Effective pedagogical interactions are an important prerequisite for the cognitive, emotional, and motivational development of students and the health of teachers. Yet the dynamics of pedagogical interactions have not yet been sufficiently conceptualized or adequately researched from multiple perspectives. The INTAKT study addresses these gaps by investigating teachers’ and students’ behaviors and experiences in secondary school classes–from their subjective perspectives (insider view) and by classroom observations (external view). In this paper, we present the INTAKT pilot study, which examined the feasibility of this multi-perspective approach in 16 classes (
n
= 209 students). Descriptive analyses yielded insightful results on the (perceived) quality of 18 interaction features from the distinct perspectives in each participating class, e.g., visualized by radar charts. Effect sizes suggest substantial differences across perspectives, with the largest and most consistent discrepancy observed for cognitive activation (
d
′ > 1.0). We exemplify these results with two contrast groups built on observer ratings (low vs. high quality). A comparison of these two groups indicates that the perspective differences were larger in the low-quality group. In addition, we present how we translated the findings into personalized feedback reports for the participating teachers. As an outlook, we document preliminary psychometric diagnostics. In the discussion, we argue that the INTAKT approach is feasible and yields meaningful findings with high face validity. As for the feedback reports, we discuss their potential to support teachers in reflecting on and developing their instructional practice. Beyond that, we critically reflect on the pilot study's sample quality (small number of classes, convenience sample) and outline the main study's strategy to further analyze the scales’ psychometric properties and the generalizability of the observed effects.
The integration of Google Sites and Wizer.me has great potential to serve as an alternative platform to support digital mathematics learning in schools and was effective, although internet infrastructure constraints remained the primary technical challenge in the field.
The present research analyzes to what degree ‘learning by doing’ approaches are applied in the didactic planning of student teachers. Based on a constructivist-experiential paradigm, the study emphasizes that lesson planning is a reflective and evaluative action which displays pedagogical comprehension. A research-based qualitative documentary method was used to study five lesson plans with two reliable observation instruments. For quantitative scoring, attention was directed to items involving experiential structure and methodological coherence, whereas qualitative analysis identified themes of conceptual triangulation in which activities, resources and evaluation approaches were mutually associated. Results suggest that some lesson plans are well aligned with the experience, reflection, conceptualization, application framework, while others indicate a lack of bridging of theory to practice. Plans that scored highest used integrated themes and cohesive sequencing, while those that scored lowest were minimally evaluated and resource minimally aligned. The research fills important gaps in the literature for providing empirical findings on the implementation of experiential learning in the context of the Latin-American teacher education scene, as well as for discussing observation guides as an indication of meta-evaluation and staff training. This study provides an expandable and thought-provoking structure for enhancing the quality of didactic planning in teacher education, drawing attention to the ethical role of deliberate instructional design in supporting meaningful and effective learning.
Judith Maldonado Rivera· Higher Education for the Fut...· 0 citations
The implementation of Project-Based Learning (PjBL) in primary English classrooms is important to investigate because it enhances students’ motivation and engagement despite challenges in instructional practices and assessment. This study aims to explore the implementation of Project-Based Learning (PjBL) in primary English classrooms, focusing on planning, implementation, assessment, and the perceptions of teachers and students. This research employed a qualitative approach with a case study design conducted at Bali Kiddy Primary School. The participants consisted of English teachers and fifth-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, documentation, and self-reflection journals, and analyzed using the interactive model of data analysis, including data reduction, data display, and conclusion drawing. The findings reveal that PjBL has been implemented with several strengths, particularly in enhancing student motivation, engagement, collaboration, and confidence in using English. Students actively participated in group work and showed positive attitudes toward learning through projects. However, several challenges were identified, including limited alignment in lesson planning, unclear instructional guidance, time constraints, and assessment practices that focus more on final products rather than learning processes. Project-Based Learning has strong potential to improve English learning at the primary level by creating meaningful and student-centered learning experiences. Nevertheless, improvements in planning, instructional clarity, and comprehensive assessment strategies are necessary to optimize its implementation
Ni Made Arini Sasmita, L. Artini, Putu Suarcaya· International Journal of Edu...· 0 citations
Introduction Existing physical literacy (PL) assessment tools primarily evaluate enduring traits and provide limited insight into students’ immediate experiences during physical education (PE) lessons. This study aimed to develop and validate the QPE4PLimpact, a questionnaire designed to assess the situational impact of PE lessons on high school students’ PL. Grounded in a monist and phenomenological perspective, PL was conceptualized as an embodied and contextual construct encompassing physical, psychological-affective, cognitive, and social domains. Methods Questionnaire development followed a three-phase process involving (1) domain identification based on existing theoretical frameworks and expert consensus, (2) item generation and refinement via expert feedback and cognitive interviews, and (3) psychometric evaluation with exploratory and confirmatory factor analyses. Results The analyses supported a four-factor, 19-item structure with good reliability and satisfactory evidence of construct validity. Discussion The QPE4PLimpact provides a theoretically grounded and pedagogically relevant instrument for assessing the immediate, context-dependent expression of PL in PE lessons. It offers new opportunities for evaluating educational practices and supports future cross-cultural and longitudinal research.
Matthieu Stioui, Lisa Lefèvre, Cédric Roure et al.· Frontiers in Psychology· 0 citations
Purpose
:
To analyze how students perceive their PE teacher’s interpersonal style when a structured sequence of pedagogical approaches (student- and teacher-centered) is implemented and to examine whether this intervention leads to motivational outcomes.
Method
:
A preexperimental design with two measurement points was used, involving 58 third-year secondary students (
M
age
= 14.02,
SD
= 0.22). The intervention comprised three consecutive learning units. Pre–post differences were analyzed using repeated-measures multivariate analyses of variance.
Results
:
Significant increases in autonomy-supportive and structuring teaching styles, with significant reductions in controlling and chaotic teaching styles, were found. Students reported significant improvements in autonomy, competence, and relatedness satisfaction; intrinsic motivation; integrated, identified, and introjected regulation; and intention to be physically active, alongside reductions in autonomy frustration, external regulation, and amotivation.
Discussion/Conclusion
:
A structured pedagogical sequence can enhance students’ motivation and perceptions of teaching in PE, offering preliminary evidence that such sequencing may effectively guide coherent, adaptable, and inclusive instruction.
Pablo Uría-Valle, Javier Fernández-Río, Alexander Gil-Arias· Journal of teaching in physi...· 0 citations
Science Process Skills (SPS) are essential for developing students' conceptual understanding and scientific thinking. However, teacher-centered instruction and limited laboratory facilities hinder optimal SPS development. This study aims to analyze and synthesize the impact of Inquiry-Based Learning assisted by virtual laboratories on students' SPS using a Systematic Literature Review (SLR) approach. Literature was gathered from national and international journals (Google Scholar, ProQuest, ERIC) published between 2016 and 2025. Guided by PRISMA 2020 protocols across four selection stages, 15 relevant articles were systematically analyzed using qualitative descriptive methods. The findings reveal a consistent positive effect on SPS specifically observing, hypothesizing, experimenting, data analyzing, and communicating alongside increased student engagement. Effectiveness depends on inquiry type, teacher guidance, and instructional design. Although virtual labs cannot fully replace hands-on manipulative skills, this integrated approach offers an effective, flexible alternative for science education.
Robiatul Adawiah, Aulia Aulia, Lutfiatussolihah Lutfiatussolihah et al.· Indonesian Journal of STEM E...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
