Contemporary Research on Learning Spaces and Teacher Effectiveness in Higher Education

Authors

  • Muhammad Shoaib Associate Professor, Department of Sociology, University of Gujrat, Gujrat, Pakistan
  • Kokab Shehzadi BS Student, Department of Sociology, University of Gujrat, Gujrat, Pakistan
  • Zaheer Abbas Associate Professor, Department of Sociology, University of Gujrat, Gujrat, Pakistan

Keywords:

Teacher Effectiveness, Learning Spaces, Classroom Environment, Higher Education, Inclusiveness

Abstract

This study aims to explore the classroom environment and teacher effectiveness specifically to create an inclusive learning environment for female students at higher education institutions. The basic purpose is to consolidate the published scientific research documents on classroom-inclusive environments for female students and teacher effectiveness in higher education. This review-based study seeks to provide a concise picture of classroom inclusive environment and teacher competency in several domains. Henceforward, this study has been based on the study findings of various published documents. The crux of the study findings reveals that teacher effectiveness creates an inclusive learning classroom environment for female students at higher education institutions in several countries. It also highlights the brief features of teacher competency and a classroom-inclusive learning environment specifically for female students. Similarly, several studies have been corroborated on teacher effectiveness and learning of female students at higher education institutions. The concluding remarks of the study depict that all the intersected factors of teacher competency have played pivotal roles in the interlinked factors of an inclusive classroom learning environment for female students in higher education.

References

Abdullah, F., & Shoaib, M. (2021). Psychosocial impacts of COVID-19 pandemic: a cross-sectional study of Mirpur, Pakistan. International Review of Sociology, 31(3), 1-17.

Ahmad, A., Shoaib, M., & Abdullah, F. (2021). COVID-19 black swan and personal protective equipment (PPE) in Pakistan. Health Education, 122(4), 365-373.

Ahmad, J., Ahmad, A., Shoaib, M., & Shaukat, B. (2021). Public Library Online Information Resources to Library Patrons during COVID-19 Pandemic: A Case of Higher Education Institutions. Library Philosophy and Practice, 1-14.

Ahmad, J., Shoaib, M., & Shaukat, B. (2021). Academic Library Resources and Services at Higher Education Institutions during COVID-19 Pandemic: A Case of Students’ Satisfaction. Library Philosophy and Practice, 1-17.

Ajayi, I. A., Ekundayo, H. T., & Osalusi, F. M. (2010). Learning Environment and Secondary School Effectiveness in Nigeria. Studies on Home and Community Science, 4(3), 137-142. doi:10.1080/09737189.2010.11885312

Aliakbari, M., & Tabatabaei, F. S. (2019). Iranian teacher education programmes: EFL student teachers perspectives on their future teaching abilities. Cogent Education, 6(1), 1665407. doi:10.1080/2331186X.2019.1665407

Alvarez, I., Guasch, T., & Espasa, A. (2009). University teacher roles and competencies in online learning environments: a theoretical analysis of teaching and learning practices. European Journal of Teacher Education, 32(3), 321-336. doi:10.1080/02619760802624104

Anwar, B., Shoaib, M., & Javed, S. (2013). Women’s autonomy and their role in decision making at household level: a case of rural Sialkot, Pakistan. World Applied Sciences Journal, 23(1), 129-136.

Anwar, B., Shoaib, M., & Mustafa, R.-e.-. (2022). Factors Influencing Students’ Willingness to Use Academic Library after COVID-19 Lockdown. International Information & Library Review, 35(2), 136-142.

Anwar, B., Shoaib, M., & Zahra, N. (2021). English Language Learning Skill at Tertiary Level: The Role of Classroom Environment and Interactive Demonstration. Pakistan Journal of Language Studies, 5(1), 1-17.

Avalos, B., & Bascopé, M. (2014). Future teacher trajectory research: Its contribution to teacher education and policy. Education as Change, 18(sup1), S19-S32. doi:10.1080/16823206.2013.877353

Averill, R., Drake, M., Anderson, D., & Anthony, G. (2016). The use of questions within in-the-moment coaching in initial mathematics teacher education: enhancing participation, reflection, and co-construction in rehearsals of practice. Asia-Pacific Journal of Teacher Education, 44(5), 486-503. doi:10.1080/1359866X.2016.1169503

Barnes, M., & Cross, R. (2020). Teacher education policy to improve teacher quality: Substantive reform or just another hurdle? Teachers and Teaching, 26(3-4), 307-325. doi:10.1080/13540602.2020.1832061

Bates, R. (2008). Teacher education in a global context: towards a defensible theory of teacher education. Journal of Education for Teaching, 34(4), 277-293. doi:10.1080/02607470802401388

Bawane, J., & Spector, J. M. (2009). Prioritization of online instructor roles: implications for competency‐based teacher education programs. Distance Education, 30(3), 383-397. doi:10.1080/01587910903236536

Brennan, M., & Willis, S. (2008). Sites of contestation over teacher education in Australia. Teachers and Teaching, 14(4), 295-306. doi:10.1080/13540600802037702

Brunsman, B. A. (2008). Assessing teacher competency: Five standards-based steps to valid measurement using the CAATS model. Applied Measurement in Education, 22(1), 104-107. doi:10.1080/08957340802558417

Buchanan, R., Mills, T., Edward, B., Mathieu, E., Snyder, M., Weitman, M., . . . Thurman, K. (2023). Teacher leadership collaborative: boundary-crossing spaces for teacher empowerment. Professional Development in Education, 49(6), 1152-1166. doi:10.1080/19415257.2023.2251161

Buczynski, S., Lattimer, H., Inoue, N., & Alexandrowicz, V. (2010). Developing a policy for an international experience requirement in a graduate teacher education program: a cautionary tale. Teaching Education, 21(1), 33-46. doi:10.1080/10476210903466935

Bullough Jr, R. V. (2015). Theorizing teacher identity: self-narratives and finding place in an audit society. Teacher Development, 19(1), 79-96. doi:10.1080/13664530.2014.978505

Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487. doi:10.1080/02619768.2020.1821184

Cisneros, R. E., Stamp, K., Whatley, S., & Wood, K. (2019). WhoLoDancE: digital tools and the dance learning environment. Research in Dance Education, 20(1), 54-72. doi:10.1080/14647893.2019.1566305

Clandinin, D. J., Downey, C. A., & Huber, J. (2009). Attending to changing landscapes: Shaping the interwoven identities of teachers and teacher educators †. Asia-Pacific Journal of Teacher Education, 37(2), 141-154. doi:10.1080/13598660902806316

Cochran-Smith, M. (2021). Exploring teacher quality: international perspectives. European Journal of Teacher Education, 44(3), 415-428. doi:10.1080/02619768.2021.1915276

Cochran-Smith, M., Baker, M., Burton, S., Chang, W.-C., Cummings Carney, M., Fernández, M. B., . . . Sánchez, J. G. (2017). The accountability era in US teacher education: looking back, looking forward. European Journal of Teacher Education, 40(5), 572-588. doi:10.1080/02619768.2017.1385061

Colak Oz, H., Aran, M., Aktakke, N., Üçkardeşler, E., & Hajhassan, Y. (2023). Inequalities in the home learning environment during the pandemic: a closer look at Syrian refugee children’s home learning environment in Türkiye prior to COVID-19. Vulnerable Children and Youth Studies, 18(4), 595-609. doi:10.1080/17450128.2023.2254038

Cone, L. (2022). Teachers on the market: Professional relations, desires, and ambiguities in digital teacher-to-teacher economies. Teachers and Teaching, 28(6), 742-756. doi:10.1080/13540602.2022.2098272

Craig, C. J., You, J., & Oh, S. (2014). Tensions in teacher community: competing commitments in the teaching of US middle school physical education. Journal of Curriculum Studies, 46(5), 697-728. doi:10.1080/00220272.2013.839004

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309. doi:10.1080/02619768.2017.1315399

Darling‐Hammond, L., Newton, X., & Wei, R. C. (2010). Evaluating teacher education outcomes: a study of the Stanford Teacher Education Programme. Journal of Education for Teaching, 36(4), 369-388. doi:10.1080/02607476.2010.513844

de Boer, E., Janssen, F. J. J. M., & van Driel, J. H. (2016). Using an Attribution Support Tool to Enhance the Teacher Efficacy of Student Science Teachers. Journal of Science Teacher Education, 27(3), 303-324. doi:10.1007/s10972-016-9461-8

Devine, D., Fahie, D., & McGillicuddy, D. (2013). What is ‘good’ teaching? Teacher beliefs and practices about their teaching. Irish Educational Studies, 32(1), 83-108. doi:10.1080/03323315.2013.773228

Dhindsa, H. S. (2005). Cultural learning environment of upper secondary science students. International Journal of Science Education, 27(5), 575-592. doi:10.1080/09500690410001673838

Donehower Paul, C., Bukaty, C. A., & Dieker, L. (2020). Teacher professional learning using simulation: a Delphi study. Teacher Development, 24(1), 21-32. doi:10.1080/13664530.2019.1694574

Eirín Nemiña, R., Gillanders, C., Leone, V., & Trigo, C. (2023). Expanding learning environments in initial teacher education. Pedagogies: An International Journal, 18(3), 519-533. doi:10.1080/1554480X.2022.2065995

Elstad, E. (2010). University‐based teacher education in the field of tension between the academic world and practical experience in school: a Norwegian case. European Journal of Teacher Education, 33(4), 361-374. doi:10.1080/02619768.2010.504948

Even-Zahav, A., Widder, M., & Hazzan, O. (2022). From teacher professional development to teacher personal-professional growth: the case of expert STEM teachers. Teacher Development, 26(3), 299-316. doi:10.1080/13664530.2022.2052947

Flores, M. A., & Craig, C. J. (2023). Reimagining teacher education in light of the teacher shortage and the aftershock of COVID-19: adjusting to a rapidly shifting world. European Journal of Teacher Education, 46(5), 772-788. doi:10.1080/02619768.2023.2294697

Gajda, R. (2008). States' Expectations for Teachers' Knowledge about School Law. Action in Teacher Education, 30(2), 15-24. doi:10.1080/01626620.2008.10463488

Galvin, C., Gehrmann, A., Madalińska-Michalak, J., Kost, J., Ananin, D., Farrell, R., . . . Salihovic, M. (2023). Pushing crisis response towards sustainable transformation? Reflections from a case analysis of crisis-framed policy actions on teacher education in three European settings. European Journal of Teacher Education, 46(5), 803-820. doi:10.1080/02619768.2023.2288811

García, S., Olsen, B., & Simbaqueba, A. (2021). Teaching quality in Colombia: analysing twenty years of awarding a national best-teacher prize. European Journal of Teacher Education, 44(3), 328-347. doi:10.1080/02619768.2021.1912006

Gill, L. J., Ramsey, P. L., & Leberman, S. I. (2015). From Chaos to Safe Transformation: The Emotional Intelligence Learning Environment Model. Journal of Organisational Transformation & Social Change, 12(3), 257-286. doi:10.1080/14779633.2015.1101253

Gong, Y., Young, A.-M., & MacPhail, A. (2023). The complexity of professional identity: Chinese university teachers teaching in physical education teacher education (PETE) programmes. European Journal of Teacher Education, 46(4), 707-726. doi:10.1080/02619768.2021.1972967

Goodwin, A. L. (2010). Globalization and the preparation of quality teachers: rethinking knowledge domains for teaching. Teaching Education, 21(1), 19-32. doi:10.1080/10476210903466901

Goodwin, A. L. (2020). Globalization, Global Mindsets and Teacher Education. Action in Teacher Education, 42(1), 6-18. doi:10.1080/01626620.2019.1700848

Goodwin, A. L., Madalińska-Michalak, J., & Flores, M. A. (2023). Rethinking teacher education in/for challenging times: reconciling enduring tensions, imagining new possibilities. European Journal of Teacher Education, 46(5), 840-855. doi:10.1080/02619768.2023.2299926

Gravett, S., & van der Merwe, D. (2023). Learning-centered lesson design and learning about teaching in a pre-service teacher education course. Cogent Education, 10(1), 2202123. doi:10.1080/2331186X.2023.2202123

He, Y., & Cooper, J. E. (2009). The ABCs for pre‐service teacher cultural competency development. Teaching Education, 20(3), 305-322. doi:10.1080/10476210902943256

Humphries, M. L., Williams, B. V., & May, T. (2018). Early Childhood Teachers' Perspectives on Social-Emotional Competence and Learning in Urban Classrooms. Journal of Applied School Psychology, 34(2), 157-179. doi:10.1080/15377903.2018.1425790

Kamimura, R., & Yoshida, F. (2003). Teacher-directed learning: information-theoretic competitive learning in supervised multi-layered networks. Connection Science, 15(2-3), 117-140. doi:10.1080/09540090310001611136

Kessler, M. A. (2021). The regulatory effects of high-stakes accountability in preservice teacher evaluation. Teaching Education, 32(2), 159-175. doi:10.1080/10476210.2019.1685485

Khamis, V. (2009). Classroom environment as a predictor of behaviour disorders among children with learning disabilities in the UAE. Educational Studies, 35(1), 27-36. doi:10.1080/03055690802648044

Khan, H. K. (2011). Becoming teacher educators in Pakistan: voices from the government colleges of education. Journal of Education for Teaching, 37(3), 325-335. doi:10.1080/02607476.2011.588022

Kim, T., & Reichmuth, H. L. (2021). Exploring cultural logic in becoming teacher: a collaborative autoethnography on transnational teaching and learning. Professional Development in Education, 47(2-3), 257-272. doi:10.1080/19415257.2020.1862278

Klemp, T., & Nilssen, V. (2017). Positionings in an immature triad in teacher education. European Journal of Teacher Education, 40(2), 257-270. doi:10.1080/02619768.2017.1282456

Kosnik, C., Cleovoulou, Y., Fletcher, T., Harris, T., McGlynn-Stewart, M., & Beck, C. (2011). Becoming teacher educators: an innovative approach to teacher educator preparation. Journal of Education for Teaching, 37(3), 351-363. doi:10.1080/02607476.2011.588027

Lee, K. T. (2005). Teachers using an integrated learning environment to cater for individual learning differences in Hong Kong primary classrooms. Technology, Pedagogy and Education, 14(3), 371-389. doi:10.1080/14759390500200212

Lee, S. Y. (2021). Rethinking teacher agency: cybernetics, action research, and the process-oriented rationality. Journal of Curriculum Studies, 53(6), 821-840. doi:10.1080/00220272.2020.1858451

Lerdpornkulrat, T., Koul, R., & Poondej, C. (2018). Student perceptions of learning environment: disciplinary program versus general education classrooms. Tertiary Education and Management, 24(4), 395-408. doi:10.1080/13583883.2018.1479768

Liao, W., & Hu, S. (2017). Chinese teachers’ perceptions of academically oriented teacher preparation. Journal of Education for Teaching, 43(5), 628-633. doi:10.1080/02607476.2017.1355084

Lin, C. Y., Kuo, T. H., Kuo, Y. K., Kuo, Y. L., Ho, L. A., & Lin, C. T. (2007). Practice makes better? A study of meditation learners in a classroom environment. Educational Studies, 33(1), 65-80. doi:10.1080/03055690600948216

Loughran, J. (2011). On becoming a teacher educator. Journal of Education for Teaching, 37(3), 279-291. doi:10.1080/02607476.2011.588016

Malm, B. (2009). Towards a new professionalism: enhancing personal and professional development in teacher education. Journal of Education for Teaching, 35(1), 77-91. doi:10.1080/02607470802587160

Margolis, J., Hodge, A., & Alexandrou, A. (2014). The teacher educator’s role in promoting institutional versus individual teacher well-being. Journal of Education for Teaching, 40(4), 391-408. doi:10.1080/02607476.2014.929382

Mariam, S., Anwar, B., & Shoaib, M. (2022). English for Specific Purposes: An Evaluation of 8Th Class Textbook of English. Jahan-e-Tahqeeq, 5(2), 112-119.

Mariam, S., Anwar, B., Shoaib, M., & Rasool, S. (2021). Literacy and Numeracy Drive: An Evaluation of Class Three English Textbook of Punjab. Journal of Critical Reviews, 8(2), 938-946.

Martinez, C. (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1), 2024936. doi:10.1080/2331186X.2021.2024936

Mayer, D., Mitchell, J., Santoro, N., & White, S. (2011). Teacher educators and ‘accidental’ careers in academe: an Australian perspective. Journal of Education for Teaching, 37(3), 247-260. doi:10.1080/02607476.2011.588011

Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate. Communication Education, 56(1), 1-17. doi:10.1080/03634520601009710

Mourlam, D. J., De Jong, D., Shudak, N. J., & Baron, M. (2019). A phenomenological case study of teacher candidate experiences during a yearlong teacher residency program. The Teacher Educator, 54(4), 397-419. doi:10.1080/08878730.2019.1590750

Murphy, T. R. N., Masterson, M., Mannix-McNamara, P., Tally, P., & McLaughlin, E. (2020). The being of a teacher: teacher pedagogical well-being and teacher self-care. Teachers and Teaching, 26(7-8), 588-601. doi:10.1080/13540602.2021.1913403

Nuttall, J., Brennan, M., Zipin, L., Tuinamuana, K., & Cameron, L. (2013). Lost in production: the erasure of the teacher educator in Australian university job advertisements. Journal of Education for Teaching, 39(3), 329-343. doi:10.1080/02607476.2013.799849

O’Doherty, T., & Harford, J. (2018). Teacher recruitment: reflections from Ireland on the current crisis in teacher supply. European Journal of Teacher Education, 41(5), 654-669. doi:10.1080/02619768.2018.1532994

O’Meara, J. G., Whiting, S., & Steele-Maley, T. (2015). The contribution of teacher effectiveness maps and the TACTICS framework to teacher leader professional learning. Journal of Education for Teaching, 41(5), 529-540. doi:10.1080/02607476.2015.1105538

Petty, T. M., Heafner, T. L., Farinde, A., & Plaisance, M. (2015). Windows into teaching and learning: professional growth of classroom teachers in an online environment. Technology, Pedagogy and Education, 24(3), 375-388. doi:10.1080/1475939X.2014.991422

Qiao, X., & Lai, M. (2019). Pre-service teachers’ job-related perceptions of teaching in rural areas: a study of the free teacher education programme in mainland China. Teachers and Teaching, 25(7), 782-799. doi:10.1080/13540602.2019.1693358

Reid, J.-A., & Hall, G. (2022). Looking back, looking forward: taking stock of teacher education at (another) crossroad. Asia-Pacific Journal of Teacher Education, 50(1), 8-22. doi:10.1080/1359866X.2021.2019676

Saito, M., Osaka, Y., & Watanabe, T. (2023). Our Search for Shutaisei: Self-study of Three University-Based Teacher Educators. Studying Teacher Education, 19(2), 128-146. doi:10.1080/17425964.2022.2137668

Schelfhout *, W., Dochy, F., & Janssens, S. (2004). The use of self, peer and teacher assessment as a feedback system in a learning environment aimed at fostering skills of cooperation in an entrepreneurial context. Assessment & Evaluation in Higher Education, 29(2), 177-201. doi:10.1080/0260293042000188465

Seoane, R. C., Jiménez, J. E., & Gutiérrez, N. (2020). Pre-service teachers’ implicit theories of learning to write. European Journal of Teacher Education, 43(2), 165-190. doi:10.1080/02619768.2019.1681964

Shoaib, M. (2021). Sociological Analysis of Teachers Perspectives on Students Academic Performance in Higher Education in the Punjab. (PhD Thesis). International Islamic University Islamabad, Central Library.

Shoaib, M. (2023a, September 22). Galvanising Bourdieu’s typology with Pakistani education and social class. The Nation, p. 4.

Shoaib, M. (2023b, December 05). Gender Differences in Academic Performance. The Nation.

Shoaib, M. (2023c). Leisure and Psychological Well-being of the Elderly: Nexus of Mass Media and Modern Technology. Pakistan Journal of Law, Analysis and Wisdom, 2(2), 1042–1053.

Shoaib, M., & Abdullah, F. (2020). Risk Reduction of COVID-19 Pandemic in Pakistan. Social Work in Public Health, 35(7), 557-568. doi:10.1080/19371918.2020.1806172

Shoaib, M., Abdullah, F., & Ali, N. (2020). Library Resources and Research Environment in Higher Education Institutions: Students’ Satisfaction. Library Philosophy and Practice, 1-18.

Shoaib, M., Abdullah, F., & Ali, N. (2021). A Research Visualization of Academic Learning Skills among Students in Higher Education Institutions: A Bibliometric Evidence from 1981 to 2020. Library Philosophy and Practice, 5579, 1-34.

Shoaib, M., Ahmad, A., Ali, N., & Abdullah, F. (2021). Trend of Research Visualization of Learning, Classroom, and Class Participation in Higher Education Institutions: A Bibliometric Analysis from 2001 to 2020. Library Philosophy and Practice, 5743, 1-26.

Shoaib, M., Ali, N., Anwar, B., & Abdullah, F. (2022). Library services and facilities in higher education institutions during coronavirus disease (COVID-19) in Pakistan. Journal of Information Science, 1-14.

Shoaib, M., Ali, N., Anwar, B., Rasool, S., Mustafa, R.-e., & Zici, S. (2021). Research Visualization on Teaching, Language, Learning of English and Higher Education Institutions from 2011 to 2020: A Bibliometric Evidences Library Philosophy and Practice, 5677, 1-27.

Shoaib, M., Ali, N., Anwar, B., & Shaukat, B. (2021). Plotting the Literature on Learning Outcomes and Academic Performance in Higher Education from 2001 to 2020: A Scientometric Analysis. Library Philosophy and Practice, 5919, 1-24.

Shoaib, M., Ali, R., & Akbar, A. (2021). Library Services and Facilities in Higher Education Institutions in Pakistan: Satisfaction of Patrons. Library Philosophy and Practice, 1-19.

Shoaib, M., Anwar, B., & Mustafa, R.-E.-. (2022). Moral Literacy and Islamic Values among Students at Tertiary Level. Al-Āfāq Islamic Research Journal, 2(2), 1-11.

Shoaib, M., Anwar, B., & Rasool, S. (2022). Factors Affecting EFL Teaching Skills at Higher Education Institutions in Pakistan: An Analysis of Teachers’ Perspective. Pakistan Journal of Language Studies, 15(1), 1-15.

Shoaib, M., Fatima, U., & Jamil, R. (2021). Academic Library and Students' Learning at University Level: Nothing is Pleasanter than Exploring a Library. Library Philosophy and Practice, 1-19.

Shoaib, M., Iqbal, S., & Tahira, G. (2021). Digitalization of Academic Libraries in Higher Education Institutions during COVID-19 Pandemic. Library Philosophy and Practice, 1-15.

Shoaib, M., Latif, B., & Usmani, F. (2013). Economic contribution changes the decision-making of working women; A case of Bhimben District-AJK. Middle-East Journal of Scientific Research, 16(5), 602-606.

Shoaib, M., Mustafa, R.-E.-., & Hussain, K. G. (2022). Revisiting Classroom Environment and Academic Performance of the Students in Higher Education Institutions. Pakistan Journal of Social Research, 4(3), 969-986.

Shoaib, M., Mustafa, R.-E.-., & Hussain, K. G. (2023). Citing the Empirical Shreds of Electronic Evidence on Pedagogical Skills Employing Bibliometric Analysis from 2001- 2020. Pakistan Journal of Social Research, 5(2), 1050-1062.

Shoaib, M., Naseer, A., & Naseer, N. (2023). Family Pressure, Social Media Influence, and COVID-19 Vaccination Hesitancy among Students at Higher Education in Pakistan. Pakistan Journal of Law, Analysis and Wisdom, 2(3), 295-307.

Shoaib, M., Rasool, D., & Anwar, D. (2021). Evaluating Research Support Facilities to University Students during COVID-19. Library Philosophy and Practice, 4953(1), 1-18.

Shoaib, M., Rasool, S., Anwar, B., & Ali, R. (2023). Academic library resources and research support services to English teachers in higher education institutions. Journal of Electronic Resources Librarianship, 35(1), 17-27.

Shoaib, M., Shaukat, B., Khan, M. N. A., & Saeed, M. (2013). Family Environment and the Concept of Tolerance among Family Members: A Case of Faisalabad-Pakistan. World Applied Sciences Journal, 23(1), 123-128.

Shoaib, M., Tariq, M., Shahzadi, S., & Ali, M. (2022). Role of Academic Libraries in Online Academic Activities during COVID-19 Outbreak at Tertiary Level: A Library is a Thought in Cold Storage. Library Philosophy and Practice, 1-19.

Shoaib, M., & Ullah, H. (2019). Female and Male Students’ Educational Performance in Tertiary Education in the Punjab, Pakistan. Pakistan Journal of Social Issues, X(1), 83-100.

Shoaib, M., & Ullah, H. (2021). Teachers' perspectives on factors of female students' outperformance and male students' underperformance in higher education. International Journal of Educational Management, 35(3), 684-699. doi:10.1108/IJEM-05-2020-0261

Shoaib, M., Usmani, F., & Abdullah, F. (2023). Plotting The Literature On Social Work Education From 1971-2020: A Scientometric Analysis. Pakistan Journal of Social Research, 5(2), 1347-1360.

Shoaib, M., Usmani, F., & Ali, N. (2022). Citing the Empirical Shreds on Social Welfare and Methods of Social Work Employing Bibliometric Analysis From 1971 to 2020. Pakistan Journal of Social Research, 4(3), 1113-1133.

Shojaei, R., Bagheri, M. S., & Rassaei, E. (2021). English teacher recruitment in Iran: A compatibility study with the global standards. Cogent Education, 8(1), 1944835. doi:10.1080/2331186X.2021.1944835

Smith, K. (2021). Educating teachers for the future school- the challenge of bridging between perceptions of quality teaching and policy decisions:reflections from Norway. European Journal of Teacher Education, 44(3), 383-398. doi:10.1080/02619768.2021.1901077

Smith, K. (2022). Balancing teacher educators’ researcherly and pedagogical dispositions – an example from Norway. Asia-Pacific Journal of Teacher Education, 50(4), 328-342. doi:10.1080/1359866X.2022.2073868

Smith, K., & Flores, M. A. (2019). The Janus faced teacher educator. European Journal of Teacher Education, 42(4), 433-446. doi:10.1080/02619768.2019.1646242

Soini, T., Pietarinen, J., Toom, A., & Pyhältö, K. (2015). What contributes to first-year student teachers’ sense of professional agency in the classroom? Teachers and Teaching, 21(6), 641-659. doi:10.1080/13540602.2015.1044326

Solheim, K., Roland, P., & Ertesvåg, S. K. (2018). Teachers’ perceptions of their collective and individual learning regarding classroom interaction. Educational Research, 60(4), 459-477. doi:10.1080/00131881.2018.1533790

Sundusiah, S., Rofiuddin, A., Suwignyo, H., & Basuki, I. A. (2019). Indonesian Senior High School student’s perspective of the poetry teacher’s role in authentic assessment of poetry writing. Journal of Poetry Therapy, 32(1), 37-52. doi:10.1080/08893675.2019.1548727

Sungur, S., & Senler, B. (2010). Students' achievement goals in relation to academic motivation, competence expectancy, and classroom environment perceptions. Educational Research and Evaluation, 16(4), 303-324. doi:10.1080/13803611.2010.523291

Swai, C. Z., Nkaizirwa, J. P., Hugo, A. K., Mahenge, C. A., & Komba, P. S. (2022). Strengthening Teacher Education in Tanzania: Student-Teachers’ and Tutors’ Satisfaction with College Facilities and Environment. Cogent Education, 9(1), 2070053. doi:10.1080/2331186X.2022.2070053

Tang, S. Y. F., Wong, A. K. Y., & Cheng, M. M. H. (2016). Examining professional learning and the preparation of professionally competent teachers in initial teacher education. Teachers and Teaching, 22(1), 54-69. doi:10.1080/13540602.2015.1023028

Tatto, M. T. (2021). Developing teachers’ research capacity: the essential role of teacher education. Teaching Education, 32(1), 27-46. doi:10.1080/10476210.2020.1860000

Tawarah, H. M. (2013). Teachers’ Effectiveness in Asking Classroom’s Questions and Their Interaction with Student Responses and Questions. International Journal of Educational Sciences, 5(2), 117-122. doi:10.1080/09751122.2013.11890068

Teven, J. J. (2007). Teacher Caring and Classroom Behavior: Relationships with Student Affect and Perceptions of Teacher Competence and Trustworthiness. Communication Quarterly, 55(4), 433-450. doi:10.1080/01463370701658077

Theelen, H., van den Beemt, A., & Brok, P. d. (2022). Enhancing authentic learning experiences in teacher education through 360-degree videos and theoretical lectures: reducing preservice teachers’ anxiety. European Journal of Teacher Education, 45(2), 230-249. doi:10.1080/02619768.2020.1827392

Thuen, E., Bru, E., & Ogden, T. (2007). Coping Styles, Learning Environment and Emotional and Behavioural Problems. Scandinavian Journal of Educational Research, 51(4), 347-368. doi:10.1080/00313830701485460

Tirri, K. (2014). The last 40 years in Finnish teacher education. Journal of Education for Teaching, 40(5), 600-609. doi:10.1080/02607476.2014.956545

Toom, A., Tiilikainen, M., Heikonen, L., Leijen, Ä., Mena, J., & Husu, J. (2019). Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice. Teachers and Teaching, 25(5), 536-552. doi:10.1080/13540602.2019.1652162

Toran, M. (2019). Does sense of efficacy predict classroom management skills? An analysis of the pre-school teacher’s professional competency. Early Child Development and Care, 189(8), 1271-1283. doi:10.1080/03004430.2017.1374258

Torrez, C. A. F., & Krebs, M. M. (2012). Expert Voices: What Cooperating Teachers and Teacher Candidates Say About Quality Student Teaching Placements and Experiences. Action in Teacher Education, 34(5-6), 485-499. doi:10.1080/01626620.2012.729477

Tran, N. H., Hallinger, P., & Truong, T. (2018). The heart of school improvement: a multi-site case study of leadership for teacher learning in Vietnam. School Leadership & Management, 38(1), 80-101. doi:10.1080/13632434.2017.1371690

Ullah, H., & Shoaib, M. (2021). Trend of Research Visualization of Sociology of Education from 2001 to 2020: A Bibliometric Analysis. Library Philosophy and Practice, 1-24.

Uredi, L. (2015). The Predictive Power of Classroom Teachers’ Self-efficacy Beliefs Related to Implementing the Constructivist Approach upon Their Level of Creating a Constructivist Learning Environment: A Mersin Case. The Anthropologist, 20(1-2), 256-267. doi:10.1080/09720073.2015.11891735

Valeeva, R. A., & Gafurov, I. R. (2017). Initial teacher education in Russia: connecting theory, practice and research. European Journal of Teacher Education, 40(3), 342-360. doi:10.1080/02619768.2017.1326480

Valle, A. M. (2017). Teachers’ intuitive interaction competence and how to learn it. European Journal of Teacher Education, 40(2), 246-256. doi:10.1080/02619768.2017.1295033

van Tartwijk, J., Veldman, I., & Verloop, N. (2011). Classroom management in a Dutch teacher education program: a realistic approach. Teaching Education, 22(2), 169-184. doi:10.1080/10476210.2011.567847

Vangsnes, V., & Økland, N. T. G. (2015). Didactic dissonance: teacher roles in computer gaming situations in kindergartens. Technology, Pedagogy and Education, 24(2), 211-230. doi:10.1080/1475939X.2013.853686

Varghese, C., Vernon-Feagans, L., & Bratsch-Hines, M. (2019). Rural classroom environments as contexts for teacher-child relationships. The Journal of Educational Research, 112(3), 411-420. doi:10.1080/00220671.2018.1545214

Von Esch, K. S. (2021). Identifying professional dissonance: teacher learning in job-embedded contexts and English-learner (EL)-focused teacher leadership. Language and Education, 35(4), 337-356. doi:10.1080/09500782.2021.1877299

Wallace, J., Scanlon, D., & Calderón, A. (2023). Digital technology and teacher digital competency in physical education: a holistic view of teacher and student perspectives. Curriculum Studies in Health and Physical Education, 14(3), 271-287. doi:10.1080/25742981.2022.2106881

Wang, Q. (2009). Designing a web-based constructivist learning environment. Interactive Learning Environments, 17(1), 1-13. doi:10.1080/10494820701424577

Williams, J. (2013). Boundary Crossing and Working in the Third Space: Implications for a teacher educator's identity and practice. Studying Teacher Education, 9(2), 118-129. doi:10.1080/17425964.2013.808046

Wilson, E., & Demetriou, H. (2007). New teacher learning: substantive knowledge and contextual factors. The Curriculum Journal, 18(3), 213-229. doi:10.1080/09585170701589710

Wubbels, T. (2011). An international perspective on classroom management: what should prospective teachers learn? Teaching Education, 22(2), 113-131. doi:10.1080/10476210.2011.567838

Wubbels, T., den Brok, P., Veldman, I., & van Tartwijk, J. (2006). Teacher interpersonal competence for Dutch secondary multicultural classrooms. Teachers and Teaching, 12(4), 407-433. doi:10.1080/13450600600644269

Wyk, M. M. v. (2012). Teacher Efficacy: The Use of Cooperative Learning Techniques in Economics Education in Free State Secondary Schools. International Journal of Educational Sciences, 4(3), 187-195. doi:10.1080/09751122.2012.11890041

Yan, X.-q., Zhou, Y.-y., Zhang, K., & Cui, G.-y. (2023). Perceived Teacher Enthusiasm and Professional Commitment: The Mediating Role of Boredom and Learning Engagement. Psychology Research and Behavior Management, 16(null), 1149-1163. doi:10.2147/PRBM.S400137

Yang, X., Zhou, X., & Hu, J. (2022). Students’ preferences for seating arrangements and their engagement in cooperative learning activities in college English blended learning classrooms in higher education. Higher Education Research & Development, 41(4), 1356-1371. doi:10.1080/07294360.2021.1901667

Žoncová, M., Vojteková, J., & Tirpáková, A. (2023). Distance Learning of Geographic Information Systems Using Google Classroom: Students’ Assessment and Perception. The Professional Geographer, 75(5), 763-775. doi:10.1080/00330124.2022.2148696

Zottmann, J. M., Goeze, A., Frank, C., Zentner, U., Fischer, F., & Schrader, J. (2012). Fostering the analytical competency of pre-service teachers in a computer-supported case-based learning environment: A matter of perspective? Interactive Learning Environments, 20(6), 513-532. doi:10.1080/10494820.2010.539885

Downloads

Published

31.12.2023

How to Cite

Muhammad Shoaib, Kokab Shehzadi, & Zaheer Abbas. (2023). Contemporary Research on Learning Spaces and Teacher Effectiveness in Higher Education. PAKISTAN JOURNAL OF LAW, ANALYSIS AND WISDOM, 2(03), 352–369. Retrieved from https://pjlaw.com.pk/index.php/Journal/article/view/v3i2352369

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)

1 2 > >>