Relevant bibliographies by topics / Student teaching

Academic literature on the topic 'Student teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Student teaching"

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Wiegerová, Adriana, and Hana Lukášová. "Teaching degree students´ experience of teaching practice." Journal of Language and Cultural Education 9, no. 1 (March 1, 2021): 60–71. http://dx.doi.org/10.2478/jolace-2021-0006.

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Abstract The study is focussed on perception of teaching practices by pre-service teachers in preschool and primary education university programmes. Further, the study analysed the reality shock that occurred in these students during teaching practice. The sample consisted of 41 students in preschool education programmes, while 54 students followed the primary-level education programme. The data collection methods were student portfolios and student diaries from teaching practice. In the portfolios it was possible to analyse the activities, opinions, attitudes and products of student practice. Diaries reported students’ feelings and everyday experience in the schools. Qualitative content analysis was used to analyse the data. Two significant findings were obtained, i.e., supervising teachers’ frequent unprofessional behaviour towards student teachers, and the somatic and emotional exhaustion of students.
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Major, James E. "Student Teaching." Journal of Music Teacher Education 3, no. 2 (January 1994): 30–32. http://dx.doi.org/10.1177/105708379400300205.

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Everhart, Brett, and Tom Harper. "Teaching Physical Education to Homeschooled Students: Oppportunities for Student Teaching." Journal of Physical Education, Recreation & Dance 68, no. 5 (May 1997): 51–55. http://dx.doi.org/10.1080/07303084.1997.10604947.

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Chen, Guo-Hai, and David Watkins. "Can Student Ratings of Teaching be Predicted by Teaching Styles?" Psychological Reports 106, no. 2 (April 2010): 501–12. http://dx.doi.org/10.2466/pr0.106.2.501-512.

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The relationship between teaching styles and student ratings of teaching was examined at a Chinese university. 388 teachers (170 men, 218 women) were invited to fill out the 49-item Teaching Styles Inventory (Grigorenko & Sternberg, 1993). The inventory measures seven teaching styles: legislative, judicial, liberal, global, executive, conservative, and local. Scores from students' evaluations of teaching of courses for one semester were collected. Students' evaluation scores were significantly and negatively related to executive and conservative teaching styles of their teachers, while no significant correlation was found between student ratings and any of the other five teaching styles. Only conservative teaching style contributed significantly to the prediction of student ratings. Sex and age were found to have moderating effects on the relationship between teaching style and student ratings. The role of teaching styles in student ratings was discussed.
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Coulon, Stephen C. "Student Teaching Contracts." Strategies 1, no. 3 (January 1988): 22–25. http://dx.doi.org/10.1080/08924562.1988.10591606.

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Cochran-Smith, Marilyn. "Reinventing Student Teaching." Journal of Teacher Education 42, no. 2 (March 1991): 104–18. http://dx.doi.org/10.1177/002248719104200204.

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Rotkowski, Joseph. "Comprehensive student teaching." Music Educators Journal 78, no. 4 (December 1991): 50–51. http://dx.doi.org/10.1177/002743219107800401.

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Burris, Rebecca F. "Teaching Student Parents." Nurse Educator 26, no. 2 (March 2001): 64–65. http://dx.doi.org/10.1097/00006223-200103000-00009.

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Bair, Sue, and Frank Rokosz. "Student Teaching Seminar." Journal of Physical Education, Recreation & Dance 59, no. 2 (February 1988): 25–94. http://dx.doi.org/10.1080/07303084.1988.10609685.

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Li, Xiaoyan. "Exploration and Practice of Undergraduate Classroom Teaching Reform Centered on Student Development." Journal of Contemporary Educational Research 5, no. 5 (May 31, 2021): 68–72. http://dx.doi.org/10.26689/jcer.v5i5.2122.

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The reform of undergraduate classroom teaching is well underway along with the continuous development of education reform in China. In regard to that, lecturers must promptly innovate teaching concepts and reform undergraduate classroom teachings with emphasis on student development so as to create a first-class teaching classroom experience and effectively address shortcomings in the undergraduate classroom teaching model. The improvement and optimization of teaching concepts fully reflect the main status of students. In this paper, the problems existing in the undergraduate classroom teaching are explored and analysed. A practical strategy for undergraduate classroom teaching reform centered on student development is proposed, hoping to help in students’ overall development.
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Dissertations / Theses on the topic "Student teaching"

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Marple, W. Dean Mungo Savario J. "Perspectives on student teaching a comparative ethnographic study of traditional and nontraditional student teachers /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014752.

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Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 25, 2005. Dissertation Committee: Savario J. Mungo (chair), John H. Crotts, John T. Goeldi, Raymond L. Schmitt. Includes bibliographical references (leaves 206-214) and abstract. Also available in print.
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Tu, Ching-Hsin. "Student teaching overseas: Outcomes and persistence of the student teaching abroad experience." Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1366368890.

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Tang, Yee-fan Sylvia, and 鄧怡勳. "A study of student teachers' perception of the role of student teaching through their experiences in student teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956750.

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Keinvall, Kristoffer. "Teaching English 5 to Swedish vocational students : student attitudes, motivation and adaptation of teaching." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85554.

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There has been research that suggests that an anti-studying culture is present in vocational programs in Sweden (Högberg 2009), and that teachers need to adapt their teaching to the students’ vocational interests in order to create an interest in learning (Lindahl 2015; Riley & Eriksson 2014; Smagorinsky et al. 2010). This study investigates how three teachers working at a vocational school in a rural area of Sweden teach the English 5 course. This entails investigating how the teachers perceive student attitudes, how they adapt their teaching, and also how they work to raise motivation among the students. The method used for this is semi-structured personal interviews along with a qualitative content analysis. The results of the study showed that attitudes among students are generally good with some exceptions, where lacking proficiency seems to be a factor regarding poor attitudes. It became evident that the main tool for raising motivation among the students is the adaptation of the teaching. The results also showed that some student groups are more interested in learning English than others, likely because of some students seeing English more a useful tool for their future working life. The issue of social structures regarding the Swedish educational system is also brought up. There is an implication for teachers regarding the adaptations – there has to be a balance between making vocational students interested, while still making sure they do not miss out on any content, i.e. that they get equal opportunity to learn as other students.
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Kakakhel, M. M. S., W. Jamal, and H. Baig. "Student evaluation of teaching (set): perceptions of students and faculty." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/45330.

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Quality assurance and focus on performance management is the urgent need of time in today’s business environment. Among the quality assurance, student evaluations of teaching (SET) is always debatable by researchers and academicians. Keeping in consideration the need of high quality education this paper tends investigate the perception of faculty and student about the Student Evaluations of Teaching (SET).
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Veneskey, John E. "Catalysts for Success: Beliefs of Effective Teaching Among Members of the Music Student Teaching Triad." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1400166440.

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Stearns, Catherine L. "Student Teachers’ Changing Confidence in Teaching." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801883/.

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Research shows that student teachers find the mentor teacher and the student teaching experience itself the two most influential factors in their practicum experience. This study examined five student teachers and the two mentor teachers of each in elementary school settings within a metropolitan school district in North Texas. Lave and Wenger’s (1991, 2002) community of practice theory informed this study. Data sources included mentor teacher interviews, student teacher interviews, student teacher observations, student teacher/mentor teacher dialogue journals, and student teacher reflections. A collective case study approach was followed to gain a detailed understanding of the experiences of the five student teachers, looking specifically at their confidence in teaching and the factors associated with it. Findings indicated that the confidence in teaching of all five student teachers changed throughout their practicum experiences. Results suggested many factors influenced these changes. Student teachers shared that the student teaching experience, the grade level/subjects taught, their relationships with their students, and their relationships with their mentor teachers contributed to their confidence. The mentor teachers perceived that student teachers’ confidence could be influenced by consistency in classroom management and their interactions with their mentor teachers. Two areas of influence on student teacher confidence not uncovered by other researchers were the quest of student teachers for perfection while teaching and the need of mentor teachers for control of the content presented by the student teachers, especially during the months prior to state-mandated testing. Implications of the study included the need for university supervisors to mediate between student teachers and mentor teachers in promoting shared ownership of student learning within that community of practice enabled by student teaching.
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Nase, Holly A. "Balanced teaching the role of caring in effective teaching /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/HNase2007.pdf.

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Chan, Yuk-fai Ronald. "Building a collaborative culture in teaching practice." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304488.

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Moreira, Shelly Jeanne. "Student perceptions of good teaching practices." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2552.

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The purpose of this research was to describe a set of teacher characteristics that are perceived by high school students as good teaching practices. It also determined how both alternative, or at-risk, high school students and traditional high school students ranked those good teaching practices. The research involved a pilot study in which students from an alternative and a traditional high school wrote an essay on what they think ‘makes a good teacher.’ From the list of characteristics, a “Survey of Good Teaching Practices” was developed. This survey was then given to alternative and traditional high school students to determine their rankings of good teaching practices. The findings of the study indicate that students are looking for characteristics in teachers that fall into four categories: instructional skills and strategies, individualized assistance, interpersonal skills and student-teacher relationships. The majority of those top ten characteristics that students look for in a ‘good teacher’ relate to interpersonal skills and student-teacher relationships. Students want to be treated equally, they want their teachers to listen to their opinions and ideas and they want to be known by name. Students want their teachers to try hard to help them be successful and they want learning to be fun. They don't want teachers to put students down; they want respect. They want teachers to make sure every student understands what is being taught and they want them to know the subject matter. They want teachers with a positive attitude. They want teachers to explain things well and make it interesting. They want teachers to believe in all students, no matter what kind of grades they get. They don't want teachers to talk down to students. They want teachers who are honest. The study provides insight into the opinions of the stakeholders in their educational process. Through this study, students have been given a voice in what works best for them. Recommendations for how to use this information to improve services to students are also provided.
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Books on the topic "Student teaching"

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Fasching-Varner, K. J., H. B. Eisworth, T. H. Mencer, D. R. Lindbom-Cho, M. C. Murray, and B. C. Morton, eds. Student Teaching. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-488-8.

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Kronowitz, Ellen L. Beyond student teaching. New York: Longman, 1992.

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1956-, Lynn Susan, ed. Seminar in physical education: From student teaching to teaching students. Champaign, IL: HumanKinetics, 2007.

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H, Lovin LouAnn, ed. Teaching student-centered mathematics. Boston: Pearson/Allyn and Bacon, 2006.

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H, Lovin LouAnn, ed. Teaching student-centered mathematics. Boston: Allyn & Bacon, 2006.

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St. John, Edward P., David Schoem, Christine Modey, and Beverly Daniel Tatum. Teaching the Whole Student. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447436.

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Ann, Kilcher, ed. Teaching for student learning. New York: Routledge, 2009.

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H, Lovin LouAnn, ed. Teaching student-centered mathematics. Boston: Pearson/Allyn and Bacon, 2006.

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Gibbs, Graham. Teaching students to learn: A student-centred approach. Milton Keynes, England: Open University Press, 1985.

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Zirkel, Perry Alan. Student teaching and the law. Lanham, Md: Rowman & Littlefield Education, 2009.

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Book chapters on the topic "Student teaching"

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Fasching-Varner, Kenneth J., Hillary B. Eisworth, Thomasine H. Mencer, Desiree R. Lindbom-Cho, and Martha C. Murray. "Introduction." In Student Teaching, 1–10. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-488-8_1.

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Bates, Margaret. "Gaining a Critical Perspective." In Student Teaching, 119–29. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-488-8_10.

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Eisworth, Hillary B., and Kenneth J. Fasching-Varner. "Conclusion." In Student Teaching, 131–35. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-488-8_11.

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White-Smith, Kimberly A. "Afterword." In Student Teaching, 137–41. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-488-8_12.

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Le, Kathy. "Know Thy Self." In Student Teaching, 11–24. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-488-8_2.

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Segrest, Mackenzie. "Powerful Moments." In Student Teaching, 25–35. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-488-8_3.

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Lowder, Katie. "Fears." In Student Teaching, 37–56. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-488-8_4.

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Daigle, Jessica. "Balance: is it Obtainable?" In Student Teaching, 57–69. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-488-8_5.

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Steinhardt, Katherine. "Weathering it All." In Student Teaching, 71–83. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-488-8_6.

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Chellino, Nicole. "An Alternate Path." In Student Teaching, 85–99. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-488-8_7.

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Conference papers on the topic "Student teaching"

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Kurpejović, Jasmina, Marinko Savić, Ibro Skenderović, and Suada Aljković Kadrić. "Student-Centered Teaching." In 7th International Scientific Conference – EMAN 2023 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2023. http://dx.doi.org/10.31410/eman.2023.411.

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Vaspitno-obrazovni sistem koji se temelji na zadacima koji se re­alizuju na didaktički oblikovanim sadržajima, kroz raznovrsne oblike i po­moću različitih sredstava i društveno određenim ciljevima naziva se nastava. Planski organizovan vaspitno – obrazovni sistem kojim se nastavnik rukovo­di da pomogne učenicima da se razvijaju kao ličnosti, stiču nove navike, zna­nje i vještine. Nastava se ne ograničava na jedan dan, sedmicu ili mjesec, ona uvijek traje duži vremenski period zato što je ona procesualna aktivnost, dok polaznici ili učenici ne postignu ciljeve postavljene nastavnim programom. Ona je neophodna da bi se pokazao osnovni sadržaj te aktivnosti. Ona i vas­pitava i obrazuje učesnike ili polaznike. Ako se ona svede samo na vaspitni ili ipak samo na obrazovni aspekt to je pogrešno, takvih pokušaja je bilo dosta ali nijesu bili uspješni već pogrešni. Aktivna nastava je savremeni oblik nasta­ve koja se uspješno primjenjuje u savremenim školama.
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De Rosa, Fernando, Bento Alves Da Costa Filho, and Jose Gaspar Nayme Novelli. "STUDENT GLOBALIZATION: HOW MUCH INTERNATIONALIZED ARE BRAZILIAN MBA STUDENTS? A MEASUREMENT PROPOSITION." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.006.

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Veuger, Stephany, and Seth Racey. "STUDENTS AS PARTNERS: ON DEVELOPING A STUDENT LED CONFERENCE TO ENHANCE THE SKILLS OF UG PROJECT STUDENTS." In 7th Teaching & Education Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.007.014.

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Rismiyanto and Fitri Budi Suryani. "Peer and Real Student Microteaching: The EFL Student Teachers’ Perception." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008219604340438.

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Liu, Hongying, and Chaoyang Shao. "On “Student-Centered” Teaching." In 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.107.

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Wong, Adam, Simon Wong, Eric Woo, and Jacky Wong. "STUDENT PERCEPTIONS ON THE USE OF STUDENT RESPONSE SYSTEM IN HIGHER EDUCATION IN HONG KONG." In 5th Teaching & Education Conference, Amsterdam. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/tec.2018.005.011.

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Nguyen, Uyen Tran Tu, Yen Hoang Pham, and Thanh Thanh To. "Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.

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Student engagement plays a vital role in their performance in in-class activities. The importance of student engagement in a foreign language class has been proved in many prior studies. Most of them have mainly focused on students' and teachers’ perceptions towards student engagement in learning English. However, the current paper quantitively analyzed factors affecting student engagement and its correlation between variables. There are two research questions: 1) What factors influence non-English major tertiary students in Vietnamese EFL class; and 2) To what extent do those factors correlate with non-English major students’ engagement in English classrooms? The study’s questionnaire was delivered to 83 non-English major tertiary students studying in a public university in Ho Chi Minh City, Vietnam. The findings found that motivation made a more significant contribution to student engagement than the three others (e.g., teacher-student interaction, family engagement, and peer support for learning). In this paper, the correlations between student engagement and those factors were found to be significantly positive. Based on the results, the present study’s implication was that teachers and school managers should form a strong relationship with students’ parents to manage their learning process and share education opinions related to boosting student engagement in EFL classrooms. The study also suggested more future research investigating influences of student engagement with different methods to generalize this field.
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Mustonen, Lea, and Susan Heikkilä. "FROM A STUDENT TO A RESEARCH ASSISTANT – STUDENT'S PROFESSIONAL GROWTH IN RESEARCH AND DEVELOPMENT." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.019.

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Tyagi, Pawan. "Student Presentation Based Effective Teaching (SPET) Approach for Advanced Courses." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66029.

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A student activity based effective teaching approach can significantly improve student learning. However, implementing student activity based teaching for the advanced level courses can be very challenging. Incomplete course coverage and the amount of time required by an instructor for designing active teaching strategies are cited as the common inhibiting factors in the adoption of active student teaching. This paper discusses a student presentation based effective teaching (SPET) approach that covers more course material than that covered in the conventional or other student-active teaching methods. Moreover, SPET approach requires less preparation time on instructor behalf. This paper is based on the effective teaching experiments conducted on senior level science and technology courses at University of the District of Columbia. Under the SPET approach, students are given reading assignment to prepare ∼ 10–20 minutes long power point presentation on well-defined conceptual topics, questions, or chapter modules. In every class typically three presentations take place on the same questions or topics. However, non-presenter students are required to generate conceptual questions. These questions were asked during or after the presentation by the designated students. Students’ presentations were graded according to the rubric focusing on coverage of suggested topics, quality of presentation, and questions and answers. Hence, the whole class is engaged in understanding the topic either for making the presentation or for creating conceptual questions. These grades were posted right after the class in the Blackboard’s online grade center to provide quick feedback. The following are key advantages of this approach. (1) Students understand 50–100% about the intended topic during self-reading and while making a presentation or participating in class discussion. (2) Repeating same concepts thrice during a class period and occasionally with instructor’s insights enable deep learning. (3) Students get quick quantitative feedback after each class and qualitative feedback during the class from instructor and peers. (4) This approach allowed coverage of very complex topics. (5) Students improved their communication skills by making coherent presentations and doing class discussion. In the survey, students reflected a higher degree of satisfaction with their learning as compared to instructor’s lecture-based classroom education system. This approach is highly suitable for advanced-level elective courses with small enrollment.
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Dubroc, Anita. "Navigating the Bureaucracy of Student Teaching: Student Teachers' Reflections on Learning and Teaching." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583426.

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Reports on the topic "Student teaching"

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Bynum, Nora, Georgina Cullman, Margret Domroese, Carol Fialkowski, and Eleanor J. Sterling. Student-Active Teaching Techniques. American Museum of Natural History, 2009. http://dx.doi.org/10.5531/cbc.ncep.0027.

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This module introduces a variety of methods for active teaching and learning, guided by research on learning models and styles. Studies show that active teaching and learning techniques engage students and help them to understand and apply what they learn. This module covers learning models to guide teachers in engaging their students and introduces a variety of methods for active teaching: interactive lectures, discussions, case studies, collaborative learning (group work and peer teaching), and classroom and field exercises.
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Christian, Alvin, Matthew Ronfeldt, and Basit Zafar. College Students and Career Aspirations: Nudging Student Interest in Teaching. Cambridge, MA: National Bureau of Economic Research, July 2024. http://dx.doi.org/10.3386/w32641.

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Oliver, Daniel, Robert Fairlie, Glenn Millhauser, and Randa Roland. Minority Student and Teaching Assistant Interactions in STEM. Cambridge, MA: National Bureau of Economic Research, April 2021. http://dx.doi.org/10.3386/w28719.

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Biswas, Anik, and Wahid bin Ahsan. Innovative Teaching and Student Engagement in Bangladesh: Policy Implications. Userhub, October 2023. http://dx.doi.org/10.58947/hlbr-qvzm.

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This qualitative case study investigates teaching practices and student engagement in government primary schools in southwestern Bangladesh, focusing on classes 1 to 3. Employing in-depth interviews with 14 teachers, students, and parents, the study reveals the limitations of traditional teaching methods and highlights the efficacy of innovative, participatory approaches in enhancing student engagement. Key challenges, such as inconsistent electricity supply and inadequate teacher training, impede the effective integration of technology and innovative pedagogy, particularly in rural settings. The study also uncovers socio-economic factors, like limited parental involvement, that further constrain student engagement. These findings advocate for comprehensive educational reforms encompassing pedagogical innovation, infrastructural development, and community engagement. Policymakers, educators, and parents are urged to consider these multi-faceted insights for future educational planning and policy formulation.
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Sohn, MyungHee, Jung Ha-Brookshire, Bimal Balakrishnan, Newton D'Souza, Jana M. Hawley, Jean Parsons, and Josephine Stealey. Interdisciplinary Teaching Strategy: Creating Digital/Virtual Student Project Showcases. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-874.

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Lyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.

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The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to receive them simultaneously with comprehensive national, civic, and moral-spiritual upbringing. Teaching and educating students, the future journalists, on Ukrainian-centric, nation-building principles ensure a sense of unity between current socio-political processes and historical past, and open an intellectual window to Ukraine’s future. The teaching of the course ‘Intellectual-Psychological Foundations of Mass Media Functioning’ (lectures and practical classes, creative written assignments) is grounded in the philosophy of national education and upbringing, aimed at shaping a citizen-patriot and a knight, as only such a citizen is capable of selfless service to their own people, heroic struggle for freedom, and the united Ukrainian national state. The article presents student creative works, the aim of which is to develop historical national memory in students, promote the ideals of spiritual unity and integrity of Ukrainian identity, nurture the life-sustaining values of the Ukrainian language and culture, perpetuate the symbols of statehood, and strengthen the moral dignity and greatness of Ukrainian heroism. A methodology for assessing students’ pedagogical-professional competence and the fairness of teachers who deliver lectures and conduct practical classes has been summarized. The survey questions allow students to express their attitudes towards the content, methods, and forms of the educational process, which involves the application of experience from European and American countries, but the main emphasis is on the application of Ukrainian ethnopedagogy. Its defining ideas are democracy, populism, and patriotism, enriched with a distinct nation-building potential, which instills among students a unique culture of genuine Ukrainian history, the Ukrainian language and literature, national culture, and high journalistic professionalism. Key words: educator, student, journalism, education, patriotism, competence, national consciousness, Russian-Ukrainian war, professionalism.
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Mütterlein, Joschka, Tamara Ranner, and Mareike Müller. Artificial Intelligence at Universities: Impact on Grades, Student Experience, and Teaching. Macromedia University, 2024. http://dx.doi.org/10.56843/jm001tr002.

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The rapid technological progress in artificial intelligence (AI) has placed universities in a field of tension in which regulation and the urgently needed teaching of AI skills must be balanced. The discussion often neglects the unique position that universities can offer as a protected space for testing, making mistakes, and learning. After all, one of the fundamental tasks of a university is to prepare students for highly qualified jobs in life after gradua-tion, and AI has already become an integral part of this.
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Hammond, Kay, and Catherine Powell. Entry-level tertiary student perceptions of challenges when using a wiki: Trust and peer teaching. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.12017.

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Wikis are widely used in blended learning educational settings with varying degrees of success. Scholarly attention increasingly regards student perceptions and experiences of using wikis as part of ongoing development. Students in entry-level education often belong to high-needs target groups who particularly require positive experiences for a successful transition into tertiary education. This paper reports action research exploring the use of a wiki by certificate-level students at a tertiary institution. The results showed most students did not engage with the wiki. Qualitative student feedback revealed valuable insight into two major social challenges when interacting online: trust and difficulties with peer-teaching. Recommendations are made regarding these social challenges that should be considered by educators aiming to use a wiki or other collaborative online learning and teaching spaces for entry-level education.
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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.
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Boyd, Kaylee, Stacy Lee, and Jung Ha-Brookshire. Student and Instructor Attitudes toward Responsibility of Learning and Teaching Essential Programs. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-58.

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