Dataset on secondary school teachers' and students' perceptions of teaching-learning activities used in Zambian secondary school biology classrooms.

Teaching and learning activities used in the classroom form an important part of the learning environment. Creating productive learning environments may be influenced by how teachers and students perceive the teaching and learning process. Teachers' and students' perceptions of teaching and learning seem to influence each other. For example, how teachers approach their subject matter impacts how their students learn and view the learning environment or process. Therefore, the degree of teaching and learning quality congruence between teachers' and students' perceptions of teaching-learning process may impact the setting of the learning environment. This article describes a dataset concerning teachers' and students' perceptions of 26 teaching-learning activities used in biology lessons. The data were collected from 57 biology teachers and 469 students from 16 selected secondary schools in four districts of Zambia. Data were collected during the 2022 academic year using separate validated survey questionnaires. The statistical package for the social sciences (SPSS) version 25 was used to analyse the data by calculating descriptive and inferential statistics to describe and compare the participants' perceptions of the teaching-learning activities in biology lessons. The data may provide valuable insight into current teaching practices in biology classrooms based on teachers' and students' perceptions. The data may also provide a basis for comparing teachers' and students' perceptions of teaching-learning activities in biology classrooms.

Teachers' perspectives on the implementation of the new national curriculum - Dataset from Vietnam.

This dataset provides insightful data on the reality of the new national curriculum implementation from primary and secondary school teachers' perspectives. The dataset addresses four main aspects of the new curriculum implementation from teachers' perspectives: (a) teachers' capacity in implementing the new curriculum, (b) teaching conditions in implementing the new curriculum, (c) challenges for teachers in implementing the new curriculum, and (d) teachers' desires to implement the new national curriculum successfully. The survey tools used to collect the data were developed based on a literature review of implementing a new curriculum from teachers' assessment. The survey was conducted online via Google Forms from November to December 2022, with 29,026 primary and secondary school teachers in five provinces of Vietnam participating. The dataset is expected to benefit policymakers and educational administrators by providing information on key areas where teachers require support and training to improve the implementation of the new curriculum. Additionally, the dataset contributes to developing evidence-based policies and interventions to support teachers in implementing the new curriculum. Educational managers and researchers can benefit from this dataset by gaining insights and preparing adequately for implementing new curriculum or developing plans to improve curriculum development. Overall, this dataset provides valuable information for improving the effectiveness of implementing the new national curriculum.

Matches and mismatches between university teachers' and students' perceptions of E-learning: A qualitative study in China.

Development in educational technology affected teaching at higher education institutes to a great extent. As a result, schools and universities have welcomed Electronic Learning (e-learning), most notably during the pandemic when educational institutes were closed. Different quantitative and qualitative researchers have mainly studied the quality of e-learning and its negative and positive consequences for societies, teachers, and students. However, matches and mismatches between university teachers' and students' perceptions of e-learning problems and advantages have not been well documented. Through a phenomenology study, this study delved into lived experiences of 25 teachers and 23 undergraduate students who were selected through theoretical sampling at Quzhou University in China. The data were collected through semi-structured interviews with the informants. The thematic analysis of the interviews revealed some matches and some mismatches between the teachers' and students' perceptions of e-learning problems and advantages. Teachers, students, and other stakeholders can use findings to reduce the negative consequences and enhance the quality of e-learning.

Assistive technology for students with intellectual disability: examining special education teachers ' perceptions in Saudi Arabia.

Individuals with an intellectual disability (ID) have complex learning needs, and often experience difficulty acquiring new skills that rely solely on traditional teaching materials. Assistive technology (AT) is a powerful tool that plays an important role in addressing many of the issues encountered by those with ID, via the integration of technology in their learning process. This study explores teachers' views of AT facilities in different special education programs for students with ID in the Makkah province of Saudi Arabia, in order to identify the uses of the AT tools used to teach them. The study employs semi-structured interviews as the data collection method, seeking to determine the current state of AT integration in this field. The data is analyzed using qualitative methods, and the findings reveal that the teachers interviewed incorporate AT into the academic setting, and agree that such technology can foster student learning, assignment completion, and engagement.

The Analysis of Teachers' Perceptions of Moral Education Curriculum.

With the development of teachers' psychological cognition, the moral education curriculum develops as per the changes in times. Currently, a resurgence of interest on studying teachers' perceptions of the moral education curriculum has observed. This is because moral education curriculum of each country plays a unique role in the overall design of the country's education curriculum. However, studies on teachers' perceptions of the moral education curriculum are scarce, and no framework has been developed to guide the teaching and learning of teachers for the moral education curriculum for schools. The moral education curriculum serves as one of the main vehicles for value education, with teachers as direct executors. It can influence the overall development of the school system and long-term development of a country. Thus, in this paper, we reviewed current literature related to teachers' perceptions of the moral education curriculum and developed future trends considering teachers' perceptions of the moral education curriculum in improving existing moral education programs in a country. We identified a list of keywords related to moral education curriculum and teacher perceptions and relevant to the scope of this study. These keywords were used to search the articles from the Scopus and WoS studies. Overall, 32 papers meeting the search criteria were retrieved. Further, we conducted thematic studies, and four themes were successfully identified: the model of teacher perceptions of moral and national education, the dimensions of the teacher ethics model (framework), teaching strategies, and the role of teachers. The results of this study suggested a new framework for research trends in teachers' perception models, particularly toward the moral education curriculum. This study contributed to the knowledge regarding teaching and learning approaches of moral education considering teachers' perceptions of the moral education curriculum. The findings of study would benefit future studies and would improve the implementation of a country's moral education program.

Globally competent teachers: English as a second language teachers' perceptions on global competence in English lessons.

Due to the implementation of global education and global citizenship education in the 21st century, more focus is given to developing teachers' global competence in English language teaching. This study aims to examine the perceptions of English as a Second Language (ESL) teachers of (1) global competence integration in English teaching and (2) the professional development programs organized by the Ministry of Education (MOE) for their global competence development. A web-survey questionnaire was distributed to 172 Malaysian ESL teachers based on selected criteria. The data collected were analyzed descriptively. The main findings indicated that most ESL teachers showed positive perceptions regarding the importance of global competence and integration in English lessons. Although 83.1% of the 172 participants agreed to have attended 10 or more programs related to developing global competence, the descriptive analysis found the ESL teachers' moderate knowledge and understanding of what constitutes global competence. In contrast, a high agreement was found regarding their perceptions of the importance of global competence in ESL lessons. Also, most respondents revealed the lack of support from the MOE through professional development programs specifically structured to develop ESL teachers' global competence. The findings served as a template for a larger-scale study that focuses on implementing global competence in the local non-western context.

Teachers' Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review.

The rapid expansion of the Information and Communication Technologies (ICTs) has transformed learners into digital learners, requiring teachers to integrate technology into their pedagogical approaches, where teachers' attitudes, technological knowledge, and skills play a significant role in its effective integration. From this perspective, the current study presents teachers' perceptions regarding technology integration in their teaching-learning practices at all educational levels in light of the previous studies performed in the last 5 years in Pakistan. The findings reveal that teachers exhibit positive perceptions regarding technology integration in teaching-learning practices. They believe that technology-incorporated teaching assists them in enhancing their instructional practices effectively, making the learning process exciting and interactive, and keeping learners motivated. Regarding barriers, the slow speed of the internet, load shedding, lack of infrastructure, online teaching experience, and training were reported as the main obstacles that hinder teachers from effective integration of ICT into their teaching practices. Accordingly, the study findings suggest that concerned authorities should set clear and effective policies to make efficient use of ICT by allocating a sufficient budget and ensuring all necessary facilitation (e.g., ICT infrastructure, tools, software, internet, and labs) in all educational institutions. Furthermore, particular attention should be devoted to supplying adequate opportunities for the career development of teachers in developing technological competencies, which help them successfully use ICT in their instructional practices.

Teaching Multilingual Students During the COVID-19 Pandemic in Austria: Teachers' Perceptions of Barriers to Distance Learning.

Providing high-quality education for students with emergent proficiency in the language of instruction (referred to here as multilingual students) presents a challenge to inclusion for educational systems the world over. In Austria, a new German language support model was implemented in the school year 2018/19 which provides language support in separate classrooms up to 20 h a week. Since its implementation, the model has been strongly criticized for excluding multilingual students from the mainstream classroom, which is argued to reinforce the educational disadvantages that they face. The study presented here provides unprecedented qualitative insight into how schooling for students within the so-called German language support classes (GLSC) was organized during the COVID-19 pandemic. It builds on results of a previous large-scale quantitative study (n = 3,400 teachers), which was conducted during the first lockdown (spring 2020) and indicated a high risk of exclusion for marginalized students, especially for multilingual students in GLSC. To gain deeper insights into the situation of these students during school closures, 37 teachers who work in these classes at both primary and lower-secondary schools in Vienna were interviewed, of which 18 interviews were considered for analysis. The interviews focus on the situation during the first and second school closures in the city of Vienna. A thematic analysis of the interview data reveals teachers' perceptions of aspects which harmed or promoted inclusion for students in GLSC during these periods of school closure. Teachers' perceptions of the most harming factors for students included strong language barriers between teachers and students, restricted access to technical equipment and supportive learning spaces, and low parental engagement. A development that promoted inclusion of these students was the option to allow them to come to school during the second school closure. Since existing studies on the schooling of students during school closures have hardly addressed the situation of students in GLSC, this study contributes to closing this research gap.

English as a foreign language teachers' perceptions regarding their pedagogical-technological knowledge and its implementation in distance learning during COVID-19.

With the educational revolution driven by COVID-19, traditional face-to-face teaching methods have rapidly been transformed into accessible, reliable online distance education. This has meant revisiting and reinventing existing technology-based educational processes and models. This study investigates whether teachers of English as a Foreign Language (EFL) are confident that they have the requisite knowledge of how particular technologies are used for remote teaching, both during COVID-19 and as they look to the future. By adopting a mixed-method approach, this paper investigates teacher practices and perceptions regarding teaching online during Covid-19's emergency remote teaching. One hundred and twenty-nine participants were recruited through an online survey. All analyses were carried out using SPSS version 25. Data was based on ranking and non-parametric tests were used. Qualitative data from the open-ended question were analyzed using data-driven thematic analysis. Teachers reported significantly increased reliance on self-teaching, colleagues' knowledge, staff tutorials, and online school support. The gap between knowledge and usage of digital tools was found to be associated with the challenges facing EFL teachers with distance learning. Teachers who reported knowing more or roughly the same about the tools compared to their usage of them knew how to incorporate their knowledge into their practical teaching, took control over the management of their instruction, and had higher pupil engagement and motivation. However, teachers whose knowledge of digital tools was lower than their usage encountered technological difficulties that impaired their teaching. Some implications can be drawn from the study, such as the need for teacher education programs to improve teacher awareness of new pedagogical-technological learning methods, and the importance of providing opportunities to acquire digital competence and encourage teachers to adapt personally to new digital technologies within specific disciplinary contexts. Our findings have both theoretical and practical implications for pre- and in-service teacher training.

Analysing lecturers' perceptions on traditional vs. distance learning: A conceptual study of emergency transferring to distance learning during COVID-19 pandemic.

In recent years, and also due to the COVID-19 pandemic, education institutions worldwide have changed their education paradigm from a traditional to an online system. These institutions have rapidly accomplished their educational programs and activities by supporting various web applications, allowing the completion of the education process remotely. This motivated us to investigate the general perceptions of the faculty members who are teaching different courses for undergraduate students using the distance education system. The proposed technique is based on the use of advanced analysis methods to test the hypothesis of instructors' perceptions of online teaching effectiveness, compared with traditional teaching, will not be affected by the following eight factors, including gender, academic major, age, academic degree, country of teaching, teaching experience in traditional classes, teaching experience in virtual classes (VCs), and whether or not the department/faculty provided e-learning courses before the COVID-19 pandemic. A total of 187 lecturers from 71 departments in 24 educational institutions located in 11 countries participated in this research. Results indicate that the perceptions of instructors regarding the online teaching system generally do not change based on the studied factors. Furthermore, the quantitative analyses illustrate that no significant differences exist in all dimension scales in terms of gender, major specification, age, country of teaching, and virtual experience. Significant differences are found in the dimension scale of distance education effectiveness in terms of academic degree and the educator status in terms of supporting VCs and traditional experience dimension scales. Additionally, the study provides various recommendations, including that the departments should encourage instructors to positively adapt with online teaching by developing the required skills and knowledge. Moreover, departments and institutions should support the teaching staff with specialized education tools. In addition, instructors should strive to decrease the communication and interaction gap between distance education and traditional in-class teaching.

The coping of academic staff with an extreme situation: The transition from conventional teaching to online teaching.

The emergence of the COVID-19 virus has generated the greatest worldwide disruption of education systems (among others) in generations. In Israel, from the beginning of the pandemic, all universities and colleges quickly adopted an online education system, while the other educational systems did similarly, in part or in full. This study examines the impact of the involuntary immersion of students and instructors into digital learning environments due to the COVID-19 pandemic - the impact on the pedagogical practices, pedagogical conceptions, and inclinations toward pedagogical change of university and college instructors during the "Corona Related Teaching Situation" (CRTS). Our research followed a mixed-methods approach, combining qualitative with quantitative components. The explanatory design is a two-phase mixed methods-approach design, which began with the collection and analysis of quantitative data and was followed by the subsequent collection and analysis of qualitative data. The current report places special emphasis on the qualitative components of the research. The major contribution of this article is the development of a typology based on a conceptual model that allows for the identification of three teacher profiles that emerged during the CRTS: Experienced teachers, Enthusiastic teachers, and Cautious teachers. The study found that the main variable affecting a teacher's fit into one of these profiles is the level of digital literacy before the crisis. Our typology can be applied to different crisis situations and can be useful for the training and development of university teachers in the field of digital literacy.

An associational study: preschool teachers' acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program.

PURPOSE: This study explores pre-service preschool teachers' acceptance and self-efficacy towards Educational Robotics (ER) during a university course, and also examines their perceptions of the course. METHODOLOGY: This is a one-group intervention study with an associational research design that includes both quantitative and qualitative research methods: two pre-questionnaires and two post-questionnaires on pre-service teachers' acceptance and self-efficacy towards ER, and participants' training journals. FINDINGS: The results show that pre-service teachers' acceptance and self-efficacy towards ER improved after they completed the ER teacher training course. There was a significant difference between the start and the end of the ER training in the pre-service teachers' acceptance of ER in the areas of perceived ease of use, enjoyment and attitudes, and in their self-efficacy. The findings based on the training journals show that participants positively evaluated the course. The participants also provided suggestions for improving it, such as additional training sessions, resources and time for experimentation. VALUE: Our study reveals the impact of an ER training program and showcases the importance of integrating ER in pre-service teachers' education.

Perception of biohazards: a focus on schools in Western Attica, Greece.

Biological disasters endanger the lives of teachers and students, causing serious disturbances to schools, and forcing them to shut down for a short or long period of time. Over the last few decades, the Greater Athens area and Attica Prefecture in Greece have experienced several natural disasters. These events have highlighted problems and weaknesses in emergency planning for school communities at both local and regional level, and have shown the need for new precautionary measures and effective risk management for modern society and school communities. The present study reports an investigation of the perception of the risk posed by biological hazards to teacher safety. The investigation utilized a questionnaire survey of teachers working in the secondary education directorate in Western Attica, which was carried out between May and December 2019. The teachers' perceptions of the extent to which their safety was affected by biohazards (i.e., infectious diseases and weather-related diseases) were investigated using a 5-point scale ranging from affected a lot (- 2) to not affected at all (+ 2). A multivariate statistical technique-principal component analysis-was used to explore the results of the survey. The results showed that the teachers' feelings of safety were affected a lot (- 2) or affected enough (- 1) by biohazards. 61.5% (n = 72) of the participants reported that their feelings of safety were affected a lot or enough by infectious diseases, and 55.6% (n = 65) of the participants noted that their feelings of safety were affected a lot or enough by weather-related diseases. Compared to other natural, technological, or social hazards, biological hazards seem to have a greater impact on teachers' feelings of safety. These results could have implications for the design of risk management plans for school communities.

Exploring Hungarian teachers' perceptions of inclusive education of SEN students.

The purpose of the current study is to identify Hungarian teachers' perceptions of special educational needs (SEN) and to explore their teaching practices in relation to ICT tools involved in classes with both SEN and typically developing students. A hypothesized model was developed and tested based on the relevant literature to map the relations of the variables. The research was conducted among primary and secondary school teachers (N = 121) using an adapted version of the Audit of provision for students with special educational needs self-evaluation scale (Stack, 2007), which was rounded out with ICT issues and background data on teachers' knowledge of SEN practices acquired at university. A path analysis showed significant links between the teaching- and learning-related factors on the scale. We also observed significant relationships between ICT variables, but the effect between the two factors is rather limited. The quality of curriculum provision is the only significant factor which has a significant effect on using ICT teaching material. Our model also highlighted that teachers' knowledge of SEN acquired at university represents a determining factor in using ICT tools in SEN education. Teacher trainees who acquire comprehensive knowledge in their university education courses on teaching SEN students possess more profound skills to deal with them and possess higher-level competences in using ICT in their teaching practice. This study demonstrates that teaching SEN students in an integrated education system poses unique challenges; therefore, it is a relevant topic and an issue to be addressed. Our hope is that the results from this study will be useful in the future for schools and teachers educating students with special educational needs and that the findings will improve the overall understanding of inclusive education among schools and teachers.

Is teaching work? A heuristic study of the views of teachers.

BACKGROUND: Teachers can be at risk of exposure to psychosocial hazards. Improving workplace safety for teachers, within a 'systems thinking' context, should begin with understanding the work. OBJECTIVE: While much is known about what teachers do, little is known about how teachers conceptualize 'work'. Knowing how teachers conceptualize 'work' provides a reference point for exploring attitudes towards work health and safety. METHODS: The paper presents a review of the literature, an overview of heuristic methodology describing and interpreting the lived experience of teachers as workers, and analysis of teachers' accounts of work. The heuristic approach allowed the author to compare their lived experiences and perceptions as a teacher with the lived experience of teachers in the NSW school system. RESULTS: Teaching is work that is both rewarding and hazardous. It is argued that teachers draw on battle motifs, perceive a need for safety within a workplace context, and have an ability to conduct personal risk assessments. CONCLUSIONS: Findings from the study provided direction for the second phase of the project that is aimed at exploring the ways in which teachers conceptualize psychosocial work- related hazards and the extent to which they are visible in teaching practice and policy.

Training needs of Portuguese practitioners working with children and young people with complex and intense support needs.

Upon the publication in Portugal of Decree-Law No. 3/2008, inclusive education for all children in regular schools became compulsory. In a short period of time, the educational community (special education teachers, regular education teachers, administrators, and technicians) were required to include and teach all students in regular schools. This article characterizes Portuguese teachers' perceptions (TPs; N = 105) about the training needs of practitioners working with children and young people with complex and intense support needs (CISNs). In this work, we use data collected using the questionnaire for practitioners working with children and young people with CISN-TPs, which was drawn up under the auspices of project ENABLIN+. The results of content analysis showed that the most frequently mentioned themes were special education, intervention strategies, international classification of functioning, disability and health, educational legislation, and family support/intervention. In conclusion, training should focus on specific contents, should be for everyone (practitioners and nonpractitioners), and should aim to improve practices, while being sufficiently flexible and differentiated to meaningfully inform each professional.

Basic-education mexican teachers' knowledge of biotechnology and attitudes about the consumption of genetically modified foods.

Over the past few years, a new research field has emerged, focusing on the social-scientific criteria for the study of opinions toward genetically modified foods (GMFs), since these may be limiting factors for the success or failure of these products. Basic education is the first step in the Mexican education system, and teachers may wield an outsized influence on the attitudes and preferences of children, prospective future consumers of these products. To better understand the current state of knowledge of biotechnology issues and opinions toward the consumption of GMF of Mexican teachers, a questionnaire was distributed, and 362 Mexican teachers of basic education responded. The survey included questions about the benefits and risks of consuming GMF. The mean percentage of teachers expressing knowledge of a given topic in biotechnology was 50%. More than 60% of teachers believed that GMFs would be useful in preventing world hunger, while 39.2% considered GMF to be hazards for future generations. Although 47.0% reported not having enough knowledge about these topics, almost all (90.3%) respondents expressed an interest and willingness to learn about biotechnology. In light of the fact that teachers of basic education represent the first and potentially most lasting stage in the education of young children, this survey establishes the urgent need to develop strategies to improve the scientific knowledge of teachers and to facilitate decision making and the promotion of scientific and technological advances for their students. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):396-402, 2017.

In-service teachers' perceptions of project-based learning.

The study analyses teachers' perceptions of methods, teacher roles, success and evaluation in PBL and traditional classroom instruction. The analysis is based on empirical data collected in primary schools and vocational secondary schools. An analysis of 109 questionnaires revealed numerous differences based on degree of experience and type of school. In general, project-based methods were preferred among teachers, who mostly perceived themselves as facilitators and considered motivation and transmission of values central to their work. Teachers appeared not to capitalize on the use of ICT tools or emotions. Students actively participated in the evaluation process via oral evaluation.

Teachers' Perceptions of Bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Students in a Southwestern Pennsylvania Sample.

This study was designed to ascertain teachers' perceptions of bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth. In a sample of 200 educators (61.0% female; 96.5% White) from a county in southwestern Pennsylvania, there was a significant positive relationship between the teachers' perceptions of the supportiveness of school staff towards students regardless of sexual orientation and those teachers' reports of the frequency of bullying victimization experienced by LGBTQ students. Teachers' perceptions of a higher level of staff and student support was associated with higher reported frequencies of students' use of derogatory language about LGBTQ individuals and various types of bullying of LGBTQ students. Teachers with a lesbian, gay, or bisexual orientation were found to rate the school staff and students as significantly less supportive of students regardless of their sexual orientation, gender identity, or gender expression in comparison to heterosexual teachers. Finally, teachers who either were unaware of or believed that their school lacked an anti-bullying policy reported significantly higher rates of physical bullying victimization of LGBTQ students when compared to the rates observed by teachers who reported knowledge of their schools' anti-bullying policies.

Gatekeepers of the American Dream: how teachers' perceptions shape the academic outcomes of immigrant and language-minority students.

High school teachers evaluate and offer guidance to students as they approach the transition to college based in part on their perceptions of the student's hard work and potential to succeed in college. Their perceptions may be especially crucial for immigrant and language-minority students navigating the U.S. educational system. Using the Educational Longitudinal Study of 2002 (ELS:2002), we consider how the intersection of nativity and language-minority status may (1) inform teachers' perceptions of students' effort and college potential, and (2) shape the link between teachers' perceptions and students' academic progress towards college (grades and likelihood of advancing to more demanding math courses). We find that teachers perceive immigrant language-minority students as hard workers, and that their grades reflect that perception. However, these same students are less likely than others to advance in math between the sophomore and junior years, a critical point for preparing for college. Language-minority students born in the U.S. are more likely to be negatively perceived. Yet, when their teachers see them as hard workers, they advance in math at the same rates as nonimmigrant native English speaking peers. Our results demonstrate the importance of considering both language-minority and immigrant status as social dimensions of students' background that moderate the way that high school teachers' perceptions shape students' preparation for college.