Am I getting my point across? Microstructure of English classroom discourses by Acehnese teachers

For English teaching practice, productive talks that spur students’ comprehension, creativity, and problem-solving ability are vital. This research aimed at finding out the spoken discourse based on six phases of microstructure in English classrooms. The data were obtained recordings and observations of two English teachers, chosen through purposive sampling, from Islamic senior high schools in Aceh. The data were concerned with the lexical density or the ratio of content to grammatical or function words within a clause. They were analyzed through thematic analysis which consists of five steps: data familiarization, code generation, theme search, themes revision, and theme definition. It was found that the total lexical density obtained by the first teacher in Class A was 63.66% and in class, B was 66.52%, while the second teacher in Class A was 71. 74% and in Class B was 68.12%. The second teacher 2 in Class A had a higher lexical density than the first teacher even though both of them are considered to produce a high lexical density of around 60-70%. The formality of spoken discourse of the two teachers shows that the first teacher produced 172.5 while the second teacher produced 184. It means that the second teacher's spoken discourse was more formal than the first teacher’s discourse. To analyze the utterances of teachers and to find the density of language used in the classrooms during the teaching and learning process is important because they implicitly inform whether the language used is understandable for the students or not.

Importance of Pedagogical Practice in Formation of Professional Competencies in Future Teachers

Research relevance: the issues of organizing and conducting teaching practice at Osh State University are relevant in connection with the increase and improvement of teachers and students educational activities in general. Research objectives: to reveal the goals, objectives, content and criteria for assessing adaptation, vocational-base and vocational-profile practice. Research materials and methods: the article construction based on analysis of educational standards on pedagogical practice, on the main goals and objectives definition in adaptational-pedagogical practice. Research results: experience of organizing and conducting pedagogical practice can be theoretically and practically useful for several pedagogical universities. Conclusions: based on specialties specifics, methodological departments of pedagogical faculties have developed educational methodological complexes and syllabuses for each type of pedagogical practice.

Research on Teaching Practice of Blended Higher Education Based on Deep Learning Route

This paper establishes a hybrid education teaching practice quality evaluation system in colleges and constructs a hybrid teaching quality evaluation model based on a deep belief network. Karl Pearson correlation coefficient and root mean square error (RMSE) indicators are used to measure the closeness and fluctuation between the effective online teaching quality evaluation results evaluated by this method and the actual teaching quality results. The experimental results show the following: (1) As the number of iterations increases, the fitting error of the DBN model decreases significantly. When the number of iterations reaches 20, the fitting error of the DBN model stabilizes and decreases to below 0.01. The experimental results show that the model used in this method has good learning and training performance, and the fitting error is low. (2) The evaluation correlation coefficients are all greater than 0.85, and the root mean square error of the evaluation is less than 0.45, indicating that the evaluation results of this method are similar to the actual evaluation level and have small errors, which can be effectively applied to online teaching quality evaluation in colleges and universities.

ARISTÓTELES E O DEBATE EDUCACIONAL:UMA ANÁLISE A PARTIR DA PEDAGOGIA HISTÓRICO-CRÍTICA

This article deals with a classic of educational reflection, both from the point of view of research and from the point of view of teaching practice: the philosopher Aristotle from the contributions of Historical-Critical Pedagogy. It is not a matter of literally "applying" the views of this thinker in a hasty and uncritical way to school and research in contemporary education without major concerns. On the contrary, we understand that the study of Aristotelian work, as well as of Greek society, can provide subsidies for understanding the importance of the classics in education. This text deals withthe social and historical bases of Greece and the elements present in the work "Ethics to Nicomaches", which help to understand the particularity of the educational dimension and the relevance of human culture developed for the development of individualities in formation.

Digital Twins by Physical Education Teaching Practice in Visual Sensing Training System

The paper expects to improve the efficiency and intelligence of somatosensory recognition technology in the application of physical education teaching practice. Firstly, the combination of induction recognition technology and the Internet is used. Secondly, through the Kinect sensor, bone data are acquired. Finally, the hidden Markov model (HMM) is used to simulate the experimental data. On the simulation results, a gait recognition algorithm is proposed. The gait recognition algorithm is used to identify the motion behaviour, and the results are displayed in the Web (World Wide Web) end built by the cloud server. Meantime, in view of the existing problems in the practice of physical education, combined with the establishment and operation of the Digital Twins (DTs) system, the camera source recognition architecture is carried out since the twin network and the two network branches share weights. This paper analyses these problems since the application of somatosensory recognition technology and puts forward the improvement methods. For the single problem of equipment in physical education, this paper puts forward the monitoring and identification function of the cloud server. It is to transmit data through Hypertext Transfer Protocol (HTTP) and locate and collect data through a monitoring terminal. For the lack of comprehensiveness and balance of sports plans, this paper proposes a scientific training plan and process customization based on Body Mass Index (BMI), analyses real-time data in the cloud, and makes scientific customization plans according to different students’ physical conditions. Moreover, 25 participants are invited to carry out the exercise detection and analysis experiment, and the joint monitoring of their daily movements is tested. This process has completed the design of a feasible and accurate platform for information collection and processing, which is convenient for managers and educators to comprehensively and scientifically master and manage the physical level and training of college students. The proposed method improves the recognition rate of the camera source to some extent and has important exploration significance in the field of action recognition.

Peningkatan Keterampilan Dasar Mengajar Mahasiswi PGPAUD pada Kelas Microteaching Melalui Metode Drill and Practice

Microteaching is a compulsory subject taken by students of program study PG PAUD semester VI. The purpose of this activity is to improve understanding and basic skills of teaching PAUD students in Microteaching classes using drill and practice methods. The research method used in this research is Classroom Action Research, there are 4 stages in this activity, namely: planning, action, observation and reflection. The data collection technique used an observation technique using an observation sheet related to eight basic teaching skills and the data analysis technique used was descriptive qualitative. The results of this research in the practice session of cycle II there was an increase in almost all female students who succeeded and were able to apply the eight basic teaching skills in their teaching practice, only a few who had not succeeded because they could not control time, were still nervous and this could be overcome with a lot of work practice, and still having difficulty in choosing the right language and easy to understand for early childhood. Recommendations from this research are aimed at educational stakeholders where this increase occurs because of the training process (practice) that occurs repeatedly and the evaluation or reflection of each student who appears, there are real and direct examples of being able to develop every aspect of basic teaching skills in each student.

Second or foreign language learning through watching audio-visual input and the role of on-screen text

This article discusses research into the role of audio-visual input for second language (L2) or foreign language learning. It also addresses questions related to the effectiveness of audio-visual input with different types of on-screen text such as subtitles (i.e., in learners’ first language) and captions (i.e., subtitles in the same language as the L2 audio) for L2 learning. The review discusses the following themes: (a) the characteristics of audio-visual input such as the multimodal nature of the input and vocabulary demands of video; (b) L2 learners’ comprehension of audio-visual input and the role of different types of on-screen text; (c) the effectiveness of audio-visual input and on-screen text for aspects of L2 learning including vocabulary, grammar, and listening; and (d) research into L2 learners’ use and perceptions of audio-visual input and on-screen text. The review ends with a consideration of implications for teaching practice and a conclusion that discusses the generalizability of current research in relation to suggestions for future research.

Pre-Service Teachers’ Reflective Practice and their Teaching Practicum Beliefs

While learning assessment serves as feedback for teachers in maintaining or improving teaching practice, reflective practice play can be seen in how pre-service teachers plan, design, implement and evaluate their teaching approaches. Practicing reflection can help pre-service teachers starting to embrace the value and passion of teaching which manifests in their professional teaching practice. This study was conducted to determine the reflective practice of pre-service teachers and their teaching practicum experience. Involved in this study were 103 pre-service teachers from the government Teacher Education Institution. The study used self-developed survey questionnaires on pre-service reflective practice and beliefs about their teaching practicum. Results showed that there is a significant relationship between the reflective practice of pre-service teachers and their beliefs about teaching practicum. On the other hand, reflective practice as well as the beliefs of male and female pre-service teachers about their teaching practicum does not have a significant difference. Teacher educators should impart reflective practice as part of their teaching practicum. For further research, a wide scope of study may be conducted involving different Teacher Education Institutions in private and public Higher Education Institutions to verify the findings in this study.

Outside Training of Spanish University Students of Education for the Didactic Application of Cinema: Formal, Non-Formal, and Informal Perspectives

Nowadays, audiovisual media play a central role in access to information and in personal relationships. Among the audiovisual media is cinema, which due to its heterogeneous nature, can fulfill diverse educational functions. The objective of this study was to learn about the training that future teachers in Spain receive outside of their teaching degree for the didactic use of cinema. In addition, we sought to understand the influence of training on perceptions regarding the educational potential of cinema and the predisposition to its use. Using a quantitative approach, information was collected from 4659 students from 58 Spanish universities. The questionnaire used covered perceptions about the potencialities of cinema as a didactic resource in pre-school and primary classrooms (PECID). The results showed that 95.1% of the students had not received training. In addition, we found a significant influence of training on their perceptions of the educational possibilities of cinema. Furthermore, we found an influence on their predisposition to use training in their future teaching practice. Overall, it is necessary to implement training actions to fill the gaps detected in favor of a quality education with active learning and linked to society.