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Recent publications emphasize the need to take greater account of differences in teaching quality between subjects. The empirical analysis of this topic requires a comparison of teaching quality in different subjects to distinguish generic aspects of teaching quality from subject-specific ones. In this paper, we compare teaching quality in mathematics and German lessons using observational data from primary schools in Switzerland (NMath = 319; NGerman = 237). Data were collected using an observation instrument reflecting the teaching dimensions of the MAIN-TEACH model, which was developed based on a synthesis of established observation frameworks. The dimensions of classroom management, motivational-emotional support, selection and implementation of content, cognitive activation, support for consolidation, assessment and feedback, and adaptation were tested for subject-related measurement invariance. With a two-fold measurement invariance approach, differences between the subjects were investigated at both a global and an indicator level. When applying alpha accumulation correction, no significant subject-related differences in factor loadings or intercepts were found. The factorial structure of our data was basically identical for the two subjects. The comparison of latent factor means revealed no mean differences between the subjects. We discuss the implications for both the MAIN-TEACH model and research into subject-related differences of teaching in general. [ABSTRACT FROM AUTHOR]

The potential of tasks to foster mathematical learning and understanding is an important aspect of instruction and their implementation in teaching is thus often viewed to be positively related to the quality of instruction. Both the selection of tasks as well as their implementation in the classroom depend on many factors, with teachers' knowledge and skills as one of the most important ones. The present study aims to analyze the relations between different aspects of task potential, the quality of instruction, and teachers' competence in order to investigate whether task potential can be seen as an indicator for teaching quality, for teacher competence, or as an independent construct in models of educational effectiveness. To this end, we draw on data from the TEDS-Validate study, namely tests of mathematics teachers' competence (n = 31) observations in their classrooms (n = 60), and an in-depth analysis of all tasks used in the respective lessons (n = 2490). Multiple regression analysis suggests that while some facets of task potential are related to either teaching quality or teacher competence, the potential of tasks emerges as an independent construct with some characteristics predicting the teaching quality of the respective lessons. Implications of these results for the role of tasks in educational effectiveness research are discussed. [ABSTRACT FROM AUTHOR]

Currently there is an attempt to combine subject-generic and subject-specific teaching frameworks to comprehensively capture teaching quality. This study explores the possibility of integrating two widely used and validated frameworks, the subject-generic Dynamic Model of Educational Effectiveness (DMEE) and the subject-specific Mathematical Quality of Instruction (MQI). Toward this end, we drew on data from 38 upper-grade primary school teachers, each observed in six mathematics lessons, which were coded using both frameworks. Data were analyzed using the Extended Logistic model of Rasch to explore whether a common scale of teaching quality with good psychometric properties could be developed. Saltus was then utilized to investigate the possibility of forming levels of effective teaching in mathematics. A common scale encompassing both subject-generic and subject-specific teaching aspects, which had good psychometric properties, was developed. The subject-generic and subject-specific teaching aspects of these frameworks were clustered in five distinct levels. With the exception of the top level that included only subject-generic aspects, all other levels included teaching aspects from both frameworks, thus providing support to the assumption that it is possible to develop levels of effective teaching that combine related subject-generic and subject-specific aspects. In discussing the study findings, we consider their implications for developing an integrated framework of teaching quality and for developing professional development programs that combine subject-generic and subject-specific teaching aspects. [ABSTRACT FROM AUTHOR]

In educational research, teaching quality is extensively studied because of its role of a mediator between teacher characteristics and student learning. However, empirical evidence on differences between video and live scoring of teaching quality is rare. In the present study, thirty lessons from 15 secondary mathematics classrooms in a German metropolitan area were observed. Lessons were scored both live in the classroom and using video recordings. Live and video scoring was conducted by (different) trained observers. Ratings were obtained with a "hybrid" observational instrument that covers generic and subject-specific characteristics of teaching quality in mathematics classrooms. Generalizability analysis and paired t tests were performed to investigate mode effects. The findings showed that in live scoring, classroom management was rated lower, and cognitive activation was rated higher. Rankings of lessons or classrooms were very similar across modes, and reliabilities did not differ to a meaningful extent either, except for classroom management reaching better results for live ratings. This suggests that based on the present findings, classroom observation performed with our hybrid framework of teaching quality generalizes across observation mode only under certain circumstances. Further research is necessary to better understand the relation between observation mode and teaching quality ratings, as well as the impact of the scoring procedures. We discuss the implications of our findings for educational research and practice. [ABSTRACT FROM AUTHOR]

Several observation tools evaluate teaching quality in Physical Education (PE), but none of them cover the core competencies required to comprehensively assess whether the teacher is providing teaching quality in PE. The aim of this research is to develop, validate, and test the reliability of the System for Observing Teaching Competencies in Physical Education (SOTC-PE). The development of the SOTC-PE involved an eight-phase process. Validity and reliability testing were conducted for the SOTC-PE variables. Validity was tested using the Delphi method by a panel of experts and through representative video fragments. Reliability was tested by training external observers and calculating observer agreement with respect to the gold standard, as well as inter- and intra-observer agreement. The results indicate that the SOTC-PE is a valid and reliable tool for evaluating observable teaching competencies in PE. [ABSTRACT FROM AUTHOR]

Background: In research on instructional quality, the generic model of the three basic dimensions is an established framework, which postulates that the three dimensions of classroom management, student support and cognitive activation represent quality characteristics of instruction that can be generalized across subjects. However, there are hardly any studies that examine if the three basic dimensions model could represent a suitable approach to measure instructional quality in physical education. Based on an extended model of the basic dimensions, a measurement model of instructional quality for physical education is presented, which integrates different theoretical approaches from the fields of educational and psychological research as well as different subfields of sports science in order to test the factorial structure of the corresponding measurement model. Methods: 1,047 students from 72 seventh to ninth grade classes from different German-speaking Swiss cantons participated in the study. The conceptualization of the instrument is based on a hybrid approach that integrates generic and subject-specific characteristics. The simultaneous analysis at the individual and class level using MCFA was supplemented by more complex methodological techniques within the relatively new B-ESEM framework at the individual level. Results: The postulated five-factor structure was initially tested using ICMCFA and showed a good model fit (e.g., χ²/df = 2.32, RMSEA = 0.03, CFI = 0.97, TLI = 0.97, SRMR = 0.04). MCFA revealed a differential factorial structure at both levels of analysis with five factors at the individual level and four factors at the class level (e.g., χ²/df = 2.23, RMSEA = 0.03, CFI = 0.96, TLI = 0.96, SRMR within = 0.04, SRMR between = 0.10). ESEM and B-ESEM outperformed the ICMCFA and showed an excellent model fit (B-ESEM: χ²/df = 1.19, RMSEA = 0.01, CFI = 1.00, TLI = 1.00, SRMR = 0.01). Inter-factor correlations and factor loadings are largely in line with expectations, indicating arguments for construct validity. Discussion: The study represents a substantial contribution in linking physical education and the generic research on instructional quality. Overall, strong arguments for the factorial structure of the measurement model were demonstrated. The study can be interpreted as a first step in a multi-step procedure in terms of further validity arguments. [ABSTRACT FROM AUTHOR]

This study aimed to explore the application effect of problem-based learning and situational simulation teaching in cardiopulmonary resuscitation (ECPR) education. A retrospective analysis was conducted on 128 trainees specializing in ECPR at our institution. The participants were divided into two groups: a study group and a control group. The study group consisted of 64 students who received problem-based learning with situational simulation, and a control group of 64 students who adopted traditional teaching methods. Comparative analysis was performed between the two groups in terms of theoretical and practical skills scores, Cardiopulmonary resuscitation (CPR) compression quality, self-directed learning ability and satisfaction with the teaching. There was no statistically significant difference between the two groups in the following pre-training measures: self-management ability score, passion for learning score, self-control ability score, compression depth, compression depth efficiency, chest rebound ratio and compression rate (p > 0.05). After undergoing training, the study group outperformed the control group in all aspects, including theory, practical skills, compression depth, compression depth efficiency, chest rebound ratio, compression rate, self-management ability, passion for learning and self-control ability. The study group also reported higher satisfaction with the teaching, with a statistically significant difference (p < 0.05). We conclude that problem-based learning used in conjunction with situational simulation in CPR training can help trainees enhance their learning abilities, better grasp theoretical and practical knowledge, and improve the quality of CPR practical skills. [ABSTRACT FROM AUTHOR]

In today's highly developed information and communication technology (ICT), information fusion technology has been widely used in many fields, including education system. This research focuses on how information fusion technology can be effectively integrated into Chinese teaching in middle schools to improve teaching quality and student learning. Through quantitative analysis of student and teacher simulation data, this paper explores in depth the impact of these technologies on student engagement, learning achievement, and teaching outcomes. It is found that the teaching mode using information fusion technology can significantly improve students' learning quality and teaching interaction. The conclusions of this study provide valuable insights for educators and policymakers to drive further development of educational technologies and teaching methods. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand the nature of writing instruction across time and grade bands. We used quantitative and qualitative analyses of teacher interviews and video records of classroom instruction of English language arts writing instruction in 97 fourth- through eighth-grade classrooms in 2010 and 2018. Video records showed a decline in writing instruction across time and grade bands. Teacher lessons focused on the first five Common Core Writing Standards with little attention to the latter five. The lessons included aspects of a writing process approach that used instructional scaffolding, models, student practice, and teacher feedback. Lessons were less likely to include the use of authentic texts, text analysis, and student discussion. Teacher interviews pointed to curricular constraints, a view of writing as peripheral, and comfort with teaching writing as hindrances to quality writing instruction. These findings demonstrate a need for curricular and instructional resources to support teachers in offering consistently quality writing instruction. [ABSTRACT FROM AUTHOR]

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AIM:To investigate the application of virtual reality(VR)technology in ocular trauma teaching for medical students.METHODS: A total of 90 medical students who participated in the Ophthalmology teaching program between November 2022 and April 2024 were recruited as subjects. Using a case-control method, 45 students in the case group attended traditional ocular trauma teaching program combined with VR virtual simulation experiments, and 45 students in the control group solely attended traditional ocular trauma teaching program. After the teaching practice, the two groups were compared in terms of their examination performance of theoretical knowledge and case analysis, learning ability(evaluated by the Self-Directed Learning Rating Scale), and the satisfaction survey on the quality of teaching; the statistical analyses were performed using t-test or Chi-square test.RESULTS: The scores of theoretical knowledge and case analysis examinations of the case group were significantly higher than those of the control group, and the differences were statistically significant(scores of theoretical knowledge examination: 57.27±2.78 vs 53.91±3.20; scores of case analysis examination: 35.71±3.73 vs 32.67±5.52, both P

Self‐efficacy beliefs have cyclical nature as they enhance performance and performance, in turn, influences subsequent self‐efficacy beliefs. Likewise, teacher self‐efficacy is proposed to shape teaching quality which, in turn, informs future teacher self‐efficacy beliefs. To examine these associations, longitudinal studies are needed but are still sparse. Therefore, the present research employed a three‐wave longitudinal design to examine the predictive effects of teacher self‐efficacy on teaching quality as well as the predictive effects of teaching quality on future teacher self‐efficacy by using data from large samples of secondary school teachers (N = 1030) and their students (N = 17,381). Teachers self‐reported their efficacy for student engagement, efficacy for instructional strategies and efficacy for classroom management whereas students rated the teaching quality (i.e., cognitive activation, classroom management, and student support) of their teachers. The results of the multilevel structural equation modelling showed that all three dimensions of teacher self‐efficacy predicted teaching quality but teaching quality, in turn, predicted only teacher efficacy for student engagement. These results suggest that efforts in raising teacher self‐efficacy may show fruitful in raising overall teaching effectiveness. [ABSTRACT FROM AUTHOR]

This study investigated the association between self-efficacy and teaching quality of academic staff in selected public universities in Uganda. Specifically, the study exam­ined how academic staff's personal sense of efficacy, behav­iour management, instructional strategies, and motivational strategies efficacy influenced teaching quality in public uni­versities. Employing the positivist research philosophy, the study used a quantitative approach through correlational re­search design. Randomly selected academic staff members provided data using a self-administered questionnaire. Par­tial least squares structural equation modelling (PLS-SEM) results indicated that of the four teacher efficacy aspects, only personal sense of efficacy positively and significantly influ­enced teaching quality. However, the efficacy of behaviour management, instructional strategies, and motivational strat­egies had a positive but insignificant influence on teaching quality. It was concluded that the personal sense of efficacy of academic staff is essential in enhancing teaching quality. Nonetheless, the efficacy of behaviour management, instruc­tional strategies, and motivational strategies of academic staff has made minimal contributions to teaching quality in universities. Therefore, university leaders should emphasise promoting the personal sense of efficacy of academic staff to enhance teaching quality more than instructional strategies and motivational strategies efficacy.

Abstract Background The key step in evaluating the quality of clinical nursing practice education lies in establishing a scientific, objective, and feasible index system. Current assessments of clinical teaching typically measure hospital learning environments, classroom teaching, teaching competency, or the internship quality of nursing students. As a result, clinical evaluations are often insufficient to provide focused feedback, guide faculty development, or identify specific areas for clinical teachers to implement change and improvement. Therefore, the purpose of our study was to to construct a scientific, systematic, and clinically applicable evaluation index system of clinical nursing practice teaching quality and determine each indicator’s weight to provide references for the scientific and objective evaluation of clinical nursing practice teaching quality. Methods Based on the “Structure-Process-Outcome” theoretical model, a literature review and Delphi surveys were conducted to establish the evaluation index system of clinical nursing practice teaching quality. Analytic Hierarchy Process (AHP) was employed to determine the weight of each indicator. Results The effective response rate for the two rounds of expert surveys was 100%. The expert authority coefficients were 0.961 and 0.975, respectively. The coefficient of variation for the indicators at each level ranged from 0 to 0.25 and 0 to 0.21, and the Kendall harmony coefficients were 0.209 and 0.135, respectively, with statistically significant differences (P

Drawing upon Pekrun's (2006) control–value theory of achievement emotions, the present study explores the relations between online teaching factors (i.e., teachers' information and communications technology (ICT) competence and provision of structure) and students' control–value appraisals and achievement emotions (i.e., enjoyment, boredom, and anxiety) in an online foreign language learning context. Data were collected through semi-structured interviews with 12 international students and 6 teachers who were involved in a Chinese foreign language course delivered online during the coronavirus pandemic. Results from the thematic analysis showed that both students' and teachers' positive evaluations of teachers' ICT competence and provision of structure were associated with students' increased control beliefs and intrinsic value, but not necessarily with utility value. According to the participants, the two increased appraisals related to students' greater enjoyment and reduced feelings of boredom and anxiety during the online language learning process. Findings are discussed in light of the role of online teaching factors in shaping students' appraisals and emotional experiences in online environments, particularly during the coronavirus pandemic. [ABSTRACT FROM AUTHOR]

In this article, we investigate how tertiary humanities students' perceptions of the study environment, dropout considerations, and background variables, respectively, explain variations in dropout. Based on Tinto's Institutional Departure Model and a systematic review of the dropout literature, the study environment comprised an academic system, a social system, and teaching. Multivariate statistical analyses in the form of explorative factor analysis and logistic bivariate regressions were used on half-early register and survey data from all humanities students at a Danish university [University of Southern Denmark], matriculated in 2017–2019. This article found that students' perceptions of their study environment explained between 15.8% and 36.9% of dropout, whereas dropout considerations and background parameters explained only between 0 and 9.1% and between 7.9 and 21.4% of dropout, respectively. We hereby present and discuss the results obtained during different terms. The discussion revolves around the proposed research instrument and the longitudinal research methodology, as well as around what we could learn from this study about being a humanities student and about study environments that could help us increase the number of graduates. [ABSTRACT FROM AUTHOR]

This study explored the relationships between teaching quality and students' reading achievements mediated by achievement motives and mastery-approach goals using a Chinese sample derived from the PISA 2018 dataset. A multilevel mediation analysis revealed that teaching quality (i.e., disciplinary climate, cognitive activation, teacher support, and adaptive instruction) and mastery-approach goals were significantly and positively associated with students' reading achievement. The results also indicated that the connections between the indicators of teaching quality and reading achievement were mediated by mastery-approach goals and that they were serially mediated by work mastery and competitiveness, followed by mastery-approach goals. These findings highlight the critical role of teaching quality in promoting positive academic outcomes and provide implications for promoting quality teaching. [ABSTRACT FROM AUTHOR]

Background: The key step in evaluating the quality of clinical nursing practice education lies in establishing a scientific, objective, and feasible index system. Current assessments of clinical teaching typically measure hospital learning environments, classroom teaching, teaching competency, or the internship quality of nursing students. As a result, clinical evaluations are often insufficient to provide focused feedback, guide faculty development, or identify specific areas for clinical teachers to implement change and improvement. Therefore, the purpose of our study was to to construct a scientific, systematic, and clinically applicable evaluation index system of clinical nursing practice teaching quality and determine each indicator's weight to provide references for the scientific and objective evaluation of clinical nursing practice teaching quality. Methods: Based on the "Structure-Process-Outcome" theoretical model, a literature review and Delphi surveys were conducted to establish the evaluation index system of clinical nursing practice teaching quality. Analytic Hierarchy Process (AHP) was employed to determine the weight of each indicator. Results: The effective response rate for the two rounds of expert surveys was 100%. The expert authority coefficients were 0.961 and 0.975, respectively. The coefficient of variation for the indicators at each level ranged from 0 to 0.25 and 0 to 0.21, and the Kendall harmony coefficients were 0.209 and 0.135, respectively, with statistically significant differences (P < 0.001). The final established index system included 3 first-level, 10 second-level, and 29 third-level indicators. According to the weights computed by the AHP, first-level indicators were ranked as "Process quality" (39.81%), "Structure quality" (36.67%), and "Outcome quality" (23.52%). Among the secondary indicators, experts paid the most attention to "Teaching staff" (23.68%), "Implementation of teaching rules and regulations (14.14%), and "Teaching plans" (13.20%). The top three third-level indicators were "Level of teaching staff" (12.62%), "Structure of teaching staff" (11.06%), and "Implementation of the management system for teaching objects" (7.54%). Conclusion: The constructed evaluation index system of clinical nursing practice teaching quality is scientific and reliable, with reasonable weight. The managers' focus has shifted from outcome-oriented to process-oriented approaches, and more focus on teaching team construction, teaching regulations implementation, and teaching design is needed to improve clinical teaching quality. [ABSTRACT FROM AUTHOR]

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

Purpose: Researchers have opined that the quality of commitment to pedagogical approaches by lecturers is one of the most important factors in determining student academic success. The purpose of this paper is to analyse the mediating effect of research informed teaching on the relationship between lecturer commitment to use of pedagogical approaches and teaching quality, with a view towards enabling delivery of high quality teaching and learning in HEIs. Design/methodology/approach: The research is based on an online survey of the perception of 186 undergraduate and postgraduate students in four major UK universities. Covariance-based structural equation modelling (SEM) methodology was used to quantity and clarify the influence of lecturers' pedagogical attributes on teaching quality, mediated by research-informed teaching. Findings: Findings reveal that: lecturers' pedagogical attributes have significant positive effect on teaching quality, research-informed teaching have significant positive effect on teaching quality, lecturers' pedagogical attributes have weak positive effect on research-informed teaching, and research-informed teaching partially mediates (indirect effect) the relationship between lecturers' pedagogical attributes and teaching quality. Practical implications: Structural equation models are useful for clarifying concepts in pedagogy and have implications for education managers on how to improve teaching and learning in HEIs. Originality/value: The paper presents a unique quantitative model for measuring the degree of teaching quality in universities. [ABSTRACT FROM AUTHOR]

Course quality is the core of talents training, but Microbiology under the traditional teaching model can no longer meet the higher requirements of "double first-class" construction. According to the university's feature, professional advantages and the standard of "High Stage, Innovation and Challenge", we carried out the reform and construction of Microbiology from four aspects: building an excellent teaching team, optimizing and expanding the course content, innovating the education and teaching model, and strengthening the ideological and political construction of the curriculum. We demonstrated the innovation by reshaping teaching ideas, optimizing course content, changing teaching methods and promoting ideological and political education in the curriculum. The frontier of discipline development, academic research results and industry development trends were introduced into the curriculum to highlight its high-level nature. The academic challenge degree was enhanced by stimulating students' interest, scientific thinking, innovation ability and value shaping. The practice showed that the teaching quality has been significantly improved. It has certain reference value for the curriculum construction of local colleges and universities. [ABSTRACT FROM AUTHOR]

Utilizing performance prediction models to predict students' graduation outcomes can offer crucial data support for academic early warning systems in higher education institutions, potentially becoming an essential tool for enhancing teaching quality. Therefore, in order to build a more accurate performance prediction model, a performance prediction method based on Gaussian process regression is proposed, and a series number of random experiments are carried out on the real performance data of seven majors such as broadcast and television directing major in a university to verify the effectiveness and feasibility of the method. The experimental results show that the proposed method has higher prediction accuracy and stability, and can provide effective reference for improving teaching quality. [ABSTRACT FROM AUTHOR]

Purpose: The Covid-19 pandemic has become a challenging time for education worldwide. Though different modes of distant learning have already become widely used at many of Higher Education Institutions (HEIs) long before the pandemic, the lockdowns involved total migration of teaching on various platforms of learning content management despite a level of available technological support and skills of teachers. These forced innovations have had a significant impact on the quality of teaching which has not yet been fully assessed in research. Student perception of the change learning environment and their assessment of the quality of the education they received are one of the little-studied problems. The paper presents the study results on how students are satisfied with the teaching quality ensured by different modes of instruction. Design/methodology/approach: The University of Information Technology and Management has implemented the Course Experience Questionnaire which is a standard tool for semester assessing the quality of courses. For this research in total 40,734 surveys were collected. The study covers the 4 years 2019-2022. Findings: The statistical analysis of research shows the instruction mode itself does not have a noticeable effect on the acquired knowledge and skills. The technological maturity of the teaching staff these days is a necessity. Practical implications: What outcomes and implications for practice, applications and consequences are identified? How will the research impact upon the business or enterprise? What changes to practice should be made as a result of this research? What is the commercial or economic impact? Not all papers will have practical implications. Originality/value: The results of the research and observations show that timely intervention of IT experts and high-performance infrastructure are the pre-requisites needed to teach with ease in traditional, hybrid and online forms. [ABSTRACT FROM AUTHOR]

Classroom observation rubrics are a widely adopted tool for measuring the quality of teaching and provide stable conceptualisations of teaching quality that facilitate empirical research. Here, we present four statistical approaches for analysing data from classroom observations: Factor analysis, Rasch modelling, latent class or profile analysis, and formative measurement models. Each statistical model conceptualises the latent variable differently, which may or may not align with the observation rubric's conceptualisation of teaching quality. We discuss the differences across these models, focusing on the alignment between the rubric's conceptualisation of teaching quality and the model's modelling of the latent variable. We discuss the need to align model selection with observation rubric so that the measured teaching quality reflects the theoretically conceptualised teaching quality. [ABSTRACT FROM AUTHOR]

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

This article presents a review of the research into the use of virtual reality (VR) for preservice teacher education. In addition to generating a description of the nature of VR, the analysis of the 24 included studies showed that the use of VR in preservice teacher education can have several benefits for student teachers and their educators, such as practicing professional competence in safe and diverse VR environments, the possibility of monitoring student development with VR, the use of learning environments that would not be accessible, and distance education for student teachers when schools for internships are located too far away from a teacher training institute. Although research into the effects of the use of VR in preservice teacher education is still limited, the results thus far indicate positive effects on student teachers' motivation, self-efficacy, and various classes of teacher skills. We reflect on the challenges with respect to designing VR environments for preservice teacher education and on studying VR effects on teaching quality and student learning outcomes. [ABSTRACT FROM AUTHOR]

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

College teacher educators play a crucial role in improving teaching quality and have a significant impact on educational development. They must engage in a process of self-growth to achieve personal development, considering the interaction between individuals and their environment. This process involves deep exploration of their knowledge, skills, and attitudes, as well as an understanding of the broader institutional and cultural contexts. Through self-reflection and continuous learning, college teacher educators can foster personal growth by acquiring new teaching strategies, developing effective communication and interpersonal skills, and cultivating a reflective and adaptive teaching practice. Collaboration with colleagues, engagement with professional communities, and involvement in educational research and innovation are also essential aspects of personal growth. Creating supportive environments that facilitate the continuous development of college teacher educators is crucial for enhanced teaching quality and educational advancement. In this study, an artificial neural network (ANN) was employed to estimate the impact of changes in knowledge and skill development and reflection and continuous learning on the acquisition of new educational strategies, development of communication and interpersonal skills, and reflective and adaptive practice. The ANN's predictions indicate that increasing reflection and continuous learning has a more positive impact on acquiring new educational strategies compared to increasing knowledge and skill development alone. Additionally, when both knowledge and skill development and reflection and continuous learning are combined, it results in substantial growth in the development of communication and interpersonal skills and reflective and adaptive practice. The accuracy of the neural network's predictions was evaluated using linear regression, showing an acceptable level of error when compared to the experimental results.

Focusing on systematic observation, one of the most potent methods of studying teaching quality, represents one of the numerous contributions of Daryl Siedentop to the profession. While he had a clear focus on issues of validity and reliability concerning systematic observation, over the past decades, attention to such issues appears to have eroded. By drawing on Siedentop's contribution to systematic observation and the guidance he provided on gathering quality data, in this paper we discuss the lessons learned from his work regarding what needs to be observed, how, by whom, and under what conditions – all addressing important validity and reliability issues. We argue that closely attending to these issues is critical not only for reinvigorating a research field initiated by scholars such as Siedentop but also for restoring its key role in studying teaching quality. [ABSTRACT FROM AUTHOR]

The purpose of the study is to analyze the views on Teaching Assistant Practice (TAP) gathered from five senior English Language Teaching (ELT) students. The primary aim is to investigate and reveal how TAP affects EFL pre-service teachers’ teaching quality. The study was designed using a qualitative approach and a purposive sampling approach. The data was collected using open-ended questions and was analyzed using the qualitative content analysis approach. Based on the evidence, significant themes regarding the TAP were discovered. The following were the themes: excelling on pedagogical content knowledge and teaching quality, raising awareness, and improving teacher roles, the benefits of being professionally present as a teacher in the classroom, and the enhancement of multitasking. It was concluded that with the responses obtained from the prospective teachers, the themes mentioned create a positive atmosphere for them to sharpen their practical teaching skills in a professional sense.

Abstract Background Self-efficacy plays an important role in enhancing the teaching capabilities of attending physicians (APs). The clinical ladder (CL) is an educational approach developed in the field of nursing education that increases difficulty in an incremental manner. However, no previous study has confirmed the effectiveness of CL in medical education. Therefore, this study aimed to examine the effect of clinical clerkship integrated with clinical ladder (CC-CL) on the self-efficacy of APs. Methods Sixth-year medical students participated in CC-CL for 6 months starting from April 2023, and the changes in the self-efficacy of APs were retrospectively evaluated. The students were trained by the APs concurrently, and the achievement levels of each student were shared. The primary outcome measure was the physician teaching self-efficacy questionnaire (PTSQ) score. The PTSQ scores before and after CC-CL were analyzed using the Wilcoxon matched-pair signed-rank test. Results Fifteen APs from the Department of Pediatric and Child Neurology were included in this study. No significant difference was observed in the total PTSQ scores of the APs before and after CC-CL. However, a significant increase was observed in the PTSQ score of APs who participated for at least 2 h per week over a period of more than 3 months (n = 8) after CC-CL (p = 0.022). Furthermore, APs who had received their pediatrician certification

Naya Huang,1,&ast; Yiying Xiao,2,&ast; Wei Chen,1 Xin Wang1 1Department of Nephrology, The First Affiliated Hospital, Sun Yat-Sen University, Guangzhou, China; Key Laboratory of Clinical Nephrology of the NHC (Sun Yat-Sen University) and Guangdong Provincial; Key Laboratory of Nephrology, Guangzhou, 510080, People’s Republic of China; 2School of Medicine, Sun Yat-Sen University, Shenzhen, Guangdong, 518170, People’s Republic of China&ast;These authors contributed equally to this workCorrespondence: Wei Chen; Xin Wang, Department of Nephrology, The First Affiliated Hospital, Sun Yat-Sen University, Guangzhou, China; Key Laboratory of Clinical Nephrology of the NHC (Sun Yat-Sen University) and Guangdong Provincial; Key Laboratory of Nephrology, Guangzhou, 510080, People’s Republic of China, Tel +86-20-87766335, Email chenwei99@mail.sysu.edu.cn; wangxin8@mail.sysu.edu.cnBackground: A minor difference in college entrance examination scores can result in vastly different educational resources in China, so it has been debated whether it is the difference in the student population or the difference in educational resources that causes the difference in medical graduates. We aimed to evaluate the effects of entry grades on students’ academic performance under homogeneous educational resources.Methods: Students in grade 2016 with 13-point difference in the average admission scores of 2 medicine schools in Sun Yat-sen University were educated in mixed classes and were taught with the same educators during the 5 years of undergraduate period. The grades, graduation, and postgraduate enrollment rates of the students were compared between the two campuses.Results: The average admission scores for Shenzhen Campus (SZC) students are 13 points lower than those of Guangzhou North Campus (GZNC) (613 points vs 626 points). After 5 years of homogeneous education, comparing the GZNC students with the SZC students, there were no significant differences in the average total score (80.2 ± 4.6 vs 80.0 ± 5.6, P = 0.691), the average compulsory course (78.9 ± 3.4 vs 78.4 ± 6.1, P = 0.438), the average core course score (78.8 ± 7.4 vs 78.7 ± 5.0, P=0.860) and the average clerkship score (85.1 ± 7.2 vs 84.6 ± 2.7, P=0.275). However, the completion rate for SZC was higher than for GZNC (93.94% vs 86.27%, P=0.009). There was no statistical difference in postgraduate enrolment between the two institutions (P=0.758).Conclusion: Given the same educational resources, more medical students with lower entrance scores completed their studies and achieved the same percentage of postgraduate acceptance. This finding suggests that a key component of improving the quality of medical higher education in China may be to further rationalize the allocation of high-quality educational resources, rather than to pursuing students with high entrance examination scores.Key Messages: 1. Undergraduates from two medical schools with different average admission scores were educated with the same resources during the 5-year undergraduate period. After 5 years of homogeneous education, more students with lower entrance scores completed their studies and achieved the same percentage of postgraduate acceptance. 2. The key to improving educational quality is to optimize educational resources, not just to recruit high-scoring students.Keywords: medical education, teaching quality, student quality, education sources