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The purpose of this paper is to investigate vocational teaching behaviours in facilitating pedagogical practice concerning students' classroom engagement.

A mixed-method approach with quantitative classroom observations and qualitative field notes was conducted at two higher vocational institutions in Guangdong province, south of China. Sixty lesson observations were rated combining with supplementary field notes from 20 teacher participants analysed through a comparative coding process.

Means of dimensions of teaching behaviours and student engagement were calculated based on taking the averages of the means of items theoretically associated with each dimension. Through thematic analysis of observational notes, vocational instructions and students' engagement in vocational learning environment were more diversified in terms of vocational teaching practice, which manifested that vocational teaching behaviours focused more on adjusting students' practical learning.

The limitation is shown that the quantitative sample is small, yet affords greater depth of data for further discussion.

This study develops its setting and orientation by applying the classroom observation instrument into the Chinese high vocational context and offers more in-depth insights and exploration of the characteristics of teaching practice in vocational classrooms.

The aim of this paper is to explain how errors in policymaking contribute to the minimal impact that structural, curricular and cultural changes have made on teaching practice in American schools.

Drawing on the author's research legacy, the paper extends an historical analysis to explore and explain current dilemmas of change in schools and schooling.

Over the last century, educational reforms have most often led to first order classroom change, represented by the development of hybrids of old and new teaching practices. Second order change at the classroom level has proven elusive. Factors at the policymaking level that explain the minimal impact on classroom practice include a misplaced trust in structural reform, an understanding of schools as complicated rather than complex systems, and the tendency not to distinguish teacher quality from the quality of teaching.

The paper proposes that the lack of impact of reform on classroom practice is explained in large part by errors in assumptions and thinking that policymakers commit, a focus seldom explored in research.

This chapter will provide examples of how Chicano faculty teach and practice social justice in the U.S. college classroom, where subtle forms of racism operate through White privilege, and influence faculty credibility and authority. From a Latino Critical Theory (LatCrit) perspective, the authors address the question, What are the similarities and differences in classroom experiences of Chicano faculty in Predominately White Institutions (PWI) and Hispanic Serving Institutions (HSI)? In addressing this question, the authors will provide examples from their teaching experiences at both PWIs and HSIs, and how a Chicana/o-centered social justice perspective can help to mediate and overcome classroom challenges. The chapter will end with a discussion of how a social justice framework is necessary in college classrooms that are becoming increasingly diverse; and recommendations for how PWIs and HSIs can support Chicana/o faculty in endeavors to institutionalize a social justice framework in the college curriculum.

Emotional intelligence (EI) has been known to play an important role in teaching for long. Interactions, teaching environment, and emotional responses of students and instructors all have a demonstrable, complex interplay which spills over to behaviour. Particularly predictive and powerfully pattern-inducing in this regard, are emotional responses to events in the external environment. COVID-19 was a critical disruption in the teaching environment on account of its far-reaching effects over the modes and contents of instruction. Thus, there is a clear and present need to connect the emotional responses among students and instructors due to COVID-19 with the practice and interactions occurring during teaching. The authors present a narrative analysis based on qualitative inputs from instructors in a graduate course setting to find the effects of emotional responses to COVID-19 on teaching virtually. The authors bring in the concept of EI to explain the observations made from the analysis. The conclusions drawn are of direct and immediate importance for the future of teaching and learning in times of disruptions such as COVID-19. The study contributes by updating the knowledge base on emotion management in the classroom on the one hand, while adding to newer streams of research on virtual classroom settings and disruption-induced changes in teaching on the other hand. Some significant directions for praxis of business are also included.

The purpose of this paper is to analyse student performance and perceptions when a flipped classroom setting is used, in comparison with the traditional model.

The inverted learning model or “flipped classroom” is a pedagogical approach that attempts to reverse the traditional teaching and learning process, making the student the protagonist of their own learning, and is characterised by the theoretical contents being taught “outside the classroom”, allowing students to spend more class time carrying out other types of more practical activities that encourage much more active learning, such as enquiry exercises, problem solving, collaborative projects and so on. The study was conducted on a biology course of the Primary Education Bachelor’s Degree during the 2017/2018 academic year (n = 240).

The results revealed that better learning outcomes were achieved by students when the flipped classroom methodology was proposed. It has also been found that student perceptions of the teaching approach were more positive when the flipped model was followed. The flipped classroom methodology also seems to foster student participation and motivation more effectively than traditional teaching formats, mainly because the active learning activities that are carried out in this new educative approach manage to involve the students in their own learning processes.

Despite the enhanced popularity of flipped classroom research in multiple educational contexts and the growing number of studies published in recent years, there is little empirical evidence regarding the effect of the flipped classroom on learning outcomes and satisfaction in pre-service teachers.

This chapter reports on the results from several extended qualitative investigations of co-teaching in science and social studies content area classes, on both elementary and secondary levels. In these investigations, co-teaching partners were studied and interviewed over several years, with the view of uncovering attitudes and procedures closely associated with successful collaborative partnerships. In some cases, these investigations took place in the context of implementation of research-based instructional strategies. Analysis of data from these investigations revealed that there was considerable variability in the way co-teaching practices were implemented, the attitudes toward co-teaching expressed by teachers, and the success of the co-teaching partnerships. It was thought that several variables, including content expertise, concerns for high-stakes testing, and the personal compatibility of co-teachers played an important role in the success of the co-teaching relationship.

E-learning is a very popular concept in the education sector today, and one of the best ways to implement this is through blended learning. However, the implementation of blended learning program at Higher Education Institutions (HEIs) is quite new in Bangladesh. The purpose of this paper is to explore the concept of blended learning, how to construct a blended learning program, the benefits of blended learning and some prerequisites to implement blended learning program successfully at HEIs in Bangladesh.

Nature of the study is explanatory, descriptive as well as evaluative. Primary data were collected through face-to-face interviews using structured questionnaire having both open- and close-ended questions including personal observations. Secondary data comprise relevant documents available from government agencies, archives, and library and research organizations.

By utilizing the blended learning tools, HEIs in Bangladesh can achieve radical improvements in education quality as well as in the accessibility and cost-effectiveness of learning programs. Moreover, any innovative educational reform will be successful only when it is fully accepted and adopted by all the key stakeholders: students, parents, teachers, academic administrators, researchers and policy makers.

Several practical solutions have been presented in this paper: how to create a blended learning program, how to overcome the obstacles for successful implementation of blended learning and how to create a flipped classroom with the aid of technology.

A country’s soul and economic well-being depends to a large extent on the quality of their citizen’s education. Implementing innovative teaching programs within the education system will enhance the quality of education at HEIs in Bangladesh, creating more efficient labor force hence benefiting the overall society.

Originality in terms of exposing the hurdles that needs to be addressed for successful implementation of blended learning programs at HEIs in Bangladesh and providing an easy guideline to educators on how to create flipped classrooms.

The previous coronavirus disease 2019 (COVID-19) pandemic has forced pre-service English teachers to conduct their teaching simulation virtually. In the context of online teaching, social presence is vital for effective learning. This skill is perceived as a way to humanize the online learning process. This article explores how social presence is represented in the pre-service teacher's synchronous online classroom and how the development of social presence enables the pre-service teachers to develop their students' well-being and thus humanize online classrooms.

The current study draws upon case study research. The data were collected from (1) synchronous online teaching simulation recordings of pre-service English teachers from the Language Classroom Management course and (2) interview transcripts from three participants. Both data sources were transcribed, coded and analyzed. A two-step coding scheme for pre-service English teachers' social presence was adapted from the Community of Inquiry (CoI) coding template.

This study reports that all the three social presence categories (i.e. cohesive, affective and interactive) emerged from their online teaching simulation. In addition, the development of social presence to humanize online classrooms from the pre-service teachers was found in these stages: (1) having a role model for teaching, (2) showing respect and being friendly and (3) adjusting the language of instructions to the students' level.

This study has been limited to the pre-service teachers in one university only. Therefore, this needs to be tested in wider settings and contexts.

Theoretically, this study has added students' well-being as the element that connects social presence to the humanizing online classroom. Meanwhile, practically, in relation to teacher education, this paper also recommends the teaching stages leading to a more humanized online learning.

Current studies tend to describe social presence in experienced teachers' asynchronous online classrooms. Rarely did the studies explore social presence as practiced by pre-service teachers in the context of synchronous videoconferencing class. Furthermore, there has also been limited research connecting social presence with humanized classrooms.

In an effort to better prepare pre-service candidates to work with all students and to respond to the current collaborative team teaching trend within New York City public schools, the authors who are professors of bilingual education and inclusive education/disability studies, respectively, combined their student teaching seminars in bilingual education and childhood education, in order to: (1) provide a model of co-teaching as well as an experience and perspective of being a student in a classroom with two teachers; (2) provide pre-service candidates with ongoing access to the expertise of two professors during their student teaching experience; (3) engage pre-service teachers in critical conversations about identifying and resisting deficit constructions of both emergent bilingual students and students with disabilities; (4) engage in a self-study of teaching practice within this collaborative context; (5) consider how well our respective programs currently prepare pre-service teachers. The Self-Study of Teacher Education Practices approach gleaned data from the co-instructors’ weekly reflective journals and student evaluations to reveal multiple benefits of a collaborative classroom context for pre-service teachers as well as the professors. These benefits included a rethinking of academic structures, spaces for interconnectedness across fields, and increased professor and student learning. The findings challenge teacher educators to consider whether or not a traditional approach to teacher preparation truly offers pre-service teachers the tools to serve diverse students. The authors call on schools of education to transgress traditional academic boundaries to adequately prepare pre-service teachers for the 21st century classroom.

This study explores the factors that promote university teachers' switching intention from a traditional classroom to a smart classroom based on the push–pull–mooring (PPM) framework to enrich the theoretical research on the smart classroom and provide a reference for smart classroom promotion.

The proposed conceptual framework was developed from a comprehensive review of the related literature. This study tested and validated the proposed framework using a partial least square structural equation model based on 269 valid questionnaires.

(1) Perceived inefficiency, inquiry-based learning, future expectation and technical self-efficacy had significant effects on switching intention, while low participation, perceived usefulness and habit had no significant effects on university teachers’ switching intention in the smart classroom. (2) In the process of decision-making, the course category significantly moderates the impact of perceived inefficiency and technical self-efficacy on switching intention, while the user experience of smart classrooms significantly moderates the impact of perceived inefficiency on switching intention.

This study explains university teachers' switching intention from a traditional classroom to the smart classroom, which enriches the application area of the PPM framework.