfaction with outdated curricula and assessments focused on rote memorisation; and (3) teaching practices advocating for interactive methods and continuous assessment aligned with practical clinical skills. Educators expressed a desire for faculty development programs to support student-centered learning. Conclusions Medical educators recognise the importance of student-centred approaches but face significant challenges due to institutional pressures, outdated curricula, and inadequate assessment methods. There is a critical need for curriculum reform, adoption of continuous formative assessments, and faculty development programs to enhance teaching effectiveness. Institutions should promote environments that value pedagogical excellence and support innovative teaching practices. Aligning educators’ perceptions with actual teaching practices is essential to improve medical education and prepare students for professional practice.

Abstract Purpose To evaluate the effectiveness of simulation as a means to teach Psychological First Aid in Operations (PFA-O). We propose to use a model built on research in didactics to assess the factors which may or may not encourage trainers to adopt and embrace this teaching technique. Material and method We submitted a questionnaire to all PFA-O trainers working in France, comprising 15 criteria divided into three dimensions: usability, usefulness and acceptability. Correlation and regression analyses were applied to assess the links between these criteria, teacher motivation, and actual implementation of training courses. We also wanted to test the relevance of these criteria to predict motivation in a multiple linear regression model. Results 59 trainers, i.e. 52.68% of the national workforce, responded to the questionnaire. Correlation analysis showed good model consistency, with significant correlations between the 3 dimensions under evaluation (usability, usefulness and acceptability), between these dimensions and teacher motivation, and a strong correlation between teacher motivation and the number of introductory training sessions undertaken each year. The final model incorporating the 15 criteria showed an R2 coefficient of determination of 0.71 (i.e. 71%, F = 4.91, p

Higher education has witnessed a massive transformation due to the advent of generative artificial intelligence (AI) technologies such as ChatGPT. In essence, AI has transformed various aspects of society as a whole. Despite the growing interest in applying AI tools such as ChatGPT in higher education, there is limited understanding of lecturers’ perceptions regarding their use in teaching and learning contexts. Studies reported in the literature have not comprehensively explored lecturers’ attitudes towards AI adoption, particularly in terms of its impact on classroom activities, assessment, and feedback. This study aims to fill this gap by qualitatively studying lecturers’ perspectives. The findings reveal that the advent of AI was met with mixed feelings among lecturers. Some lecturers embraced AI technologies and developed mechanisms for utilizing them in the classroom, while others resisted the change. This research is significant, as it can inform best practices and guide future implementation strategies of technologies in education.

The primary purpose of this study was to examine the influence of self-regulated learning promotion and teaching practices of SHS teachers on the study skills of students. There is an affirmation that self-regulated learning promotion and teaching practices of SHS teachers predict the study skills of students. This study was carried out through a quantitative research design, employing the descriptive-correlational method. A simple random sampling was utilized to determine the number of samples and survey questionnaires were used to gather the data. Likewise, mean and standard deviation, Pearson (r), and regression analysis were the statistical tools utilized to answer the research objectives. Findings revealed that the level of self-regulated learning promotion and study skills of students were highly prevalent which means that they are always manifested, while the level of teaching practices of SHS teachers is high which conveys that the variable is frequently manifested. Nonetheless, a significant relationship exists between the variables under investigation. Thus, this connects to the idea that one's self-regulated learning and teaching practices influence study skills. [ABSTRACT FROM AUTHOR]

Purpose: To evaluate the effectiveness of simulation as a means to teach Psychological First Aid in Operations (PFA-O). We propose to use a model built on research in didactics to assess the factors which may or may not encourage trainers to adopt and embrace this teaching technique. Material and method: We submitted a questionnaire to all PFA-O trainers working in France, comprising 15 criteria divided into three dimensions: usability, usefulness and acceptability. Correlation and regression analyses were applied to assess the links between these criteria, teacher motivation, and actual implementation of training courses. We also wanted to test the relevance of these criteria to predict motivation in a multiple linear regression model. Results: 59 trainers, i.e. 52.68% of the national workforce, responded to the questionnaire. Correlation analysis showed good model consistency, with significant correlations between the 3 dimensions under evaluation (usability, usefulness and acceptability), between these dimensions and teacher motivation, and a strong correlation between teacher motivation and the number of introductory training sessions undertaken each year. The final model incorporating the 15 criteria showed an R2 coefficient of determination of 0.71 (i.e. 71%, F = 4.91, p < 0.001). Conclusion: This didactic model is relevant to assessing the motivational factors which contribute to trainers' adherence to medical simulation and provides a methodological basis to evaluate the ergonomics of an educational tool in the field of health care. These findings suggest its applicability to a wider range of educational contexts beyond the military. [ABSTRACT FROM AUTHOR]

Background: Medical education in resource-constrained settings such as Pakistan faces significant challenges, including large class sizes, limited resources, and reliance on traditional teacher-centered pedagogies. These factors hinder effective learning and fail to equip students with the critical thinking and practical skills essential for modern medical practice. Educators play a fundamental role in shaping student experiences but often struggle to adopt student-centred methodologies due to insufficient training, resource limitations, and institutional constraints. This study aimed to explore medical educators' teaching approaches, their perceptions of their effectiveness, and the challenges they face in implementing modern pedagogical techniques. Methods: A sequential explanatory mixed-method study was conducted. First, the Approaches to Teaching Inventory (ATI) was administered to 130 medical and dental educators in Karachi, Pakistan (71% response rate, n = 93), assessing teacher-centered (Information Transmission/Teacher-Focused, ITTF) versus student-centered (Conceptual Change/Student-Focused, CCSF) approaches. Second, semi-structured interviews were conducted with 25 educators purposively selected from the initial sample. Quantitative data were analysed using SPSS and Mann-Whitney U tests. Qualitative data were subjected to thematic analysis to identify key themes. Results: The quantitative results demonstrated that educators often use a blended teaching approach. No significant gender differences were found in teaching experience or teacher-centric scores; however, female educators scored higher on the student-centric approach (p = 0.001). Qualitative analysis identified themes: (1) teachers as catalysts for student transformation, emphasising mentorship and practical learning; (2) curriculum challenges and the need for faculty development, highlighting dissatisfaction with outdated curricula and assessments focused on rote memorisation; and (3) teaching practices advocating for interactive methods and continuous assessment aligned with practical clinical skills. Educators expressed a desire for faculty development programs to support student-centered learning. Conclusions: Medical educators recognise the importance of student-centred approaches but face significant challenges due to institutional pressures, outdated curricula, and inadequate assessment methods. There is a critical need for curriculum reform, adoption of continuous formative assessments, and faculty development programs to enhance teaching effectiveness. Institutions should promote environments that value pedagogical excellence and support innovative teaching practices. Aligning educators' perceptions with actual teaching practices is essential to improve medical education and prepare students for professional practice. [ABSTRACT FROM AUTHOR]

Educational philosophy provides a strong pillar of support and guidance to an institution. The scoping review aims to examine the significance of educational philosophies to curriculum implementation in Physical Education. The purpose was to provide a comprehensive overview of other relevant literature to identify gaps and observe existing cases related to this review. Additionally, it explores how these theoretical-based approaches influence the selection of content, teaching pedagogy, and preferred learning styles to deliver instructions effectively. Arksey and O'Malley's (2005) five-stage framework was employed for a comprehensive and transparent process. Moreover, the study covered a criterion for inclusion and exclusion studies. The researchers selected articles from 1998 to 2024 that focused on the accuracy and consistency of the scope and material and underwent a rigorous evaluation to identify peer-reviewed papers. Further, the references list was manually searched and extracted from Google Scholar. The results indicate that educational philosophies are the common basis of reflection on how certain curriculum content should be properly implemented. Though learning contents might vary, teachers could still find an effective way to sustain the demands of learners providing substantial experiences in academic pursuit. [ABSTRACT FROM AUTHOR]

Background: The motivation and emotions of students are context dependent. There are specific moments when students may find their coursework more or less motivating, resulting in stronger or milder emotional responses. Identifying factors directly controllable by teachers empowers them to effectively address challenging situations characterized by lower motivation and increased negative emotions. Aims: We aimed to investigate how learning activities and students' perception of teaching practices fostering autonomy relate to competence and value beliefs, and emotions in the context of course participation within higher education. Sample: Seventy‐seven Taiwanese university students provided 762 learning reports associated with their course participation experiences. Methods: The experience sampling method (ESM) was used. Participants responded to ESM surveys on their phones for 14 days, reporting motivational beliefs, emotions and contextual characteristics of the course if they indicated active participation in a course upon receiving notifications from their phones. Results: A significant portion of the variation is attributed to situational fluctuation, suggesting that academic emotions and competence and value beliefs vary within students across measurements. An increase in students' perception of an autonomy‐supportive learning climate correlates with higher competence beliefs, intrinsic value and positive emotions, coupled with reduced perceived costs and negative emotions. In contrast to lectures, engaging in independent hands‐on work, participating in group collaborative projects or interactive discussions appear to inspire motivation or evoke stronger emotional responses in students. Conclusions: Teachers' teaching practices and classroom learning activities play a pivotal role in shaping students' situational motivation and emotions. [ABSTRACT FROM AUTHOR]

Cultivating responsible future citizens is of increasing importance in school education. The objective of this study is to identify the most prominent factors from the school needs‐based support that enhance early adolescents' sense of responsibility, using Self‐Determination Theory as the framework. A questionnaire survey was conducted with 3034 10‐year‐old Finnish students (from 513 classes, with 50.4% female) and their teachers from the OECD Survey on Social and Emotional Skills. Hierarchical linear modelling was adopted, revealing the following key results: (1) contrary to the expectation, competence evaluation and relatedness support exhibited strong effects on adolescents' sense of responsibility, whereas the effect of autonomy support was indirect; (2) regarding competence evaluation, mastery evaluation emerged as the most effective strategy, whereas ability differentiation in tasks had the most adverse effect; (3) sense of school belonging emerged as a more beneficial form of relatedness support compared with perceived teachers' emotional support and (4) guided inquiry showed indirect associations through its effects on mastery evaluation and two types of relatedness support. Findings imply the most effective needs‐based supports and related teaching practices to nurture adolescents' sense of responsibility. [ABSTRACT FROM AUTHOR]

During the last decades, several students who are deaf or hard of hearing (SDHH) attend higher education institutions. The level of lecturers' awareness regarding accessible practices and the provision of such practices or accommodations during lectures play a major role in students' access. The purpose of this study was to investigate the educational practices and accommodations that lecturers used during lectures to enhance academic access to SDHH. In total, 51 lecturers were interviewed. The interviews were analysed using a thematic analysis and a three-stage coding procedure. Lecturers adopted various practices and accommodations that enhanced the access of SDHH during lectures, such as using visual educational tools, explaining difficult terms, monitoring comprehension, maintaining visual contact, repeating and providing environmental accommodations. Lecturers pointed out the importance of accessible educational practices for all students. The study indicates the need to make lecturers aware of the use of flexible teaching approaches and accommodations that benefit SDHH and other students promoting a culture of inclusion. [ABSTRACT FROM AUTHOR]

Copyright of Journal of University Research / Üniversite Araştırmaları Dergisi is the property of Journal of University Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The issue of English language teaching among preschool teachers, without adequately considering the alternative approaches they have already implemented, necessitates exploratory research into their instructional practices. This qualitative study, employing a single case study design and purposive sampling of twelve preschool teachers, seeks to investigate the implementation practices and underlying rationales for English language teaching in Sarawak preschools. Data were collected through in-depth interviews, classroom observations, and document analysis at multiple preschool locations across the southern, central, and northern regions of Sarawak. Subsequent analysis using NVIVO 12 software revealed two primary themes that align with the study's objectives: (1) the implementation of English language teaching methods and (2) the use of English language learning strategies. To ensure the rigor and accuracy of the findings, the study used strategies for validity and reliability, including peer review, participant validation, audit trails, and triangulation. The implications of this research offer critical insights for relevant agencies in recognizing and understanding the realities of English language teaching practices and the beliefs held by preschool teachers in Sarawak. [ABSTRACT FROM AUTHOR]

Higher education has witnessed a massive transformation due to the advent of generative artificial intelligence (AI) technologies such as ChatGPT. In essence, AI has transformed various aspects of society as a whole. Despite the growing interest in applying AI tools such as ChatGPT in higher education, there is limited understanding of lecturers' perceptions regarding their use in teaching and learning contexts. Studies reported in the literature have not comprehensively explored lecturers' attitudes towards AI adoption, particularly in terms of its impact on classroom activities, assessment, and feedback. This study aims to fill this gap by qualitatively studying lecturers' perspectives. The findings reveal that the advent of AI was met with mixed feelings among lecturers. Some lecturers embraced AI technologies and developed mechanisms for utilizing them in the classroom, while others resisted the change. This research is significant, as it can inform best practices and guide future implementation strategies of technologies in education. [ABSTRACT FROM AUTHOR]

Chinese students are typically taught to view their teachers as "all-knowing" and are discouraged from asking questions. This contrasts with Western learning methods, which value individual development and independent and critical thinking. These cultural differences are emphasized when US faculty partake in education exchanges and embark on short-term teaching assignments in China. This qualitative modified case study was undertaken to investigate US faculty members' perceptions of the Chinese classroom and how they come to understand and cope with these differences in their teaching practices. The participants encountered substantial culture-based obstacles in China, which they overcame via adaptation. Faculty adapted to Chinese learning culture by various methods, including altering their teaching methods, revising their subject matter, and using clear English. The study's overarching recommendation is for both American and Chinese universities to enlist program administrators within teaching exchange programs to conduct an action research study every four to six years to examine and refine the existing collaboration program. [ABSTRACT FROM AUTHOR]

This study aims to gain a better understanding of the practices of first-year university teachers by considering the distinction between direct instruction and active learning. It is based on the responses of 356 teachers to questions relating to three areas of teaching practice: preparation, implementation and use of digital technology. Principal component analysis reveals a continuous spectrum of varied practices, distinguished by a combination of more or less frequent use of direct instruction and active learning. Cluster analysis was used to identify practice profiles by considering each of the three practice areas separately. This analysis reveals that teachers whose preparation corresponds to active learning methods rely more on teaching resources, but also on their expertise in the subject. The profiles of teaching implementation show a division between direct instruction and active learning methods, with specific profiles associated with either the use of flipped classrooms or serious games. It appears that the teachers who make the most use of digital technology to get their students active are also those who use it most to deliver content. Results also show that the majority of teachers are involved in a transition to active learning, but that half still alternate it with direct instruction. [ABSTRACT FROM AUTHOR]

Teaching science in early childhood education (ECE) is crucial for fostering essential scientific thinking skills, which are vital for young learners' development and formative trajectories. While this educational level presents exciting opportunities for integrating science teaching, it also poses challenges related to teachers ́ cognitive, pedagogical, and emotional constraints. Recognizing the pivotal role of teachers' emotions in shaping their practices, we aim to specifically examine the influence of teachers' emotions on science teaching in ECE, an area that remains underresearched. We conducted a multiple case study involving three ECE teachers in La Plata, Argentina, who demonstrated a strong interest in improving their pedagogical practices despite acknowledging their difficulties and insecurities in teaching science. We explored their emotions and how they relate to science lesson planning and implementation through surveys, in-depth interviews, and observations. Data collection was designed in three stages: pre-active, interactive, and post-active teaching. First, we surveyed the range of negative and positive emotions that teachers experienced toward sciences, rooted in their personal and formative prior experiences, and examined how these emotions influenced their planning (pre-active stage). Subsequently, we investigated the emotions associated with science teaching in the interactive stage and recorded classroom observations to document how they implemented their plans. Finally, we conducted in-depth interviews with the teachers while they watched the recorded class videos, allowing them to reflect on their decision-making and implementation characteristics (post-active stage). Our findings reveal a dichotomy: negative emotions derived from past experiences reduce engagement, while positive emotions enhance motivation and enrich the learning environment. Negative emotions arising from the implementation of science activities in real classroom contexts may lead to canceled classes, whereas positive emotions foster persistence and optimism. We discuss the significance of emotional awareness in teaching practices, emphasizing the importance of understanding and managing negative emotions through teacher training and professional development programs. This approach can enhance teacher confidence and satisfaction, ultimately contributing to improved early childhood science education. [ABSTRACT FROM AUTHOR]

This research aimed to uncover the role of a professional development program based on Technological Pedagogical Content Knowledge (TPACK) framework and the Technical Practice Levels (SAMR) model in reinforcing elementary science teachers’ self-efficacy beliefs towards integrating technology into education. The research followed a mixed approach (the sequential explanatory design), where quantitative data were collected following the pre-experimental design (one group - pre-post measurement), while qualitative data were collected using the case study design by conducting individual interviews with teachers. The research tools were applied on an proposed sample included eight teachers in Afif governate. By analyzing the quantitative data, the results showed statistically significant differences with a "large" impact size ranging between (0.55) and (0.64) in teachers self-efficacy beliefs of each of the domains tool: performance expectation, perception of ease of use, social impact, support, and self-efficacy of teachers, and the belief as a whole. The qualitative results showed factors that reinforce teachers’ beliefs, and their justifications for the limited change in their responses to some of the tool statements. Overall, the results indicated a role for the professional development program in reinforcing teachers’ self-efficacy beliefs. [ABSTRACT FROM AUTHOR]

Each stage of teachers' professional development must take into account, at least, the most immediate needs that derive from the corresponding professional practice. Thus, if we are in the initial training stage, we should keep in mind, at a minimum, the needs of future teachers when they carry out Teaching Practices (PE). For this reason, we analyzed the Practice Plans of 16 Spanish universities and identified the Science contents that are worked on in Primary Education classrooms and the activities that future teachers must carry out in this subject. From this analysis, it is proposed how the Didactics of Experimental Sciences should be approached in the corresponding Degreee. [ABSTRACT FROM AUTHOR]

Student participation in university classrooms plays a pivotal role in student learning and success in higher education. We conducted a qualitative study to comprehend how students navigate complex classroom environments. Our aim is to understand how students perceive class participation and interactions with teachers and how they interpret teaching practices vis-à-vis their participation. Data from 23 undergraduate students at one university in Mozambique were collected and analysed. The findings indicate nuanced views and experiences regarding student participation and interactions with faculty. Deterrents to classroom participation and interactions were identified. Contextual and cultural factors were paramount in revealing the types and qualities of interactions and classroom participation reported in this study. Furthermore, innovative teaching practices and faculty's caring attitude and behaviour were linked to more active participation and positive feelings about learning. [ABSTRACT FROM AUTHOR]

Teacher self-efficacy is a key driver of teaching quality and professional growth. Continuous professional development, particularly for physical education (PE) teachers, is critical for enhancing their selfefficacy, enabling them to adapt to modern educational challenges and improve teaching standards. This study investigated the relationship between training, professional development, and self-efficacy among PE teachers. Findings revealed a positive correlation between training, particularly in digital skills development postpandemic, and PE teacher self-efficacy across diverse aspects of their teaching. Specifically, teachers who participated in training programs reported an 88.9% increase in their self-efficacy, while participation in ICTrelated seminars boosted their teaching strategies by 83.3%. Additionally, self-efficacy has been found to have a positive correlation with both classroom management and student engagement. This relationship underscores the critical importance of continuous professional development as a means to enhance teaching practices. When teachers possess a strong sense of self-efficacy, they are more likely to implement effective classroom management strategies and foster an engaging learning environment for their students. The research highlights that systematic peer support and constructive feedback from experienced educators play a pivotal role in empowering teachers. Such collaborative efforts not only facilitate the sharing of innovative classroom practices but also create a culture of continuous improvement among educators. Moreover, the development and implementation of targeted training programs that specifically focus on enhancing the digital skills of physical education (PE) teachers are deemed essential. As the educational landscape increasingly incorporates technology, equipping teachers with the necessary digital competencies is crucial for improving their effectiveness in managing classrooms and actively engaging students in the learning process. These training programs should be designed to address the unique challenges faced by PE teachers, ensuring that they are wellprepared to integrate technology into their teaching methodologies. [ABSTRACT FROM AUTHOR]

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Given that images constitute an attractive means of teaching and undoubtedly correspond to a dominant semiotic mode of modern communication, we consider them excellent resources to be used in teaching. In particular, their contribution to the production of written language, which is difficult for students, is extremely helpful. In Greek schools visual texts are often treated as decorative elements, accompanying texts or used as co-auxiliary learning tools. In contrast our language proposition places the image at the centre of the teaching process, deriving from it all its dynamics. Specifically, images in our research are used two ways. On the one hand to introduce students to critical reading, developing critical visual awareness in order to investigate the implicit meanings of images and the mechanisms that conceal them. On the other hand, having understood their messages, to proceed with collaborative creative writing, in a pleasant and constructive way, accompanying them with a visual creation which critically deconstructs and reconstructs the original image, i.e. the painting being studied. Aiming to use images in education, in this article we propose teaching practices that were implemented in the context of action research during a language lesson in written language activities. The implementation used nine paintings in a second-grade class with seventeen students and two critical observers. It is vital to note that the visual material was integrated into the lesson in a critical way, using a student-specific model of critical visual analysis. The paintings finally chosen by the students were included in three thematic categories: family, friendship and work. A basic point of reference was the aspect of relationships, so that children through personal experiences of social relationships could more effectively penetrate political concepts central to critical literacy such as power - ideology. Teaching practices such as: "Associative thinking", "Show me how it works", "The magic wand that dissolves silence", "The preferred painting" launched creative learning paths which led to the development of descriptive, narrative and argumentative language in a multimodal context. The produced material, interview, observations and the teacher's diary showed that critical visual literacy is cultivated, and critical visual awareness is developed when images which correspond to works of art are incorporated into language lessons. [ABSTRACT FROM AUTHOR]

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Evaluación Educativa is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia Escolar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aimed to investigate the knowledge levels and teaching practices of Saudi science teachers regarding climate change, focusing on exploring the correlation between these aspects. The cross-sectional descriptive survey included teachers at middle and high school levels in public schools. The questionnaire study comprised three sections: collecting demographic data, assessing teachers' understanding of climate change through factual inquiries, and evaluating teaching practices related to climate change. The findings reveal a promising degree of awareness among teachers, with a majority correctly identifying crucial elements of climate change while also exposing misconceptions and knowledge gaps. While a notable portion of teachers reported teaching climate change-related aspects, some indicated minimal involvement in extracurricular activities linked to climate change. The correlation analysis between science teachers' climate change knowledge and practices indicates a weak connection between the two variables, suggesting that teachers' knowledge might not substantially impact their actual teaching practices regarding climate change concepts. Limitations included reliance on self-reported data and a sample size that could impact result generalizability. Future research recommendations include combining quantitative data with qualitative methods, comparing knowledge and practices across regions or demographics, and conducting longitudinal studies. This study's implications stress the importance of targeted professional development, advocating for climate change education integration into formal curricula, and policy adjustments mandating climate change education. [ABSTRACT FROM AUTHOR]

This study explored the practices of Grade 3 teachers in Cataingan East District, employing an Explanatory-Sequential Study design to identify strategies, assess efficacy, address challenges, and determine support needs. Quantitative analysis scrutinized socio-demographic profiles, teaching strategies, and effectiveness perceptions, while qualitative inquiry through thematic analysis delved into challenges and support mechanisms. Participants included 21 elementary teachers from Cataingan East District, predominantly female, married, and experienced, representing diverse backgrounds. Commonly used strategies such as Vocabulary Instruction and Interactive Read-Aloud were identified, with potential enhancements suggested for areas like Literature Circles. Phonics Instruction emerged as highly effective. Challenges included student reading levels, learning styles, resource scarcity, waning student interest, and parental involvement. Teachers articulated requisites for enhanced literacy instruction, including conducive environments, tutoring support, parental involvement, ongoing training, ample resources, and mentorship opportunities. Recommendations emphasized supporting teacher professional development, fostering collaborative instructional approaches, ensuring sustained support and resource availability, developing targeted interventions, and nurturing a supportive teaching environment. These insights advocated tailored initiatives aimed at empowering Grade 3 teachers, optimizing teaching practices, and addressing systemic challenges in literacy instruction, ultimately fostering student success and promoting holistic educational development. [ABSTRACT FROM AUTHOR]

Children often prefer nonfiction to fiction books but historically, teachers have neglected nonfiction books during reads alouds. The present study examined how young readers collectively make meaning of nonfiction picturebooks with the help of the teacher and their peers during a whole group interactive read-aloud in one kindergarten classroom. Using Bakhtin's dialogism and Rosenblatt's reader response theory, this study captured videos of nonfiction read-alouds, interviews, and formal observations to examine how children make sense of nonfiction picturebooks during whole group read-alouds. This study exposes the social nature of learning. Findings indicate that readers of nonfiction consider the responses of those around them in their takeaways, that making sense of nonfiction is a continual and discursive process, and that children used nonfiction books as a way to connect with one another. Implications for conducting nonfiction read-alouds with young children are discussed. This research exposes the power and potential for interactive read-alouds using nonfiction picturebooks with kindergarteners. [ABSTRACT FROM AUTHOR]

Definitions play an integral role in mathematics and mathematics classes. Yet, expectations for definitions and how they are intended to operate, i.e., mathematical norms for definitions, can remain hidden from students and conflict with other discursive norms, explaining differences in mathematicians' and students' understandings of the nature of definitions. We examined how six inquiry-oriented Introduction to Proof instructors supported their students in revising their definition drafts to adhere to mathematical norms. We identified four procedures that effectively supported students' drafts in adhering to various mathematical norms, particularly to those that worked to increase clarity. We discuss how the instructors' teaching practices provided different opportunities for students to engage with mathematical norms for definitions, general mathematical norms, and mathematical content. [ABSTRACT FROM AUTHOR]

Reading mediation interactions in Chile is predominantly reproductive and present limited cognitive challenge. Therefore, the objective of this research was to characterize the discursive interactions of reading mediation in various subjects of excellent primary education teachers. Regarding the methodology, the design was a descriptive and qualitative multiple-case study. The participants were 9 teachers from 6 educational institutions in La Araucanía, Chile, whose audio of their classes (27) were taped and analyzed according to their cycles and types of interactions: dialogic, IRF (Iniciation-Response-Feedback) or IRE (Iniciation-Response-Evaluation). Concerning the results, we identified a predominance of IRE cycles, but the interactions are significantly more dialogical than the previous evidence. [ABSTRACT FROM AUTHOR]

A large number of studies at home and abroad have demonstrated the importance of university students' English learning motivation, but few studies have focused on a certain field, or students' major particularly under the context of Chinese private university. This research explores students' motivation to learn English for specific purposes (ESP), and 123 student participants majoring in mechanical and electronic engineering in Shandong Huayu University of Technology participated in the research. Data are presented qualitatively and quantitatively. Students filled in a quantitative questionnaire about learning motivation, then SPSS27 was used to analyze relevant data. In addition, focus group interview, as a qualitative means, was used in the research, and 12 student participants who were going to attend ESP class showed their opinions in the group interview. The results showed that students' learning motivation comes more from teachers' personal charm, harmonious teacher-student relationship and comfortable and warm learning environment, while setting difficult tasks for them is not their main motivation. The research results provide a useful reference for teachers to adopt teaching practices that motivate students to learn in ESP class. [ABSTRACT FROM AUTHOR]

Copyright of Middle East Journal for Humanities & Cultural Studies is the property of Manar Elsharq for Studies & Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Qualitative Research in Education (2014-6418) is the property of Qualitative Research in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

IntroductionThis study aims to uncover the representations and practices of Portuguese and Spanish school teachers regarding social and emotional learning (SEL), hoping to contribute to filling a perceived gap in the empirical literature of these two countries.MethodsThis is an exploratory qualitative study with a convenience sample of 68 Portuguese and Spanish teachers who responded to an open-ended questionnaire. The teachers’ responses were analyzed following a hybrid approach to the method of thematic analysis. As an extension to the study, we checked the level of similarity of the perspectives and practices expressed by the Portuguese and the Spanish teachers.ResultsThe findings reveal the participants’ awareness of the theoretical foundations of SEL with an emphasis on the association between SEL and students’ mental health. In terms of classroom practices, they tended to implement activities involving students in reflecting on their feelings and emotions to facilitate the development of healthy social and emotional behavior. No significant differences were found between teachers from the two countries.DiscussionOur findings echo previous research showing that teaching SEL cannot be a process carried out haphazardly or intuitively. Teachers who are well-trained and prepared to teach are more willing to change their practices and more likely to implement SEL in their classrooms. Therefore, the development of teaching skills in SEL should be part of initial and in-service teacher training programs to become competent in promoting a whole school approach.

Abstract An emergent literature has shown that some students overcome adversities related to their low Socio-Economic Status (SES) by attaining high academic achievement. One of the aims of this literature is to identify the factors that explain the capacity of students from low SES backgrounds to attain high academic achievement. However, upon reviewing this literature, I observed that few studies have comparatively investigated the associations between the capacity of students from low SES backgrounds to attain high achievement in reading and school climate characteristics. Additionally, I found that not many studies have researched whether student SES moderates these associations. This paper contributes to fill these two gaps by estimating associations between high achievement in reading and school climate characteristics. Moreover, it examines whether student SES moderates these associations. To do this, this research estimated logit and heterogeneous choice models using representative samples of students from Argentina, Brazil, Chile, Colombia, and Uruguay who participated in the 2018 Programme for International Student Assessment (PISA). The results show that high achievement in reading is positively correlated to certain teaching practices, such as perceived teacher enthusiasm during the instruction and adapting instruction to students’ needs. Conversely, it is negatively correlated to teacher feedback and teacher-directed instruction. Furthermore, the findings indicate that high achievement in reading is negatively correlated to the scarcity and low quality of educational material. Interestingly, the results show that student SES does not moderate these associations. In conclusion, these findings indicate that interventions targeting these areas of school climate may help to increase students’ probability of attaining high achievement in reading, regardless of their SES. Likewise, these results suggest that if these interventions are focused in low SES schools, they may contribute to bridge the gap in reading skills between students from low and middle or high socioeconomic backgrounds.