Mining classroom observation data for understanding teacher's teaching modes

Hai, Zhang; Yu, Luyao; Cui, Yulu; Ji, Mengxue; Wang, Yining

doi:10.1080/10494820.2020.1734029

Cited by 12 publications

(5 citation statements)

References 50 publications

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“…The caliber of teachers plays an important role in promoting the reform and reconstruction of education (Vermunt and Endedijk, 2011). Moreover, teachers are instrumental in improving student performance (Zhang et al, 2020). However, teachers are often overloaded with work, and many of them need the necessary training in using new educational technologies.…”

Section: Introductionmentioning

confidence: 99%

Art Teachers' Attitudes Toward Online Learning: An Empirical Study Using Self Determination Theory

Wang

Cui

et al. 2021

Front. Psychol.

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The pandemic in 2020 made online learning the widely used modality of teaching in several countries and it has also entered the spotlight of educational research. However, online learning has always been a challenge for disciplines (engineering, biology, and art) that require hands-on practice. For art teaching or training, online learning has many advantages and disadvantages. How art teachers embrace and adapt their teaching for online delivery remains an unanswered question. This research examines 892 art teachers' attitudes toward online learning, using learning environment, need satisfaction, mental engagement, and behavior as predictors. Structural equation modeling was used to explore the relationship between these four dimensions during these teachers' participation in an online learning program. The results reveal significant correlations between the learning environment, need satisfaction, mental engagement, and behavior. Moreover, this study reveals the group characteristics of art teachers, which can actually be supported by online learning programs. These findings provide insights into how art teachers view and use online learning, and thus can shed lights on their professional development.

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Section: Introductionmentioning

confidence: 99%

Art Teachers' Attitudes Toward Online Learning: An Empirical Study Using Self Determination Theory

Wang

Cui

et al. 2021

Front. Psychol.

Self Cite

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“…The final point is wholeheartedness which implies that open-mindedness and responsibility should be accepted by reflective teachers as the most important related factors while avoiding losing control over their students; the whole matter is proof to show the reflective teacher can manage any received impression, either from the institute or from his students, and is familiar with the power relationships of the setting. Even though these elements are mentioned to be crucial, possessing technical skills is a must for teachers (Grant & Zeichner, 1984;Zhang et al, 2022). .…”

Section: Figure 1 Model Defined By Golemanmentioning

confidence: 99%

The relationship between teachers’ emotional intelligence and reflective teaching: The case of EFL experienced teachers

Ferdosipour

Salimi

2023

PROSOC

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This study aims at disclosing the relationship between emotional intelligence and the reflective teaching ability of experienced English teachers and the extent the level of emotional intelligence impacts reflective teaching. There were forty-one English teachers with at least 3 years of experience as participants instructing at three different language institutes, and four non-associate Professor of Applied Linguistics, from Dehkadeh-ye-Olympic, Tehran governmental schools in Karaj. Two types of questionnaires were used to collect data: An emotional Intelligence Questionnaire based on the five-competency model and a Reflective Teaching Questionnaire. The results obtained from Pearson correlation as well as models of multiple regression analysis showed that there were relationships between all five domains of emotional intelligence and the ability of reflective teaching. Also, it would be possible to predict teachers’ performance on the reflectivity questionnaire and their ability to reflective teaching by their results from the emotional intelligence questionnaire; accordingly, self-awareness and motivation were the most powerful predictors. Keywords: EFL teachers; Emotional Intelligence (EQ/EI); reflective teaching; reflectivity.

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“…The Digital Campus Specification for Vocational Institutions issued by the Ministry of Education proposes to provide advanced information technology tools and resources for "double-qualified" teachers to enhance their IT application and innovation capabilities [40]. The utilization of teaching media is one of the essential dimensions of classroom teaching for "double-qualified" teachers, which includes five different types of media: presentational, interactive, communicative, variable, and authoritative media [41]. Presentational media, such as PPT, Word, TV, projector, etc., can present what the teacher wants to convey; interactive media, such as an online library or online resources, etc.…”

Section: (Iii) Teaching Resources Utilizationmentioning

confidence: 99%

Assessing Teaching Practices: A Checklist for Observing Theoretical Classes Taught by "Double-Qualified" Teachers in Chinese Higher Vocational Colleges

Shujuan,

Eng Tek

2023

Proceedings of the 2nd International Conference on Social Sciences, ICONESS 2023, 22-23 July 2023, Purwokerto, Central Java, In

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The National Implementation Plan for Vocational Education Reform defines "double-qualified" teachers as those who can teach both theory and practice. However, there is a scarcity of comprehensive classroom observation checklists for assessing such teachers in Chinese higher vocational colleges. This study aimed to develop an encompassing observation checklist for evaluating the teaching of theoretical classes. The literature search identified 28 references published between 2000 and 2022, covering various aspects of classroom observation, teaching quality assessment, teacher evaluation, evaluation of classroom teaching, evaluation index systems for teachers, and effective classroom observation practices. Items appearing at least three times were retained, and items with low frequency, duplication, or that could not be observed well were removed. The resulting checklist contains 70 items, divided into eight dimensions: teaching objectives and content, teaching methods and approaches, use of teaching resources, use of IT-supported teaching media, classroom organization and management, teaching expression, teaching communication and interaction, and stimulation of learning motivation. This observation checklist can be used to evaluate "double-qualified" teaching in higher vocational colleges, providing an encompassing and accurate assessment of classroom performance. The checklist addresses shortcomings of existing observation checklists and can ultimately contribute to high-quality teaching in these institutions.

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Mining classroom observation data for understanding teacher's teaching modes

Cited by 12 publications

References 50 publications

Art Teachers' Attitudes Toward Online Learning: An Empirical Study Using Self Determination Theory

Art Teachers' Attitudes Toward Online Learning: An Empirical Study Using Self Determination Theory

The relationship between teachers’ emotional intelligence and reflective teaching: The case of EFL experienced teachers

Assessing Teaching Practices: A Checklist for Observing Theoretical Classes Taught by "Double-Qualified" Teachers in Chinese Higher Vocational Colleges

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