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Background This qualitative study aims to explore senior doctors’ experiences and perceptions of their teaching roles in clinical settings at two hospitals, the Sultan Qaboos University Hospital (SQUH) and Royal Hospital of the Ministry of Health (RH), in the Sultanate of Oman. Methods In order to obtain an understanding of doctors’ clinical teaching experiences, this qualitative study uses critical realism as its methodology. In-depth semi-structured interviews were conducted with twenty-seven senior doctors at SQUH and RH. The three-layered realities of critical realism—the Empirical, the Actual and the Real, help generate rich findings and insightful analyses. Results The study shows that in the empirical domain, senior doctors perceived their educational roles in a wide spectrum from job titles to the relational nature of their teaching. It was also found that RH doctors felt their teaching roles are less valued than SQUH doctors due to their perception that the teaching mission of their hospital is not formally recognised. Interestingly in the actual domain, there is a lack of clear definition for medical teachers in policies. To explore this further, it is found that in the real domain, although dual missions of Omani hospitals, teaching and health care, are confirmed by Omani authorities, there is seen to be a neglect of educational roles at RH. It was also discovered that professional development offered by the Medical Education Unit (currently known as Medical Education and Informatics Department) for medical teachers is limited due to its exclusion of junior doctors, who do a good amount of clinical teaching. Further, it was perceived as a missed opportunity for the Ministry of Health to recognise medical teachers by not including teaching experience in the promotion criteria for all ranks of seniority. Conclusions This qualitative study offers an in-depth understanding of senior doctors’ experiences of clinical teaching at two hospitals in Oman. The lack of clear policies and formal recognition for doctors’ teaching roles, no protected time for teaching, and differential teaching rewards have made RH doctors feel their roles as medical teachers unvalued compared to SQUH doctors. For the Omani government, hospital doctors in Oman would benefit from a positive culture which values medical teaching, gives a sense of belonging for medical teachers in hospitals, offers clear definitions for their teaching roles in policies, and extends the professional development to junior doctors. The study is of value for future research investigating the balance of teaching with other duties of a doctor, and from different perspectives; for example, junior doctors, medical students and other health professionals.

This study aimed to explore how early childhood teachers engage science process skills for teaching science concepts in early childhood settings. Social constructivist theory was employed as the guiding framework for this study. Four Grade R teachers were purposefully selected and engaged through qualitative research methods. Data generation was informed by semi-structured interviews, classroom observations, and document analysis. Thematic data analysis was used to unpack the aim of the study. Results reveal that the low engagement of science process skills by participants was strongly influenced by their limited knowledge of content and science process skills when teaching the concepts. This finding implies that the training of early childhood teachers needs to improve and be supported with continuous development programs. This finding may inform teacher training programs and curriculum development efforts geared toward improving science education in the crucial early years of a child’s academic journey.

Purpose – Given that students were out of school in response to the COVID-19 pandemic public health measures, traditional teaching practices have been forced to switch to online mediated learning environments. This study represents the first research effort to capture the experience of Malaysian mathematics teachers about their teaching during the pandemic. This includes investigating digital education tools mathematics teachers used, issues they encountered, and the knowledge and skills they need to improve during the enforced online teaching situation. Methodology – This study employed a survey design and qualitative data were collected using an online questionnaire. A total of 202 primary and secondary mathematics teachers from Malaysia participated in the study. The data were analysed through thematic analysis and descriptive statistics. Findings – First, it was found that the mathematics teachers employed a variety of digital education tools during the pandemic and the most commonly used tool was WhatsApp. Second, the top two issues faced by the teacher respondents were due to internet problems and students’ engagement during the online learning. A particular striking finding revealed that three-fifths of the teacher respondents who were concerned about the issue of students’ engagement were secondary mathematics teachers. Third, findings of the study further clarified that most of the teacher respondents wanted to improve their technological skills. Significance – This study supports mathematics teachers in making informed decisions about their teaching during school closures. The findings of this study also serve to alert the education sector about the issues related to the implementation of online education in times of the pandemic. In general, this study necessitates in developing preparedness for future pandemics.

\"Leading teacher of Arabic, Munther Younes, explores the realities of teaching Arabic as a foreign language (AFL) and outlines his groundbreaking approach to instruction, tried and tested over many years at Cornell University.The Integrated Approach to Arabic Instruction introduces teachers to the features of an integrated Arabic program one that simultaneously teaches the two varieties of the language, Modern Standard Written Arabic, fuٍsٍhهa, and the dialect, هammiyya, in a way that reflects the authentic practice of native Arabic speakers. This pedagogy, Younes argues, is the most logical, effective and economical method of instruction as it prepares students fully for the realities of the Arabic diglossic situation.Younes takes teachers through the following ground:Consideration of the current Arabic sociolinguistic situation and key debates in the fieldOutline of changing student goals and the needs of the modern AFL learnerOverview of the Integrated Approach covering its rationale, features, implementation methods and usage of instructional materials in the classroomResponse to objections to the Integrated Approach, outlining its advantages over alternative practices and clarifying crucial issues in practice. The Integrated Approach to Arabic Instruction addresses a pressing issue deeply relevant to the world of Arabic language instruction, placed in the practical context of shifting attitudes among students and educators. It will be an essential resource for all teachers of Arabic as a Foreign Language.\"-- Provided by publisher.

PurposeWithin schools across the USA, mentees supported by mentors experience a number of potential benefits, including high job satisfaction, less attrition and more opportunities for professional/emotional guidance. However, these benefits are less understood in the context of formal mentorship specifically, as well as to what extent these supports apply to instructional practices. This study aims to address the minimally researched area of how being mentored might impact the instructional practices of teachers at all stages of their career.Design/methodology/approachBased on data recently published for the Teaching and Learning International Survey (TALIS) in 2018, this study examines the relationship of teachers with formally assigned mentors, the number of total years of teaching experience and instructional practices. US teachers who responded to the target survey questions (n = 1,934) were submitted to several one-way analyses of variance to determine (1) the potential relationships between the presence of a formal mentor and instructional practices and (2) how different groups of teachers with varying numbers of total years of teaching experience impacted these relationships.FindingsThe results found that the presence of a formal mentor predicted higher classroom management practices, clarity of instruction practices and cognitive activation activities for the combined sample (p < 0.05), and for teachers with 15 years or more of teaching experience, the presence of a formal mentor predicted higher classroom management and clarity of instruction practices (p < 0.05).Originality/valueThe results provide evidence for the use of formally assigned mentors beyond new teacher induction, but the nature of the formal mentorships in this study is unclear. Future research should further investigate descriptive cases of more inclusive formal mentorship programs.

\"Teaching Stephen King critically examines the works of Stephen King and several ways King can be incorporated into the high school and college classroom. The book is organized around three key themes: Variations of Classic Horror Tropes, Real Life Horror, and Playing with Publishing\"-- Provided by publisher.

This paper explains and analyses a virtual gamification experience developed by a teaching group from the University of Catania (Italy) and the University of Cordoba (Spain). A competition based on professional tasks about hydrological planning was implemented in two subjects on Hydrological Sciences. The teaching experience was designed to improve the acquisition of technical knowledge and skills needed for hydrological studies, promote the management of ICT and increase international cooperation between different universities; all aimed at making students more employable. The experience is transferable to different academic levels. Following the philosophy of soccer leagues, the students solved and presented the exercise by teams of two students. Through videoconference, the presentation and the explanation were done so the fans in each country supported their teams. The students found it a very challenging experience but at the same time, some of them were aware of their needs of improving technical knowledge, particularly Geographical Information Systems, and English language skills. Updating of tools and the schedule within the different academic calendar were their main organization handicaps. The main outcome of the presented experience is that social energy and enthusiasm associated to popular activities such as soccer led to improve the interest and the motivation of the students in challenging technical contents as well as teamwork and language transversal competences.