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1
Plata-Ramíez, José Miguel. "Moving Towards Legitimate Participation. A Venezuelan Girl Learning English in an Iowa City Elementary School." Revista Electrónica Educare 21, no. 3 (August 5, 2017): 1. http://dx.doi.org/10.15359/ree.21-3.1.
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This qualitative case study seeks to understand and describe, in depth, the different learning processes in which a nine-year old, Venezuelan girl (Victoria) engaged to reaffirm her identity as a language learner and become a legitimate member of a community of practice during the first six months in an Iowa City Elementary School. Data collection included observations in class and at home, field notes, interviews, oral and written artifacts and e-mails. Analysis was made through a constant comparison of the data to reflect on the potential categorizations of the artifacts considering mainly two theoretical constructs: “legitimate peripheral participation” (Lave & Wenger, 1991) and “collaborative relations of power” (Cummins, 1996). Results suggest that students engage more actively in activities, which are designed to construct meaning through social participation. Legitimate participation in school activities helped Victoria improve her English language ability and reaffirm her identity. The speed with which she learned English at school is mainly due to the solid community of practice she had the fortune to participate in and Mrs. Brown’s mediation. The more she interacted, the better she performed; and the better she performed, the more she interacted. This research offers alternative ways to understand Victoria’s experience as a language learner, the complexity of a second language learning process, and the fundamental role teachers need to perform to mediate in the students’ learning to reaffirm their identities. This study represents an exemplary reflection of what we, as classroom teachers, SL/foreign language teachers, should do in our classrooms if we really want to offer students real opportunities to learn the language and help them reaffirm their identity as language learners.
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Dell’Angelo, Tabitha. "Down the Rabbit Hole: An Ethnodrama to Explore a Fantastical First Year of Teaching." Qualitative Inquiry 27, no. 1 (October 8, 2019): 77–84. http://dx.doi.org/10.1177/1077800419879192.
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Down the Rabbit Hole is an ethnodrama based on interviews with novice teachers teaching in historically underperforming and underresourced school districts. Each of the teachers interviewed completed a specialized program in urban teacher preparation. The main character in the play represents all of the teachers in the study and her dialogue is taken from the body of interview data. The dialogue from the other characters is also taken from the interviews and adapted to show the interactions described by the teachers. The script highlights the challenges of navigating the myriad of realities facing new teachers in high-needs contexts. This work begins with the full script and then includes a discussion of what the author learned and how this knowledge is being used to reshape her practice.
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Stringham, David A., and Alden H. Snell. "“CONSIDERABLE STRESS and MISERY”: A first-year music teacher’s experiences." Research Studies in Music Education 41, no. 1 (June 18, 2018): 81–98. http://dx.doi.org/10.1177/1321103x18773100.
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Preparing, inducting, mentoring, and retaining new music teachers remain concerns in our profession. This article began as a study of first-year music teachers who made regular entries in secure electronic journals and participated in mid- and end-of-year interviews. We initially sought to understand these new teachers’ experiences related to mentoring, professional development, collaboration, and standards-based instruction. Findings related to these topics were eclipsed, however, by challenging experiences that Elise, a first-year instrumental music teacher who participated in our study, reported. We used a narrative inquiry methodology to present Elise’s experiences in context of literature related to workplace incivility, gender, hierarchical structures, and emphasis on performance in instrumental music education. Based on findings, we offer recommendations for future research related to four stakeholder groups: pre-service teachers, early career in-service teachers, experienced in-service teachers, and administrators.
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Rikard, G. Linda, and Dominique Banville. "Effective Mentoring: Critical to the Professional Development of First Year Physical Educators." Journal of Teaching in Physical Education 29, no. 3 (July 2010): 245–61. http://dx.doi.org/10.1123/jtpe.29.3.245.
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The first year of teaching is a critical time for professional growth and teacher development requiring emotional and pedagogical support from an experienced mentor. To serve this need, many school districts and counties across the US have developed induction programs for beginning teachers. This study examined 20 First Year Teachers’ (FYT’s) experiences in a mentoring induction program conducted from 2006 to 2008. Data included phone interviews, questionnaires, and one-on-one interviews. Kram’s mentoring framework provided the theoretical model for describing stages of mentor-mentee relationships. In addition, a Continuum of mentor practices was developed to categorize the levels of mentor effectiveness as described by FYTs. Based on their perceptions, the effectiveness of mentoring practices varied greatly for these participants: nine teachers received adequate mentoring, while the remaining 11 teachers’ experiences indicated deficiencies. Mentors were trained and specifically matched with FYTs, yet, findings indicated that accountability measures were needed to adequately serve most of these FYTs.
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Smyth, Donna M. "First-Year Physical Education Teachers’ Perceptions of Their Workplace." Journal of Teaching in Physical Education 14, no. 2 (January 1995): 198–214. http://dx.doi.org/10.1123/jtpe.14.2.198.
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This study provides a description of how 12 first-year physical education teachers perceived their workplace, how it affected their first year of work, and how their workplace shaped their induction into the context of the school. Interviews were conducted at the end of each participant’s first year of teaching. All participants reported that the following workplace factors shaped their first year of teaching: the facilities, the presence or absence of teaching colleagues, the scheduling of classes, the community environment, and the students. In addition several “unarticulated” (Schein, 1988) factors were identified that represent additional themes of influence: the status of physical education in the schools, the teachers’ sense of efficacy, the testing of values, and the realities of the school as a social institution. The results of this study, together with information from the literature, suggest that despite modest efforts, many schools provide inadequate support for beginning teachers.
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Conway, Colleen. "Perceptions of Beginning Teachers, Their Mentors, and Administrators Regarding Preservice Music Teacher Preparation." Journal of Research in Music Education 50, no. 1 (April 2002): 20–36. http://dx.doi.org/10.2307/3345690.
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The purpose of this study was to evaluate the preservice music teacher preparation program at a large midwestem university (in this article called “BTU” for “Big Ten University”) through an examination of the perceptions of beginning teachers and their mentors and administrators. Primary research participants included seven first-year teachers from BTU's class of 1999 and seven first-year teachers from the class of 2000. Data from these participants included individual interviews, focus group interviews, teacher journals, classroom observations by the researcher, mentor interviews, administrator interviews, and responses on an open-ended “End-of-Year Questionnaire.”In addition, secondary participants (n = 11) completed the End-of Year Questionnaire regarding their first-year experiences and the teacher preparation program. Results and discussion include descriptions of the perceptions regarding the most valuable parts of preparation and the least valuable parts of preparation, as well as suggestions for preservice teacher preparation made by teachers, mentors, administrators, and the researcher. Issues of validity of results and transferability of findings to other settings are discussed in addition to possible implications for teacher education and music education program evaluation research.
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Solmon, Melinda A., Terry Worthy, and Jo A. Carter. "The Interaction of School Context and Role Identity of First-Year Teachers." Journal of Teaching in Physical Education 12, no. 3 (April 1993): 313–28. http://dx.doi.org/10.1123/jtpe.12.3.313.
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The interactive model views the teacher as a powerful socializing agent and establishes links between biographical characteristics and the demands of different contexts. This study describes the dynamic interaction of factors related to teacher role identity and school context. Specifically the goal was to employ case studies to examine the biographies of three first-year teachers to determine how individual perception of the teaching role impacts professional development during the first year of teaching. Using subject interviews, field notes, lesson plans, student performance data, and informal interviews with administrators and coworkers, a comparison was made between the cases to learn how the teaching perspectives of first-year teachers interact with school contexts. Results support the notion that the beginning teacher can be an active agent in controlling the direction of biography and social structures in the socialization process.
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Stevenson, Brian. "Collaborative practice re-energises bioscience teaching in schools." Microbiology Australia 31, no. 1 (2010): 27. http://dx.doi.org/10.1071/ma10027.
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This year marks the first decade of operations for the Gene Technology Access Centre (GTAC). The decade has seen a grassroots initiative by a small group of eminent research scientists and dedicated personnel from the University High School in Melbourne grow into a specialist education centre in cell and molecular biology that attracts over 6000 students and their teachers each year. GTAC has not only refocused student and teacher attention on the interdisciplinary nature of contemporary biology, but has also highlighted how a ?centre model for learning?, based upon collaboration and partnerships, can exist within ?the school system? and meet the needs of students and teachers from across Victoria and beyond.
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Syihabuddin, Syihabuddin. "Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistants." Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya 50, no. 1 (February 22, 2022): 63. http://dx.doi.org/10.17977/um015v50i12022p63.
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Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistantsIn 2019, there were 63.022 learners of Indonesian as a foreign language in Victorian schools, Australia. They were facilitated by 263 Indonesian Language for Foreign Speakers (BIPA) local teachers. Due to a shortage of BIPA local teachers, the Department of Education and Training Victoria had recruited language assistants from Indonesia. This study is aimed to describe the required skillsets of BIPA language assistants to support their duties. The data were collected through interviews, an inventory, observations, and stories of eight Indonesian language assistants with one year of experience. The findings reveal that the language assistants need to develop bicultural, personality and pedagogical competences. These competences should become the reference for developing workshop materials for future BIPA language assistants.Keywords: BIPA teachers, bicultural competences, personality competences, pedagogical competencesKompetensi bikultural, kepribadian, dan pedagogik dalam perspektif guru bantu BIPAPada tahun 2019 terdapat 63.022 siswa Victoria, Australia, yang mempelajari bahasa Indonesia sebagai bahasa asing. Mereka dibimbing oleh 263 guru BIPA. Karena jumlah guru tidak memadai, maka Department of Education and Training Victoria merekrut guru bantu (language assistant) dari Indonesia. Penelitian ini bertujuan untuk mendeskripsikan berbagai kompetensi yang perlu dimiliki guru bantu untuk menunjang pelaksanaan tugasnya. Data dikumpulkan dari wawancara, inventori, observasi, dan deskripsi pengalaman dari delapan guru bantu selama satu tahun mengajar. Hasil penelitian menunjukkan bahwa guru bantu perlu mengembangkan kompetensi bikultural, kompetensi kepribadian, dan kompetensi pedagogik. Ketiga kompetensi ini sebaiknya dijadikan bahan workshop pada pembekalan guru bantu di lembaga pengirim.Kata kunci: guru BIPA, kompetensi bikultural, kompetensi kepribadian, kompetensi pedagogik
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Kwok, Andrew. "Classroom Management Actions of Beginning Urban Teachers." Urban Education 54, no. 3 (August 21, 2018): 339–67. http://dx.doi.org/10.1177/0042085918795017.
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This descriptive, mixed methods study of one interim certification program explores first year urban teachers’ classroom management actions. This study investigates what strategies teachers implement to manage the classroom from programmatic surveys of 87 first-year teachers and interviews, field visits, video recordings, and journals of five case participants. Results indicate that teachers used behavioral, academic, and relational strategies to manage the classroom and they tend to refine several of these actions over time. Findings suggest that teacher preparation should promote beginning teachers to implement a range of classroom management strategies and support teachers in how to refine their actions.
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Disberger, Brandie, Shannon Washburn, Gaea Hock, and Jonathan Ulmer. "Accomplishments and Challenges Experienced by Beginning Agriculture Teachers in their First Three Years: A Collective Case Study." Journal of Agricultural Education 63, no. 1 (April 1, 2022): 115–31. http://dx.doi.org/10.5032/jae.2022.01115.
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Studies show beginning agriculture teachers have different experiences than their seasoned colleagues, but how are their experiences different? This phenomenological collective case study tells the story of traditionally certified beginning agriculture teachers throughout their first three years of teaching. The study began with eight teachers in their first year and concluded with six teachers completing three years of teaching. Data collection included an on-site visit with an observation of teaching, tour, and an in-person interview followed by monthly phone interviews throughout the three academic years. Each year concluded with the teachers completing a reflection guide and participating in a focus group. The collective strengths and challenges the teachers faced were presented and organized by each year of experience. The findings highlighted areas the profession should support beginning agriculture teachers by including increased feedback and mentoring for teachers, resources on student management, work/life balance, seeking funding, and community relations.
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Napper-Owen, Gloria E., and D. Allen Phillips. "A Qualitative Analysis of the Impact of Induction Assistance on First-Year Physical Educators." Journal of Teaching in Physical Education 14, no. 3 (April 1995): 305–27. http://dx.doi.org/10.1123/jtpe.14.3.305.
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The purpose of this study was to provide induction assistance to beginning physical education teachers and to investigate the impact of the assistance on the teachers. Two beginning physical educators who were employed at an elementary and a middle school participated in this study. The data were collected by weekly observations, videotape analysis, interviews, and field notes. A case narrative was compiled for each participant according to the emergent themes in each teacher’s case. The results indicated that continued supervision had a positive impact on first-year teachers. The visitations offered the opportunity to receive regular feedback and support so that the teachers began to plan age-appropriate activities, became more efficient managers in the classroom, and increased their instructional feedback. The induction assistance encouraged accountability to the knowledge attained in the teacher preparation program, in addition to making the teachers more reflective and analytical about their teaching.
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Ergunay, Onur, and Oktay Cem Adiguzel. "The First Year in Teaching: Changes in Beginning Teachers’ Visions and Their Challenges." Qualitative Research in Education 8, no. 3 (October 28, 2019): 276. http://dx.doi.org/10.17583/qre.2019.4016.
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The present study examines both the changes in beginning teachers’ visions and the challenges they face during their first year experience in teaching. A basic qualitative research methodology was used, and the data were collected through semi-structured interviews and a questionnaire that included open-ended questions from eighteen beginning teachers who started teaching in public schools in Eskisehir, Turkey. A vision-oriented teacher education model provided the conceptual framework for identifying the changes in participants’ visions. The challenges were also emerged through inductive analysis of the data. The findings provide some evidence of considerable changes in beginning teachers’ visions and challenges in their first year teaching experience. They also present evidence for the significance of first year teaching experience in beginning teachers’ visions. The study also highlights the crucial role of learning through experience in the teaching profession. In the end, some further research trajectories on teacher education, particularly changes in visions and challenges are suggested.
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Schwartz, Catherine, and Anne S. Ticknor. "Beginning Elementary Mathematics Teachers Negotiating Leadership Responsibilities." Journal of Interdisciplinary Teacher Leadership 1, no. 2 (July 1, 2017): 3–18. http://dx.doi.org/10.46767/kfp.2016-0006.
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Induction has been given much attention in recent years. Research indicates that a comprehensive program with multiple supports for new teachers including reasonable teaching loads and complete curriculum resources are most effective. However, this is not the reality for many beginning teachers. In a study of a two-year, university-based, mathematics-specific induction program for elementary teachers, we found many first-year teachers were given teacher leadership responsibilities at their schools. These leadership experiences were confounded by school contexts in which curriculum resources were incomplete or competed with the BTs visions of “good” mathematics teaching. Qualitative data included interviews, surveys, written reflections, and researcher field notes from the first year of study. This article reports three first-year teachers’ experiences of significant leadership responsibilities. Findings call for ways to prepare BTs in undergraduate and induction programs for the non-instructional duties in teaching and to develop the agency needed to negotiate school-based contextual constraints.
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Konjarski, Loretta, Maja Husaric, Kate Kelly, Natalie KonYu, and Kathy Tangalakis. "Women’s work: Women leading women in a teaching-focussed first year college." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 92–106. http://dx.doi.org/10.53761/1.19.1.06.
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In 2018, a community of practice initiative was introduced to enhance the career opportunities for the 53 women academics in the First Year College (FYC) at Victoria University. The FYC is a teaching-oriented college and thus the traditional career advancement through research is largely not applicable to women in the college – many of whom are teaching-focussed academics. The Women in First Year (WiFY) executive developed and implemented workshops with the aim of aiding women on their career trajectory and in getting more women to senior levels and into leadership positions. In this article we will argue that the WiFY initiative has resulted in greater career achievements for women in the FYC. Using data collected from semi-structured interviews as well as relevant research and FYC statistics on career progression, we will argue that WiFY has had a positive effect on the career trajectory of women in the FYC who have participated in their workshops.
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Holland, Steven K., and Justin A. Haegele. "Socialization Experiences of First-Year Adapted Physical Education Teachers With a Master’s Degree." Adapted Physical Activity Quarterly 37, no. 3 (July 1, 2020): 304–23. http://dx.doi.org/10.1123/apaq.2019-0126.
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The purpose of this study was to examine the meaning that first-year adapted physical education teachers with a master’s degree ascribed to their occupational socialization experiences. An interpretative phenomenological analysis research approach was used, and occupational socialization theory was adopted as the theoretical framework. Five teachers participated in this study. The sources of data were a semistructured focus group interview, semistructured one-to-one interviews, and reflective interview notes. Thematic development involved a three-step analysis process informed by the research approach. Three themes were constructed: (a) interactions with individuals with disabilities and activity experiences, (b) recruitment of adapted physical education teacher education students, and (c) graduate training and initial workplace experiences. The constructed themes provide unique insight into how teachers are socialized into adapted physical education and the meaning they ascribe to various socialization experiences, such as the limited impact that interactions with individuals with disabilities had on the decision to pursue this career.
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Gonzalez, Emir, Michelle McCraney, Sunddip Panesar-Aguilar, and Chri Cale. "Fidelity First in Middle School Reading Programs." World Journal of Education 10, no. 2 (April 20, 2020): 109. http://dx.doi.org/10.5430/wje.v10n2p109.
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Middle school reading scores throughout the state of California have been predominantly less than average in recent years. A school located within this region has struggled to raise reading scores. An unknown problem existed that stemmed from the implementation of the school’s reading program. The purpose of this investigation was to (a) determine the level of fidelity to the reading program, (b) understand the teachers’ perceptions of the reading program, and (c) understand the structure of the reading program. The theory of andragogy guided this qualitative case study. Six teachers from a local school participated in the investigation. The teachers were purposely selected to take part in semi-structured interviews. Two sets of data were gathered for this investigation: (a) results from semi-structured interviews, and (b) publicly available reading data. The data were coded, and emerging themes were outlined. Six themes emerged to understand the overall process of the reading program. The results of the study pointed to the need for a more focused and sustained reading program. Another finding from the investigation was that teachers need year-around training in implementation fidelity. Another finding was that the reading program’s structure can benefit from the 5 constructs that make up implementation fidelity. The implications of this study may affect positive social change by providing teachers with sustained training and support to be effective reading development facilitators. Well-trained teachers have a profound effect on their students and providing teachers a platform to guide these students toward a literate world can make a positive social change in their communities.
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Mapuya, Medson. "First-Year Accounting Student Teachers’ Constructivist Learning Experiences, The Lecturer’s Role and Implications for Curriculum Implementation." International Journal of Learning, Teaching and Educational Research 20, no. 1 (January 30, 2021): 103–19. http://dx.doi.org/10.26803/ijlter.20.1.6.
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The purpose of this study was to explore the constructivist learning experiences of first-year accounting student teachers and the implications these learning experiences have for curriculum implementation. The study employed a phenomenological research design and followed a qualitative research approach in which data were collected using focus group interviews. Content analysis and qualitative coding were used to analyse the qualitative data generated by the focus group interviews. Premised on the findings, the study recommends that as key stakeholders involved in curriculum implementation, lecturers should engage empathically with students on issues regarding pedagogy and subject didactics. Of central importance to the recommendations made in this study is that key questions regarding teaching and learning activities should be informed by the dynamic learning needs of students. It therefore follows that lecturers ought to adopt a more student-participative, collaborative and consultative approach towards curriculum implementation and obtain regular feedback from students about their learning experiences.
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Soysal, Ercan, Cahit Gölge, Cahit Gölge, Recep Süslü, and Veysi Bozkurt. "Fatih Projesini kullanan öğretmenlerin projeye karşı tutumlarının değişim yönünün değerlendirilmesi." International Journal of Innovative Research in Education 4, no. 1 (August 21, 2017): 28. http://dx.doi.org/10.18844/ijire.v4i1.2310.
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Abstract The purpose of this study is the determination of the direction of the change of teachers who used Fatih project for at least one academic year of Education and training in the process within project-related assessment. For this study, a literature research was first conducted. For the evaluation of the first period of the project, the required data is obtained from the researches related to Fatih project between 2012 and 2015 years and the results are obtained from this data. During the initial phase of the Fatih project, the information about teachers’ attitudes and reviews on Fatih project has been collected from thesis, articles, and advertisements. For this purpose, whole project-related publications that are in the website of YOK are take into account. In order to evaluate teachers’ reviews, exception method is used. The Working Group includes 118 teachers who are actively working on 14 high school in Batman during 2015-2016 academic year. For data collection tools, questionnaires and interviews are used.
Abstract The purpose of this study is the determination of the direction of the change of teachers who used Fatih project for at least one academic year of Education and training in the process within project-related assessment. For this study, a literature research was first conducted. For the evaluation of the first period of the project, the required data is obtained from the researches related to Fatih project between 2012 and 2015 years and the results are obtained from this data. During the initial phase of the Fatih project, the information about teachers’ attitudes and reviews on Fatih project has been collected from thesis, articles, and advertisements. For this purpose, whole project-related publications that are in the website of YOK are take into account. In order to evaluate teachers’ reviews, exception method is used. The Working Group includes 118 teachers who are actively working on 14 high school in Batman during 2015-2016 academic year. For data collection tools, questionnaires and interviews are used. Each researcher interviews with thirty teachers and has carried out the implementation of the survey. The teachers are questioned to compare their project attitudes on the current time and their project attitudes on the start of the project. In this research, we study on the acceptance of Fatih projects by the teachers and the levels benefits from this project. The result of this study indicate that the teachers have been developed themselves according to the requirements of Fatih project and the teachers adopt to the process of educational change in order for getting more advantage from the project. Keywords: Fatih project, change, technological acceptance
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Elliott, Jenny. "Teach First organisational discourse: What are Teach First teachers really being trained for?" Power and Education 10, no. 3 (April 27, 2018): 264–74. http://dx.doi.org/10.1177/1757743818771393.
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This article considers the networked nature of Teach First in order to illustrate the different business, philanthropic and educational agents that have a vested interest in the organisation. It also reflects on Teach First’s strategic positioning within the initial teacher education landscape in order to attract high-calibre graduates into the teaching profession, and goes on to explore Teach First’s institutional discourse and the ways in which this serves to shape the Teach First teachers’ understandings of themselves, teaching and their potential career prospects after their two-year commitment on the Teach First programme. An understanding of the Teach First institutional discourse is gained through an analysis of data gathered from Teach First documentation and interviews with people working at different levels within the organisation. Critical discourse analysis is used to understand the ways in which this institutional discourse serves to provide a particular ideological positioning for Teach First and its teachers. It argues that such a positioning encourages them to take with them a neo-liberal understanding of ways of working into influential positions within the wider network invested in Teach First.
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Kerwin-Boudreau, Susan. "The Master Teacher Program: Professional Development for College Teachers." LEARNing Landscapes 2, no. 2 (February 2, 2009): 225–41. http://dx.doi.org/10.36510/learnland.v2i2.306.
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In this qualitative study I explored six college (CEGEP) teachers’ perspectives on teaching and learning over a two-year period, as they completed the first four courses in a professional development program, the Master Teacher Program (MTP). Repeated, semi-structured interviews were analyzed, using the complementary processes of categorizing and connecting. Results revealed, through four patterns and three major dimensions, a process of evolution from a teacher- to a learner-centered perspective.
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Frågåt, Thomas, Ellen K. Henriksen, and Cathrine W. Tellefsen. "Pre-service science teachers’ and in-service physics teachers’ views on the knowledge and skills of a good teacher." Nordic Studies in Science Education 17, no. 3 (September 14, 2021): 277–92. http://dx.doi.org/10.5617/nordina.7644.
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Science teacher knowledge and skills have been thoroughly discussed by researchers; however, less is known about how teachers themselves conceptualise their professional qualities. We asked first and final-year pre-service science teachers and in-service physics teachers to describe the knowledge and skills needed to be a good science/physics teacher. Data was collected through a one-item questionnaire, followed by interviews. Using thematic coding with inductively defined codes as well as codes derived from theoretical perspectives on teacher knowledge and skills (notably the Refined Consensus Model of PCK), we found that all respondent groups emphasised science content knowledge as important. In-service teachers also often described external factors such as working conditions. First-year pre-service teachers put more emphasis on pedagogical skills and personality traits, whereas final-year pre-service teachers expressed a more integrated view of science teacher knowledge and skills. Further, we discuss the need for teacher education to focus on integrating science content knowledge and pedagogical knowledge through articulating aspects of PCK, and on giving pre- and in-service teachers arenas for professional development and for research-based discussions of teaching and learning.
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Karalis Noel, Tiffany, and Melanie Shoffner. "From Preservice to Practice: Expectations of/in the Secondary ELA Classroom." World Journal of Education 9, no. 6 (December 18, 2019): 35. http://dx.doi.org/10.5430/wje.v9n6p35.
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The paper explores how preservice ELA teachers’ expectations of teaching compare to the reality of their experiences during the first year of teaching. The authors consider common concerns of beginning ELA teachers and their implications for teacher self-efficacy. The paper is informed by narrative research, which provides practical and specific insights into the lived experiences of participants. The first data set consists of reflective writings on a self-identified topic connected to ELA teaching and/or learning throughout the semester. Two, one-hour individual interviews conducted during the first year of teaching form the second data set. The paper provides empirical insights about how preservice experiences inform ELA teachers’ expectations of first-year teaching and their development of self-efficacy. Their two major concerns – classroom management and building rapport – identified their fears and insecurities about managing disruptive students and establishing connections with students. These struggles offer a connection between expectations, experiences and self-efficacy. Likewise, they point to the need for teacher education to address preservice teachers’ self-efficacy as a way to support their successful entry into the classroom. The paper includes implications for the development of increased opportunities to study and experience critical concerns of the profession. Such learning experiences offer preservice teachers meaningful opportunities to engage with experiential learning, applied practice and critical reflection before their first year in the field. The paper fulfills an identified need to study how differences between expectation and reality can be difficult for beginning ELA teachers to reconcile, a disconnect that lends itself to considerations of teachers’ self-efficacy.
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Gunay Balim, Ali, Suat Turkoguz, Ummuhan Ormanci, Sevinc Kacar, Ertug Evrekli, and Erkan Ozcan. "TEACHERS’ VIEWS ABOUT PROBLEM-BASED LEARNING THROUGH CONCEPT CARTOONS." Journal of Baltic Science Education 13, no. 4 (August 25, 2014): 458–68. http://dx.doi.org/10.33225/jbse/14.13.458.
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This study aimed to examine the views of science and technology teachers towards concept cartoons integrated to problem-based learning. In this context, teachers’ views were compared before and after the experimental treatment of a project. Data was gathered through qualitative research methods. Participants of this study were science and technology teachers from 9 elementary schools in the city of Izmir in the 2011-2012 academic year. In the first step of the study, a 30-hour workshop including theoretical subjects, applications and experimental treatments about concept cartoons was presented to teachers. Then semi-structured interviews were conducted with teachers. Following this workshop, teachers were requested to apply all these applications and experimental treatments. After the experimental applications, semi-structured interviews were conducted again with the same teachers. According to the findings, teachers indicated that problem-based learning modules to improve students’ critical thinking, inquiry learning skills and help them relate their knowledge to daily life. Key words: concept cartoons, problem-based learning, science and technology teacher.
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Banville, Dominique. "Novice Physical Education Teachers Learning to Teach." Journal of Teaching in Physical Education 34, no. 2 (April 2015): 259–77. http://dx.doi.org/10.1123/jtpe.2013-0129.
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Support, or lack thereof, is often cited as the main reason for teachers to leave the profession early on (Ingersoll, 2003). Feiman-Nemser (2001) identifies five Central Tasks associated with Learning to Teach (CTLT) that could focus the support novice teachers need during their induction years: learning the teaching context (TC), designing responsive instructional program (IP), creating a classroom learning community (CC), enacting a beginning repertoire (BR) and developing their professional identity (PI). The purpose of the study is to examine the CTLT that novice physical education teachers use in their first and second years of their teaching career. Twenty-one physical education teachers accepted the study parameters to be observed and interviewed during their first year of teaching, and 15 teachers continued the data collection into their second year. Interviews revealed that these teachers focused mainly on BR and TC. Little focus was given to IP, CC, and PI. Results indicate the need for effective mentoring and continuous support through their induction years on BR and TC, but also expand novice teachers’ focus to address the additional categories.
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Athiemoolam, Logamurthie. "Using drama-in-education to Facilitate Active Participation and the Enhancement of Oral Communication Skills among First Year Pre-service Teachers." Scenario: A Journal of Performative Teaching, Learning, Research VII, no. 2 (July 1, 2013): 49–63. http://dx.doi.org/10.33178/scenario.7.2.4.
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This study provides an evaluation of a program in drama-in-education aimed at enhancing the English oral communication skills among a cohort of 63 first year intermediate phase (English second language) teachers and to establish to what extent they would be prepared to use such creative approaches in their classes as potential teachers. The data for this in-depth qualitative case study was collected through observation of their dramatic presentations, informal interviews with them based on their drama-in-education experiences and written accounts of their learning. The findings suggest that the potential of drama-in-education to enhance oral communication skills amongst English second language trainee teachers is phenomenal. A number of trainee teachers also indicated that they would definitely implement drama in education in their classes as potential teachers, since their exposure to this technique had contributed to the development of their critical and creative skills and their confidence.
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Kim, Soo-Hyun, Chang-Bok Kim, and Shin-Young Lee. "A Qualitative Study on the Operation of Integrated Curriculum by First Grade Elementary School Teachers." Korean Society for Holistic Convergence Education 26, no. 4 (December 31, 2022): 255–59. http://dx.doi.org/10.35184/kshce.2022.26.4.255.
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This study examines the experience of the integrated curriculum operated by first grade teachers of elementary school for one year and intends to understand it in depth. Based on this, the purpose of this study is to suggest a desirable direction for integrated education in the first grade of elementary school. The study participants were first-grade teachers of public elementary schools working in Seoul, and semi-structured interviews were conducted from the April 2021 to March 2022 to collect data. At the same time as collecting data, it was analyzed using the qualitative thematic analysis research method. To increase the validity of the study, triangular verification of data, member check, sufficient review and consultation among researchers, and long-term interviews were conducted. As a result of the study, first, first-year teachers knew the content of the curriculum when they first encountered the integrated subject, but did not know the teaching method. Second, in the early stage of operation of the integrated curriculum, it was implemented only as a pre-planned curriculum rather than a prepared curriculum and even in the full-scale operation stage of the integrated curriculum, it was operated as the teacher arbitrarily understood and learned.. However, in evaluation, the process-oriented evaluation was implemented by focusing on attitudes. Third, positive changes appeared in the operation of the integrated curriculum as we entered the second half of the second semester, but most of them were insufficient growth based on practical experience. Through the above results, it was found that the teachers lacked understanding of the integrated curriculum and that they were operating with difficulty, relying on ‘practical experience’ rather than ‘teacher training’. There is an urgent need to develop and operate a systematic teacher training program for the teachers.
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Smajla, Tilen. "The suitability of foreign language teaching in childhood according to the CLIL approach: the foreign language teachers' attitudes." English Language Teaching Educational Journal 4, no. 1 (April 30, 2021): 1. http://dx.doi.org/10.12928/eltej.v4i1.3702.
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This paper presents the results of a research into the foreign teachers' attitudes towards the first foreign language (FL 1) teaching according to the CLIL approach. The first foreign language teachers (FL 1 teachers) should have carried out their FL 1 lessons using the CLIL approach. The results of the twelve interviews: teachers agree upon the importance of the education process of teachers-to-be, for any teacher working at an early level should have completed a BA in class teaching and should have acquired a degree in the methodology of early language teaching. Most teachers who used the CLIL approach in the first year of its introduction (school year 2014–2015), refrained from it in the second year, or only used some elements of the CLIL approach, for they felt that it was impossible to follow the guidelines of the “hard” CLIL. Consequently, they only used some elements or strategies of the CLIL approach, which some authors call “soft” CLIL. Although some teachers claimed to have encountered numerous obstacles in teaching according to CLIL, they nevertheless considered it to be a suitable approach in the FL 1 classroom.A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety.
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Duncan, P. Kay, and Cynthia Anast Seguin. "The Perfect Match: A Case Study of a First-Year Woman Principal." Journal of School Leadership 12, no. 6 (November 2002): 608–39. http://dx.doi.org/10.1177/105268460201200601.
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This case study of a first-year woman principal in a small, rural school district describes succession effects from the perspectives of the female principal, some faculty members, a parent, and another administrator in the district. Open-ended interviews with the participants revealed a number of conflicting perceptions. The new principal perceived that she was successful in bringing about changes in the school on behalf of children. However, most of the faculty members considered the principal to be unsuccessful because she did not value their expertise or listen to their point of view. Some members of the community and the school board adopted the teachers’ perceptions. In the middle of her second year, the principal was terminated. Implications drawn from this case study may be of value to school leaders.
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Motlhaka, Hlaviso, Wilfred Molotja, Ablonia Maledu, Thomas Chauke, Isaiah Ramaoka, and Phaswane Phokwane. "Post-method practice in the English First Additional Language classroom: A transformative language pedagogy." South African Journal of Education 42, no. 2 (May 31, 2022): 1–9. http://dx.doi.org/10.15700/saje.v42n2a2059.
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In the study reported on here we investigated the use of post-method practice to optimise pre-service teachers’ teaching practice and English First Additional Language (EFAL) proficiency. This study was premised on the theoretical framework of Paulo Freire’s critical pedagogy which promotes diverse perspectives in language learning and teaching among teachers and learners. Qualitative data were collected using semi-structured interviews with 10 (n = 10) third year pre-service teachers enrolled in a 4-year Bachelor of Education (BEd) degree programme in the Department of Language Education, School of Education at the University of Limpopo, South Africa. We found that post-method pedagogy enables pre-service teachers to monitor their teaching process and optimise learners’ potential to learn, which affords them opportunities for critical reflection on the self and the social world, as well as opportunities to form learning communities. The results suggest that post-method pedagogy enables pre-service teachers to recognise their prior and current knowledge, and their potential to teach and act autonomously. This promotes their ability to know how to develop a reflective critical approach in their teaching by analysing and evaluating their teaching acts, initiating change in their classroom practices, and monitoring the effects of these changes. We concluded that post-method practice could provide teachers, curriculum developers and researchers with an understanding of the realisation of post method in teaching and learning of EFAL in South African classrooms.
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Hocking, Jane S., Jessika Willis, Sepehr Tabrizi, Christopher K. Fairley, Suzanne M. Garland, and Margaret Hellard. "A chlamydia prevalence survey of young women living in Melbourne, Victoria." Sexual Health 3, no. 4 (2006): 235. http://dx.doi.org/10.1071/sh06033.
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Background: To estimate the population-based chlamydia prevalence among women aged 18 to 35 years living in Melbourne, Victoria, and to assess the feasibility of using mailed urine specimens to test women. Methods: A simple random sample of 11 001 households in Melbourne was selected from the telephone directory. Participants completed telephone interviews and provided urine specimens through the mail for chlamydia testing. Urines were tested using polymerase chain reaction. Results: 11 001 households were contacted, with 1532 households identified as including eligible women; telephone interviews were completed, with 979 women giving a response rate of 64%. Six hundred and fifty-seven women provided a urine specimen with a response rate of 43%. Among sexually active women aged 18–24 years, the chlamydia prevalence was 3.7% (95% CI: 1.2%, 8.4%) and 0.2% (95% CI: 0.0%, 1.1%) among 25–35 year olds. Chlamydia prevalence increased significantly with an increasing number of male sexual partners. Conclusions: This is the first study of its kind in Australia and shows that chlamydia prevalence increases with an increasing number of male sexual partners in the last 12 months. Mailed urine specimens are feasible for conducting population-based chlamydia-prevalence surveys but it is difficult to obtain high response rates with this methodology. Public health resources should now be directed towards investigating how to reach young women at increased risk of infection, ensuring that they are tested for chlamydia.
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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.
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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.
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Farhat, Amal. "Transforming a School into a Learning Community by Integrating FIRST Framework through a Professional Development Framework." Journal of Education and Training Studies 8, no. 2 (December 16, 2019): 1. http://dx.doi.org/10.11114/jets.v8i2.4579.
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This study recounts the cyclic process that one private school developed and implemented for the purpose of professional development PD of its staff during an academic year. The process consists of five stages that constitute the framework for PD. The content used to implement the PD framework was a learning framework that focuses on students’ active deep learning, FIRST. The implementation of the PD incorporated many tasks such as training, coaching, classroom observations and learning walks, all of which were delegated to teachers as a way to distribute leadership. Other tasks included formative assessment of teachers’ skills, reflection on practice, and planning for action. At the end of the year, the impact of the PD was investigated through questionnaires, classroom observations, lesson plans, and interviews with students. It was found that teachers preferred the newly adopted PD framework to preceding professional development programs and reported to have benefited more than they had previously. Classroom observations conducted by external and internal observers indicated that the teachers were integrating the majority of the newly introduced skills in their classroom performances. Finally, students, when interviewed, used much of the terminology that were elicited from the learning framework, FIRST, which constituted the content of the PD framework their teachers had undergone. In addition, they reported to have learned considerably from the newly adopted activities and practices by their teachers and enjoyed the new approaches used in their classrooms.
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Pham, Thi Tuan. "Promoting Students’ Autonomy in Online Classes: A Study on First-Year Non-English Major Students at Thuongmai University." AsiaCALL Online Journal 13, no. 2 (April 15, 2022): 42–59. http://dx.doi.org/10.54855/acoj.221323.
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Vietnam's higher education has experienced considerable changes due to the effects of the COVID-19 pandemic. When schools are closed, online classes become the inevitable mode of teaching, and Information Technology shows its indispensable role. In response to significant challenges, not only do teachers have to upgrade themselves with new teaching forms and techniques, but students also need to adapt to a new remote learning environment. Classes occur outside the classroom and only via a computer screen, which means many difficulties faced by the teachers in giving good lectures and promoting students' active learning. Different tactics have been used to deal with these problems, bringing both positive and negative results. This study is aimed to investigate strategies that English teachers at Thuongmai University have been employing to improve students' autonomy in their online courses and the results they have achieved. To collect data for the study, five English teachers and fifty first-year non-English major students at Thuongmai University are invited as participants, while questionnaires and interviews are used as the main data collection tools. The research findings reveal that a wide range of IT tools have been employed in English online classes, and they show a great help in promoting students' autonomy. Among the listed IT tools, Padlet and Quizizz are the most preferred.
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Dzamesi, Felicia Elinam, and Judy van Heerden. "A professional development programme for implementing indigenous play-based pedagogy in kindergarten schools in Ghana." South African Journal of Education, no. 40(3) (August 31, 2020): 1–11. http://dx.doi.org/10.15700/saje.v40n3a1793.
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In this article we report on the development and implementation of a professional development programme for teachers of the kindergarten curriculum (4–5 year olds) in Ghana. Kindergarten teachers in Ghana have little experience and meagre training in implementing a play-based pedagogy as recommended in the national curriculum. An indigenous play-based kindergarten teacher development programme was developed and successfully used to improve participating teachers’ knowledge, skills, attitudes and practices during the first year of its implementation. Data collected through classroom observation, interviews, photographs, participating teachers’ reflective journals and an evaluation questionnaire revealed that this programme had a positive impact on classroom practices and learners’ active participation in learning. The essential components of the programme are described as a guide for professional teacher development for delivering indigenous play-based pedagogy (IPBP) in early childhood education.
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Artiles, Alfredo J., Ramona M. Barreto, Luis Peña, and Karen McClafferty. "Pathways to Teacher Learning in Multicultural Contexts." Remedial and Special Education 19, no. 2 (March 1998): 70–90. http://dx.doi.org/10.1177/074193259801900203.
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This longitudinal case study focused on the learning trajectories of two novice bilingual education teachers in urban schools. We traced changes in and relationships between these teachers' knowledge, beliefs, and interactive thinking about teaching culturally diverse learners. Multiple data collection strategies were used, including concept maps, in-depth interviews, surveys, and stimulated recall interviews. Data were collected before and after a multicultural education course in which the teachers were enrolled during their 1--year MEd and credential program. Data were also collected during their first and second years of inservice teaching. Results suggest that the relationship between teachers' knowledge, beliefs, and decision making is complicated and dynamic. Classroom and school contexts affected teachers' attempts to enact constructivist and social justice education principles. Moreover, prior beliefs as well as the teacher education program (TEP) and teachers' own developmental needs contributed to the ways in which these teachers learned to teach. The findings suggest that if we are to prepare teachers to teach culturally diverse learners, we must design TEPs that provide both resources and opportunities to master and appropriate the components of good teaching for diverse learners.
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Shek, Daniel T. L., Lu Yu, Florence K. Y. Wu, and Wen Y. Chai. "Teachers’ views of a new general education program in Hong Kong: a qualitative study." International Journal of Adolescent Medicine and Health 29, no. 1 (February 1, 2017): 57–65. http://dx.doi.org/10.1515/ijamh-2017-3008.
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Abstract Under the new education reform in Hong Kong, The Hong Kong Polytechnic University (PolyU) has expanded its undergraduate education from 3 to 4 years since the 2012–2013 academic year. Along with the transition, the General University Requirements (GUR) has been developed as an integral part on general education of the new 4-year undergraduate curriculum of PolyU. The present study examined the implementation quality and effectiveness of the GUR in the 2012–2013 academic year based on focus group interviews with teachers. Twenty teachers who taught GUR subjects were interviewed for their perceptions and experiences about the GUR. Results revealed that the teachers generally had positive perceptions of the GUR in terms of its rationales, teaching and learning modes, and implementation quality. GUR subjects were also considered effective in helping students to develop in a holistic manner. The findings suggest that the first-year implementation of the GUR at PolyU was basically successful.
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Kirkby, Jane, Julianne Moss, and Sally Godinho. "The devil is in the detail: Bourdieu and teachers’ early career learning." International Journal of Mentoring and Coaching in Education 6, no. 1 (March 6, 2017): 19–33. http://dx.doi.org/10.1108/ijmce-02-2016-0011.
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Purpose The purpose of this paper is to present how the social learning theory of Bourdieu (1990; Bourdieu and Passeron, 1990) can be a valuable tool to investigate mentoring relationships of beginning teachers with their more experienced colleagues. Bourdieu’s work provides a lens to magnify the social exchanges that occur during the mentoring relationship, so that what tends to be hidden in the “logic of practice” (Bourdieu, 1990) is drawn into view. The paper shows how the mentor is ascribed power that enables domination, and how this tends to result in cultural reproduction. A case study is used to identify aspects of social and cultural learning that demonstrate this process. Design/methodology/approach The paper draws on a year-long narrative inquiry of beginning secondary teachers’ mentoring experiences in the state of Victoria, Australia. The data were generated through in-depth interviews and participants’ diary entries to answer the research question “What personal, professional knowledge is developed through beginning teachers’ early experiences with induction and mentoring?” Findings The researcher found that attention to minutiae of mentor/mentee interactions can suggest how symbolic violence shapes personal, professional knowledge. Research limitations/implications This small-scale study has some limitations. However, as an illustration of organisational learning, with strong connections to Bourdieu’s theoretical work, it can provide some illuminating insights into how policy can be enacted at the micro-level. In particular, there are implications for how mentor teachers engage in their roles and understand the potential impact of their interactions with beginning teachers. Originality/value This study applies Bourdieu’s framework of cultural reproduction as an analysis tool for a qualitative study of the mentoring of beginning teachers.
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Sueb, Rosilawati, Hamimah Hashim, Khadijah Said Hashim, and Munirah Mohd Izam. "Excellent Teachers’ Strategies in Managing Students’ Misbehaviour in the Classroom." Asian Journal of University Education 16, no. 1 (April 28, 2020): 46. http://dx.doi.org/10.24191/ajue.v16i1.8982.
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The study explores Excellent Teachers’ strategies in managing students’ misbehavior in the classroom. Students’ misbehavior are escalating and getting more variant and serious. The need to investigate how teachers manage the students’ behavior in the classroom is deemed important. In this study the participants are Excellent Teachers or “Guru Cemerlang” who earned their title as “Guru Cemerlang”, based on promotional basis, due to their expertise in their teaching areas, exhibition of exceptional qualities in their personality and leadership and accumulation of vast teaching experiences. This is a qualitative study utilized semi-structured interviews and email interviews as its data collection method. The interviews were conducted on nine (9) Malay Muslim Excellent Teachers; seven (7) females and two (2) males from nine different schools of nine different school districts in Selangor. Their age ranges from thirty seven (37) to fifty three (53) years with teaching experiences ranging from ten (10) to thirty one (31) years. The strategies that Excellent Teachers utilize could be categorized into three higher categories: the first category pertaining to the preparation and activities that excellent teachers carried out in the classroom, the second category is interaction, which is the communication and reaction of excellent teachers towards student misbehavior and the third category is the presentation of treatment pertaining to pleasant or unpleasant consequences. In this article only discussion on the first category of the strategy which pertain to preparation and activities that excellent teachers carried out in the classroom will be highlighted. The sub- strategies are recognized as early year preparation, conducive learning environment, and classroom activities.
Keywords: classroom discipline, classroom management, classroom strategies, excellent teacher.
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Parkhouse, Hillary, Alison McGlinn Turner, Stephanie Konle, and Xue Lan Rong. "Self-Authoring the Meaning of Student Teaching in China: Impacts on First-Year Teaching Practices." Frontiers: The Interdisciplinary Journal of Study Abroad 28, no. 1 (November 17, 2016): 78–98. http://dx.doi.org/10.36366/frontiers.v28i1.381.
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This study investigates the impact of student teaching abroad on first-year teaching practices. In addition to the data sources included in previous research, this study includes observations and interviews during participants’ first year of teaching to uncover the meanings each assigned to her student teaching in China. Drawing on intercultural development theories and Holland’s social practice theory of identity, we found that all participants benefited from the experience; however, their backgrounds and teaching contexts differentiated how they translated the experience to shape their beliefs and teaching practices. Thus, teachers may gain more from international experience, as they self-author meaning, if they are guided through reflections tailored to their individual needs and teaching assignments.
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Foster, Charlotte. "Between Speaking and Silence: A Study of Quiet Students." Journal of International Students 2, no. 1 (January 1, 2012): 129. http://dx.doi.org/10.32674/jis.v2i1.546.
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Through a precise analysis of written reflections and interviews, Mary M. Reda examines perceptions of speaking and silent students in her book Between Speaking and Silence. Using her first-year composition class for observation, she explores major elements of students’ decisions to speak or be silent frequently depend on teachers, classroom relationships, and students’ senses of identity.
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Klammer, Simone, and Barbara Hanfstingl. "A first time lesson study that turned into a learning study." International Journal for Lesson and Learning Studies 8, no. 4 (October 3, 2019): 305–19. http://dx.doi.org/10.1108/ijlls-04-2019-0029.
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Purpose The purpose of this paper is to present an implemented lesson study (LS) in English as a second language course for 11-year-old students in the fifth grade. The aim of the research lesson was to learn how to describe a person systematically. Design/methodology/approach Two LS cycles in two different classes were conducted and evaluated using systematic observation, case student interviews and student feedback. The data were analysed by the involved teacher team and the mentor. Findings The study shows that and how LS and variation theory promotes theory-based lesson preparation and postprocessing as well as team orientation among teachers without LS experience. Second, the lesson data show how elements of variation theory lead to a significant improvement in student learning activity. Originality/value This paper provides insights how teachers apply a first time LS and variation theory and how this effects student learning positively.
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Kuntarto, Eko, and Putri Susanti. "Persepsi Guru Terhadap Aspek Penilaian Sikap dan Aspek Penilaian Keterampilan dalam Kurikulum 2013 Di Sekolah Dasar." Jurnal Gentala Pendidikan Dasar 1, no. 1 (June 10, 2016): 21–40. http://dx.doi.org/10.22437/gentala.v1i1.7088.
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The purpose of this study is to describe the views of teachers on aspects of attitude assessment and aspects of skills assessment which after the implementation of Permen No 53 Year 2015 is very well looked at by teachers from the old regulations. The research method is qualitative descriptive research. This research was conducted at SDN 55/1 Sridadi, class I of the 2016 school year, namely in 2 first-class guardian teachers. Data obtained from the results of questionnaires, and semi-structured interviews. The results of the study describe the views of teachers on aspects of attitude assessment and aspects of skills assessment which after the implementation of Regulation No. 53 of 2015 was very well looked at by the teacher from the old regulations. The results of interviews in a structured way are obtained by the opinion of the teacher agreeing / good towards the new revision and the overall results of the distribution of the teacher questionnaire are already in a very good stage of understanding. So the teacher's perception of the new assessment system is good because the teacher can easily understand the implementation and implementation of the 2013 Curriculum with the issuance of Permen No 53 year 205, but the teacher still has problems in processing student grades which are considered complicated. Therefore, further training needs to be done so that the teacher's understanding of the assessment in the 2013 curriculum gets better.
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Lo, Van Pang. "The challenges of Rural Students in Vietnam towards higher education." International Journal of TESOL & Education 2, no. 1 (January 28, 2022): 225–37. http://dx.doi.org/10.54855/ijte.222114.
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This study aims to explore the challenges and difficulties that rural students experience when they transition to Higher Education in Vietnam to pursue their higher studies. This study was carried out at a local University in Vietnam. It is a qualitative research study, and data were collected through semi-structured interviews with 10 participants. The participants were all first-year students, including males and females. The interviews involved answering semi-structured questions. Multiple interviews were carried out with each participant. The study discovered that rural students experience many difficulties at university in relation to their relationships with teachers and peers, getting support, overcoming prejudice, online learning, and economic hardship.
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Powell, Sean Robert. "Structure and agency in novice music teaching." Research Studies in Music Education 41, no. 2 (October 8, 2018): 206–18. http://dx.doi.org/10.1177/1321103x18794514.
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Using multiple interviews and observations, I chronicled the experiences of three novice music teachers in the United States over a 2-year period, including their student teaching internships and first years of in-service teaching. I analyzed these experiences through the lens of strong structuration theory, Stones’s (2005) extension and elaboration of Giddens’s (1984) original structuration theory. My guiding research questions were: a) How do the structures of music teaching within public schools in the U.S. enable and inhibit the agency of novice music teachers? and, b) How do the practices of novice music teachers reproduce, sustain, and change the structures of music education? I discuss how teacher educators, preservice teachers, and in-service teachers can work together in dialogue to assist novice music teachers in cultivating agential resistance by developing perceptions of power/capability, adequate knowledge, and requisite reflective distance.
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O’Brien, Patricia M. "Coming in From the Margin." Australasian Journal of Special Education 13, no. 2 (January 1990): 52–59. http://dx.doi.org/10.1017/s1030011200022223.
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Des English was a person of great charm, innovation, and inner strength. His early death at the age of 44 in 1977 came as a bitter blow not only for his family but for the many teachers and parents he had influenced and guided in respectively providing and in seeking educational opportunities for children with disabilities. Des grew up in a small town in Victoria called Donnybrook, north of Melbourne. He was educated by the Marist Brothers at Kilmore College, and in the 50’s trained as a primary teacher at Geelong Teachers College, from which he gained an extension of one year to study as a Special Teacher at Melbourne Teachers College. His first appointment was as an Opportunity Grade teacher at North Melbourne State School. His talent for leadership surfaced early and in his second appointment he became Principal of Footscray Special School for children and adolescents with intellectual disability. Throughout the rest of his career he gained one promotion after another to the Principal positions at Ormond, Travencore and St. Alban’s Special schools. I was fortunate to work as a deputy principal with him throughout his last two appointments.
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Hudri, Muhammad. "AN ANALYSIS OF TEACHER STRATEGIES IN TEACHING READING AT THE FIRST YEARS STUDENTS OF SMK 2 GERUNG IN ACADEMIC YEAR 2016/2017." Linguistics and Elt Journal 10, no. 2 (April 20, 2019): 43. http://dx.doi.org/10.31764/leltj.v10i2.794.
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This study is aimed to find out teachers strategies in teaching reading at SMK 2 Gerung West Lombok. It was conducted to get detailed information about the strategies used by teachers in teaching reading comprehension. This study employed a qualitative research design which is included as a case study using two data collection techniques; observation and interview. The object of this study was the teacher for the first year. Interviews were used to support the data gathered from classroom observation. All of the data were analyzed by using three major phases of analyses: data reduction, data display, and conclusion drawing and verification. This study revealed that the teachers used three strategies in teaching reading at SMK 2 Gerung West Lombok, the first is Memorizing strategy where the students must memorize five vocabularies every meeting. Secondly is Question Answer Relationship. This strategy used by the teacher to know the students understand or not. The third strategy is Game this strategy used by the teacher to motivate students in teaching reading process.
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Egitim, Soyhan, and Travis Garcia. "Japanese University Students’ Perceptions of Foreign English Teachers." English Language Teaching 14, no. 5 (April 12, 2021): 13. http://dx.doi.org/10.5539/elt.v14n5p13.
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This study aims to understand Japanese university students’ perceptions of foreign English teachers (FETs) through a two-phased exploratory sequential mixed-methods design. During the initial phase, a quantitative survey was performed with first and second-year Japanese university students (n=377). Despite a lack of precision and a high dispersion measure, the Quantitative data analysis revealed certain outliers. A significant number of participants viewed their FETs as more of an entertainer, preferred FETs of American/European heritage, and believed FETs of Asian descent may not be able to teach the language and culture as effectively as FETs of American/European heritage. Thus, a qualitative inquiry was performed to explain and build upon the quantitative findings. Two focus groups with students from the quantitative survey were given interviews. The responses confirmed the existence of phenotypical, gender, and personality FET stereotypes in Japanese university EFL classes. In addition, past educational experiences, socio-cultural factors, and mass media were also found influential in students’ perceptions of FETs. Based on the findings from the focus group interviews, the researchers propose intercultural activities as an effective pedagogical strategy to promote reflective teaching practices and intercultural competence in Japanese university EFL classes.
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MacPhail, Ann, and Therese Hartley. "Linking Teacher Socialization Research With a PETE Program: Insights From Beginning and Experienced Teachers." Journal of Teaching in Physical Education 35, no. 2 (April 2016): 169–80. http://dx.doi.org/10.1123/jtpe.2014-0179.
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The purpose of this study is to explore the extent to which beginning and experienced teachers differed in their perceptions of shaping school forces and their being shaped by school forces. The findings allow the authors to examine the link between teacher socialization research and practice in a physical education teacher education (PETE) program and to consider the practical (and institutional) changes that may improve the quality of teacher education. Six beginning physical education teachers (BTs) (in their first year of teaching) and six experienced physical education teachers (ETs) (who had been teaching for six years) took part in interviews and completed prompt sheets throughout the duration of a school year. The paper discusses ways in which one PETE program has attempted to use, and plans for future use of, BTs’ and ETs’ accounts of socialization to inform how best to prepare PSTs for the reality of teaching in schools.
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Buxton, Lisa. "Aboriginal ways of seeing and being: informing professional learning for Australian teachers." AlterNative: An International Journal of Indigenous Peoples 14, no. 2 (March 13, 2018): 121–29. http://dx.doi.org/10.1177/1177180118764124.
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This article describes consolidating elements of professional learning for teachers, increasing their efficacy in incorporating Aboriginal ways of seeing into classroom practice. Included are findings from the first school in the second phase of ongoing research in which the first phase had established what teachers already know and would like provided in professional learning. This stage of the study took place within the theoretical framework of adult education and teacher professional development. Design-based research methodology provided the flexibility of ongoing improvement. Teacher participants evaluated the professional learning that comprised a day on Country providing background concepts. Thereafter, a follow-up day facilitated in-classroom translation of concepts into practice for teachers’ own context and year level. Participants took part in group interviews, providing feedback that has informed incremental changes to the professional learning. The main findings were that teachers recommended 2 days on Country but not at the expense of the in-school follow-up; in addition, they requested ongoing support through a blog.