International Journal of Instruction
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Understanding Reflective Practice through Reflective Levels and Training Pathway Characteristics
No full textReflective practice is widely recognized as a fundamental aspect of teacher development, but its practical implementation often poses challenges for pre-service teachers. Although essential for professional growth, the depth and nature of reflective practice vary considerably among pre-service teachers. This study investigates the reflective practices of Chinese pre-service teachers during their education internships, examining how training pathway characteristics—qualification, teaching grade level, teaching experience, and teaching certification—influence their levels of reflective practice. Grounded in Larrivee’s (2008) framework, this quantitative study surveyed 198 pre-service teachers using a validated instrument for measuring levels of reflective practice. The findings reveal notable patterns: pre-service teachers most frequently engage in critical and pedagogical reflection, while surface and pre-reflection levels are comparatively less common. Specifically, qualification is associated with deeper levels of reflection; teaching grade level affects pre-reflection and surface reflection; and teaching experience significantly shapes critical reflection. Additionally, obtaining a teaching certification is linked to heightened pre-reflection and surface reflection. These results underscore the complexity of reflective practice and its interaction with pre-service teachers’ training pathway characteristics. The study offers insights for teacher educators seeking to understand reflective practice and to design targeted interventions that foster reflective capacity. By clarifying the relationship between levels of reflection and training pathway characteristics, this research contributes to the advancement of teacher preparation in the Chinese context
Exploring In-Service English Teachers’ Reflective Practice for Professional Development in Chinese Higher Education
No full textReflective practice is widely recognized as an essential component of teacher professional development (TPD), and journal writing is an effective way to enhance teachers’ engagement in it. This study explores how in-service English teachers perceive and implement reflective practice, and how it contributes to their professional growth. Despite its importance, few studies have systematically examined how experienced teachers reflect on their English teaching. Using a mixed-methods approach, this research analysed six weeks of reflective journals written by six in-service English teachers with 7–26 years of experience, employing thematic analysis. It also incorporated open-ended survey responses from over 180 teachers, analysed using multiple response analysis (MRA) to triangulate and complement findings. Five key focusing areas emerged: (1) evaluating teaching, (2) approaches and methods, (3) theories of teaching, (4) self-awareness, and (5) cross-cultural communication. Survey results confirmed the significant role of reflection in TPD, and revealed after-lesson individual reflection was the most common practice. The study offers insights into how experienced English teachers reflect on their teaching practices and how such reflection supports their professional development, providing practical implications for future TPD initiatives
Factors Influencing Deep Learning in Tourism Consumer Behavior Courses: A Study Based on Constructivism and Reciprocal Determinism
Full text linkThe research aims to clarify the influencing factors of deep learning among students and improve their level of deep learning in tourism consumer behavior courses. The study takes questionnaire survey and statistical analysis methods to investigate and analyze the influencing factors of deep learning status among students in the tourism consumer behavior course. Based on constructivist theory, reciprocal determinism, and student participation theory, regression model assumptions and model variable selection are made. There were significant differences in the deep learning engagement among students of the Tourism Consumer Behavior course based on their gender and employment status as student cadres. Students' self-efficacy perception, interest in learning the course, and satisfaction level in the individual dimension had a significant positive impact on their deep learning status. The study innovatively conducts an internal logical analysis of students' deep learning states and their driving factors based on constructivist theory, reciprocal determinism, and student participation theory. Based on the actual situation of students in the tourism consumer behavior course, this research explores the driving factors of deep learning for undergraduate students in higher education institutions
Examining the Impact of Multiple Intelligences Based Supplementary Materials on the Learners’ Language Achievement
Full text linkTextbooks play an important role in learning a new language. The aim of this experimental study was to probe the impact of multiple intelligences based supplementary materials on learners’ language achievement. To achieve this goal, a two-phase study was conducted. Initially, tasks were developed for each lesson of the Vision series, the textbook used in high schools in Iran, following Jones' (2017) recommendations and Christison's (1997) taxonomy of language acquiring exercises for multiple intelligences. Subsequently, the experimental groups engaged with the designed tasks aligned with multiple intelligences, in addition to the course book, while the control groups solely used the course book for a duration of four months. Learners in experimental groups were exposed to variety of tasks like matching, comparing and problem solving which were not in their course book. They were asked to do the tasks after each lesson while students in control groups only dealt with the course book. Both experimental (N=60) and control (N=60) groups took the Babel proficiency test and the language achievement exam (Payesh) as pretest and posttest measures. The outcomes of the research showed the developed tasks had a positive and meaningful influence on the language learning of EFL students
Systematic Literature Review of Fourth Industrial Revolution on Higher Education: Implications for Higher Education Sustainability
Full text linkThe current research aims to clarify the relationship between the sustainability in higher education and the fourth industrial revolution through acknowledging the factors contribute to the sustainability of the Fourth Industrial Revolution (4IR) in higher education, defining the effect of Fourth Industrial Revolution (4IR) on higher education, particularly in terms of sustainability, and the challenges that higher educational institutions face in implementing Fourth Industrial Revolution (4IR) technologies. It utilizes the PRISMA guidelines; a selection process narrowed down 127 initially identified articles to 39 relevant studies for in-depth analysis. The results of the research confirms that the characteristics of the 4th industrial revolution have been reflected on higher education and hence require its speedy response for it to cope with the digital innovations and the integration of advanced technologies including the artificial intelligence, blockchain and internet of things into educational frameworks to ensure the the sustainability of 4IR in higher education institutions .Moreover, it elucidates that Higher education teaching has changed significantly due to the Fourth Industrial Revolution and the traditional teaching methods have been revolutionized through the application of technologies like virtual reality (VR), augmented reality (AR) and machine learning (ML)
Performance of the Teacher Education Graduates in A State University
Full text linkThe need to train teacher education graduates with competencies at par with national and international standards that will lead to a positive outcome in the teaching profession and their ability to demonstrate greater global mobility determines the analysis of the graduates' efficacy among higher education institutions. Along with providing background information for the study, the employers or school heads of the teacher education graduates of a State University working in one of the schools divisions at Southern Negros, Philippines. provided the data and the graduates also served as the backgrounder of the study. The descriptive study using frequency percentage and weighted mean was employed and yielded the following findings: the graduates demonstrate outstanding performance in their work ethic, instructional competency, and skill set. It shows that graduates have proven to be exceptionally skilled at their jobs across all responsibilities. Their ability to provide efficient education and support learning procedures is admirable, and their versatility in the job is impressive. Research skills are one notable area that needs to be improved and recommended for intervention program. Given the limits of the current study, more research has to be done in other school divisions where teacher education graduates are employed
Key Competences That Allow Excellence in Teaching Practice
No full textThe Europe 2020 Education Principles emphasize the improvement of educational processes at all levels, aiming to enhance educational standards through the integration of personal and professional competences with teaching skills. This study focuses on the validation of a new tool for assessing teaching competences, which aims to support excellence in teaching practice. Using Confirmatory Factor Analysis (CFA), the study provides evidence for the multidimensional nature of teacher self-efficacy, supporting a four-factor model consisting of reciprocal leadership, creative potential with institutional support, didactic technical domain and active personality with metacognitive didactic capacity. Internal consistency was assessed using Cronbach´s Alpha, and the estimation method employed was Weighted Least Squares Means and Variance Adjusted (WLSMV), following recommendations of Hu & Bentler (1999), such as a GFI and TLI value of at least .90 and RMSEA of .08 or less. The study demonstrated good psychometric properties, supporting the use of this tool to evaluate teaching competences in realworld contexts. These findings contribute to the field by linking teaching competences to the notion of complementarity and coexistence, fostering sustainable education and aligning with the principles of democratic teaching
Literacy for Specific Purposes (LSP): A Literacy Curriculum Framework for Learners in Vocational Education
No full textThis qualitative study reports the first validation of the Literacy for Specific Purposes (LSP) theory and framework for literacy curriculum development in Further Education (FE). The paper combines the validation which is viewed as an iterative process with an empirical research that collected data through face-to-face interviews with learners. The findings confirm that the underpinning concepts of the LSP theory i.e., curricularization, cross-disciplinarity interactions and learnercentredness are interrelated and promote literacy development in struggling literacy learners. The second component, the theory validation, confirms the reliability of LSP as a viable theory in education
Factors Influencing Tandem Learning in Mathematics
No full textThe main objective of secondary education institutions is to provide quality education to its students. One way to achieve this is by introducing various teaching methods, one of which is tandem learning, which is a small-group cooperative learning method. Not everyone responds well to a one-size-fits-all method, and therefore, uncovering insights for predictive model selection tailored to individual students or classrooms becomes imperative for teaching institutions. The knowledge is embedded in the educational data set and is extractable through data mining techniques. The primary objective of the study was to identify the key factors that significantly influence student outcomes (including both emotional well-being and knowledge improvement) in tandem learning using machine learning algorithms. The study was conducted in a mathematics class during the course of one week of tandem learning implementation in the school year 2023/24 with a sample of 89 high school students from a selected Slovene high school and 13 predictor variables (gender, class, teacher, recent mathematics grade, MBTI variables, mathematical anxiety, motivation, qualitative interaction, quantitative interaction, and whether the student outperformed their partner). The outcome of interest was a three-state dependent variable indicating whether the student responded well to the implementation of tandem learning into the education environment. The present study tested which predictor variables were most important using mutual information and recursive feature elimination for all variables. The most important factors according to mutual information for predicting student response were outperforming the partner, class, and qualitative interaction within the tandem and according to recursive feature analysis qualitative interaction, outperforming partner and gender
The Effectiveness of Teaching Algebraic Principles through Sensory Activities in Kindergarten
No full textSince algebraic thinking is one of the foundational ideas for the development of algebraic thinking in young children, algebra has a crucial place in the area of mathematics and is one of the essential disciplines whose skills are necessary to be gained by all students from kindergarten to secondary school. This study was designed to prepare sensory exercises that align with algebra requirements, in order to stay up with the scientific advancements of youngsters in Egypt and Kuwait. In order to teach kindergarten students the fundamentals of algebra, the researchers developed a series of sensory activities that were based on both the standards for kindergarten mathematics instruction and the standards for learning the algebraic principles necessary for the stage of the study that was discussed. A test was also devised as part of the study to confirm the efficacy of those interventions. The findings statistically demonstrated the effectiveness of the suggested activities in helping the study sample's kids acquire the standards necessary for understanding algebraic principles—that is, what they need to know to move on from foundational problems and continue learning mathematics with confidence