Academic literature on the topic 'Novice teacher-researcher'
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Journal articles on the topic "Novice teacher-researcher"
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Lee, Choon-ja. "An analysis of the experiences of Kindergarten Teachers Participating in Novice Teacher Education using Mentoring." Korean Journal of Teacher Education 39, no. 6 (November 30, 2023): 87–105. http://dx.doi.org/10.14333/kjte.2023.39.6.04.
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Purpose: The purpose of this study was to analyze the experiences of teachers who participated in novice teacher education and present the study’s implications for rethinking what content should continue to be emphasized and systematically supported in novice teacher education.
Methods: A teacher who participating in a study is one novice teacher, as is a kindergarten teacher affiliated with C University. The researcher is a professor and director of C University, with 27 years of teaching experience, and conducted the novice teacher education program for 16 weeks. The methods of novice teacher education are reading and discussing articles, completing questionnaires, watching and analyzing class videos, presenting cases, class councils, and writing journals. The collected data were subjected to content analysis.
Results: Analyzed journals and interviews of participating teachers in a novice teacher education course yields important findings. Teachers' concerns during the first 16 weeks of teaching were organized into the following categories: life guidance, emotion, classes, and professional growth.
Conclusion: Novice teacher education and support systems that help novice teachers stay in the profession and continue to grow in their professional identity need to be refined and their quality should be assured.
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Supramaniam, Kaarthiyainy, Mohamad Idham Md Razak, and Nalini Arumugam. "Changing Identities in Community of Practice: Expert Teachers to Novice Researchers." Asian Journal of University Education 16, no. 2 (August 6, 2020): 59. http://dx.doi.org/10.24191/ajue.v16i2.10297.
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Teachers and researchers are said to belong to two distinct communities of education. At the university, academics are required to engage in research work which could be a relatively new experience for teachers who had solely focused on teaching after joining the universities. Hence the purpose of this qualitative research is to shed some light on the tensions that are created and experienced by novice researchers at the university whose previous careers were as teachers in schools. Two lecturers, Gina and René, were purposely selected to investigate the phenomenon of changing identities from expert teachers to novice researchers, and to observe how the experienced teachers became newcomers adapting to the new target practices of research as required by the university. Findings from interviews and observations revealed the tensions and negotiations that occurred as the teacher naivetes engaged in the target research practices from teacher trajectories, but prolonged engagement in the target practices revealed emergence of researcher identities. The findings of this study suggest that novices who are expected to adopt new practices need to be supported with instructions and learning opportunities for effective transitions.
Keywords: Changing identity, Expert teachers, Learning Organisation, Novice, Researcher
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Jarusrose, Chomphunuch, and Wareesiri Singhasiri. "Novice Teacher’s Learning Through a Project-Based Learning Class." rEFLections 19 (June 30, 2015): 17–37. http://dx.doi.org/10.61508/refl.v19i0.114002.
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This study aims to observe all circumstances in an actual Project-Based Learning (PBL) class, particularly to reflect on what the teacher learned through the PBL class. The subject, who is also the researcher, works as a teacher at Darunsikkhalai School for Innovative Learning (DSIL). The study was conducted when she was working as a teacher/facilitator at DSIL for 3 years. The instrument used in this study was a 12-week diary of the teacher. After finishing class, the teacher recorded her teaching performance, feelings, attitudes, challenges and successes in her diary to observe and reflect on her teaching. The findings show that the teacher faced some challenges and achieved some successes in the PBL class. The challenges that she had encountered could raise her awareness in teaching and running the project. This study may shed some light on and raise awareness of the researcher and other novice teachers in schools which adopt PBL as the learning and teaching approach.
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Firdaus, Moh Ihsan, and I. Imron. "Teacher Professional Development During the Pandemic Through the Simultaneous Beginner Teacher Induction Program at SMK Muhammadiyah 1 Ngadirejo." Urecol Journal. Part G: Multidisciplinary Research 2, no. 1 (June 23, 2022): 26–34. http://dx.doi.org/10.53017/ujmr.152.
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This evaluation research aims to determine; (i) an overview of the implementation of the novice teacher induction program at SMK Muhammadiyah 1 Ngadirejo; (ii) a description of the ability of novice teachers who have participated in PIGP in planning lessons, implementing lessons and assessing student learning outcomes in Temanggung Regency during the pandemic. This type of research is qualitative that leads to field research (field research). The research was conducted in a naturalistic manner, with the researcher as the main instrument. The research process was carried out by conducting direct field observations/observations, interviews with school principals, waka curriculum, Islamic religious education teachers and waka students who were used as purposive samples of the research object. And to strengthen the opinion, the literature analysis method (library research) is used, namely the study of various scientific sources such as scientific articles in the form of journals, books, and other literature in accordance with the studies discussed. The results showed that (i) The description of the novice teacher induction program at SMK Muhammadiyah 1 Ngadirejo in terms of planning and preparation for the novice teacher induction program was well implemented. (ii) An overview of the implementation of the novice teacher induction program at SMK Muhammadiyah 1 Ngadirejo which is well implemented n. (iii) The description of the implementation of the novice teacher induction program at SMK Muhammadiyah 1 Ngadirejo in terms of the ability of teachers who have participated in PIGP in adapting to the work climate and school culture, planning lessons, implementing learning and assessing student learning outcomes very well during the pandemic.
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Martina, Feny, Ira Rahmadani Utari, and Syamsul Riza. "An analysis on Teacher Talk using Flanders Interaction Analysis Categories (FIAC)." International Journal of Innovation and Education Research 1, no. 1 (January 20, 2021): 31–52. http://dx.doi.org/10.33369/ijier.v1i1.14065.
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The problem of this research was some lecturers only used one categories of teacher talks. The aims of this study were to identify the characteristics and the categories of teacher talk in the classroom using Flanders Interaction Analysis Categories System (FIACS). This study was case study design and qualitative method. The subject of this study was one novice and senior lecturer at IAIN Bengkulu. It used Flanders Interaction Analysis Categories System (FIACS) to analyze teacher’s talk. The researcher used observation and interview for collecting the data. The result both of novice and senior lecturer showed that the characteristics of teacher is content cross and the most frequent is indirect talk. The percentage of teacher characteristics of novice lecturer was 45% while the percentage of teacher characteristics of senior lecturer was 39%. Novice lecturer used asking question and lecturing as the most frequent in indirect and direct talks. The percentage of asking question and lecturing were 39% and 21.5%. In other sides, senior lecturer used asking question and giving direction as the most frequent in indirect and direct talks. The percentage of asking and giving direction were 27.5% and 18.5%. Nevertheless, the occurred categories happened naturally with the consideration of learning situation that takes place. In addition the analysis of teachers’ talk in the classroom would be beneficial for teachers to plan and conduct enhanced learning situation. It concluded teacher talks of novice and senior lecturer in the classroom using Flanders Interaction Analysis Categories (FIAC).
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Ridwan, Nurul Haeriyah. "Novice Teachers Challenges in Teaching and Learning Practice: Experiences of Elementary School Teachers in Makassar." Al Hikmah: Journal of Education 3, no. 1 (July 1, 2022): 59–78. http://dx.doi.org/10.54168/ahje.v3i1.65.
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This study discusses the perceptions of novice teachers related to the challenges they experience in teaching and learning practices. Furthermore, teachers play an important role in education. This researcher aims to; 1) To find out the perception of novice teachers about what makes a good teacher, 2) To find out the challenges of novice teachers in teaching and learning practices in Makassar, 3) To find out how novice teachers overcome the challenges they experience in teaching and learning practices in Makassar. This study will apply a qualitative research design where the researcher will use open-ended questions to achieve the objectives of this study. research. Participants will be selected using purposive sampling technique. the criteria for the participants who were recruited were those who had taught less than 5 years in Makassar. Researchers conducted observations, interviews and document analysis to collect data. This study uses qualitative data analysis techniques to analyze the data, the steps are classified as follows; 1) Data Condensation, 2) Data Display, 3) Drawing and Verifying Conclusions. The findings show that novice teachers face challenges, namely 1) Lack of methods; 2) the naivety of elementary school students; 3) Lack of experience; 4) Pandemic, although three of them have never attended training, and the other two participants have attended one before, either organized by the ministry of religion or the school itself.
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Deng, Jun. "Phillips, D. K., & Carr, K. (2014). Becoming a teacher through action research (3rd ed.). Oxford: Routledge." Canadian Journal of Action Research 17, no. 1 (April 15, 2016): 83–85. http://dx.doi.org/10.33524/cjar.v17i1.247.
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This book is especially written for preservice teachers by two professors in Education. It intends to navigate them through an action research journey, from understanding action research, investigating data, designing research method, collecting data, analyzing and interpreting data, to communicating the results to others. The purpose is to transform a novice teacher and researcher to an expert in his/her teaching area. In the introduction section, Phillips and Carr view trustworthy action research as "a process", "a way of thinking", and "a way of practicing teaching" in which the teacher researcher is the subject of the study. There should be four key elements: 1) a strong sense of connection between the teacher, the context, study design and literature base; 2) quality data; 3) evidence of self-reflexivity; and 4) meaningful results. A figure is included to display the whole process of becoming a teacher through action research.
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Taufiq, Taufiq, Mega Teguh Budiarto, Tatag Yuli Eko Siswono, and Ahmad Wachidul Kohar. "Profile of Teacher Decision-Making in Designing Mathematical Tasks Based on Teaching Experience." International Journal of Current Educational Research 2, no. 2 (October 3, 2023): 80–91. http://dx.doi.org/10.53621/ijocer.v2i2.221.
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Objective: This research aims to describe the decision-making profile of mathematics teachers in designing mathematical assignments based on teaching experience. Method: The subjects of this study were mathematics teachers in junior high school education units with a bachelor's degree in mathematics education, including one senior teacher (ST) and one novice teacher (NT). The researcher used a task sheet for making a mathematical task design (TSMTD) and an interview guide as instruments for data collection. Results: The results showed that both novice and senior teachers identified problems by mentioning known information, but novice teachers tended to modify textbook assignments as materials for designing questions. In collecting information, beginner and senior teachers compared ideas from previous experiences, but senior teachers considered the context of the questions to be designed. Beginner teachers submitted problems by raising the theme of comparing values and transforming values with different resolution processes, while senior teachers considered several contexts and chose multiple alternative solutions. Both beginner and senior teachers checked all the questions designed and assessed the feasibility of the solutions generated from the task. Novelty: This research contributes to the understanding of the decision-making profile of mathematics teachers in designing assignments based on their teaching experience, highlighting the differences between novice and senior teachers in terms of problem identification, information collection, problem submission, and checking of designed questions.
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Wijaya, Eka Anastasia. "Novice English teachers’ knowledge about assessment of learning, assessment for learning, and assessment as learning." ELT Forum: Journal of English Language Teaching 12, no. 3 (November 30, 2023): 157–65. http://dx.doi.org/10.15294/elt.v12i3.62110.
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This study aimed to investigate the novice English teachers’ knowledge about assessment of learning, assessment for learning, and assessment as learning in the context of Bali. Framed within a qualitative design, the study employed the qualitative method with a questionnaire and an interview guide as the instruments to collect the data. The obtained data were analysed using Interactive Model Analysis consisted of data collection, data display, data reduction, and verification or conclusion drawing. In the preliminary informal interview done towards several novice English teachers, it indicated that not all novice English teachers have heard about assessment of learning, assessment for learning, and assessment as learning. Therefore, this phenomenon led the researcher to conduct this study. Further, the results of this study showed that the novice English teachers’ knowledge about assessment of learning, assessment for learning, and assessment as learning are limited to the basic concepts only. Even, several novice English teachers never heard about those assessment types. It implies that the school principals and other stakeholders need to emphasize the concept of assessment of learning, assessment for learning, and assessment as learning for novice English teachers through teacher training, workshop, or seminar.
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Sumarsono, Anne Yustica Pramesti. "EXAMINING NOVICE AND EXPERIENCED JUNIOR HIGH SCHOOL TEACHERS’ PERCEIVED TPACK AND THE INFLUENCES ON THE PROFESSIONAL DEVELOPMENT." Perspektif Ilmu Pendidikan 36, no. 2 (December 30, 2022): 183–203. http://dx.doi.org/10.21009/pip.362.10.
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Abstract: The use of technology in education is highly significant nowadays. Currently, blended learning is used in Indonesia, which requires students and teachers to communicate via social media. Students from SMP Karanglewas, enter school in turn according to the schedule, and when students study at home, the teacher must deliver materials or tasks through social media. The researcher would learn about the novice and experienced teachers' perceptions of TPACK, as well as the activities that teachers took based on their usage of technology. There were two study questions: What are novice and experienced teachers’ perceptions of TPACK? and To what extent have their actions been inspired by TPACK? The objectives were to investigate beginner and experienced SMP Karanglewas instructors' variations in their TPACK, as well as to learn about the influences on professional development and the behaviours inspired by TPACK. The findings where teachers could apply TPACK well even though they need help from other people and the difference between novice and experienced teachers in terms of technology was different because novice teachers had high technology knowledge but experienced teachers, were good at pedagogy content knowledge.
Keywords: TPACK; professional development; novice teachers; experienced teachers; the influence of TPACK
Dissertations / Theses on the topic "Novice teacher-researcher"
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Cajot, Pierre. "Une comparaison franco-suisse de l'entrée dans le métier d'enseignant chercheur : dynamiques identitaires et environnements de travail en formation." Electronic Thesis or Diss., Normandie, 2023. http://www.theses.fr/2023NORMR078.
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En France, un décret de 2018 a instauré un cadre national de la formation pédagogique pour les maîtres de conférences nouvellement recrutés tandis qu’en Suisse, les programmes de formation pédagogique à destination des jeunes enseignants-chercheurs existent depuis deux décennies suite à des initiatives locales, à l’échelle des universités. Depuis plusieurs années, la pédagogie à l’université devient un enjeu majeur des transformations au sein de l’enseignement supérieur dans un contexte d’accroissement de l’échec, des effectifs et de l’hétérogénéité des publics (Michaut et Romainville, 2006). Face à ces évolutions, le métier d’enseignant-chercheur se recompose (Annoot, 2011). En articulant divers apports scientifiques de l’apprentissage des adultes en formation et de la pédagogie universitaire, nous nous intéressons au développement professionnel d’enseignants-chercheurs novices insérés dans ces dispositifs professionnalisants (Wittorski, 2007). La recherche, menée auprès de sept enseignants-chercheurs novices appartenant à des universités distinctes, l’une française et l’autre en suisse, examine ce processus de développement professionnel à l’œuvre à l’entrée dans le métier. Le travail de thèse, à travers une analyse comparée et longitudinale réalisée sur la base d’entretiens à deux temporalités auprès de jeunes enseignants-chercheurs insérés dans des dispositifs de formation à l’enseignement, envisage de décrire et comprendre les ressources que ceux-ci mobilisent ainsi que les stratégies que les enseignants-chercheurs novices déploient au cours de leurs interactions avec leurs environnements de travail et de formation. Plus particulièrement, les transformations vécues par les novices en termes de changements de pratiques d’enseignement, de conceptions et de postures professionnelles mais aussi la perception de leurs environnements de travail et de formation ainsi que leurs caractéristiques individuelles permettent d’identifier les repères et les conditions nécessaires à leur développement professionnel. Sur la base d’un cadre d’analyse systémique, la thèse met en lumière plusieurs configurations articulant les caractéristiques des dispositifs de formation et des cadres institutionnels avec les profils des enseignants-chercheurs et leurs perceptions singulières de ces offres de formation. Les résultats de ce travail identifient des perceptions variées selon les types dispositifs proposés aux participants. De même, certaines caractéristiques individuelles dont l’expérience antérieure, et certaines variables de l’environnement de travail dont l’influence des pairs, se révèlent prédominantes dans nos configurationsIn France, a 2018 decree established a national framework for pedagogical training for newly recruited professors in higher education, while in Switzerland, pedagogical training programs for young teachers-researchers have existed for two decades following local initiatives. For several years, university pedagogy has become a major concern amid transformations in a context of increasing failure rates, enrollment, and heterogeneous student populations (Michaut and Romainville, 2006). By combining various specific contributions from adult education and university pedagogy, we are interested in the professional development of novice teacher-researchers integrated into the professionalization programs (Wittorski, 2007). This research, conducted with seven novice teacher-researchers from different universities, one in France and the other in Switzerland, examines the process of professional development at the beginning of their careers. The thesis, through a comparative and longitudinal analysis based on interviews at two time points with young teacher-researchers, aims to describe and understand the resources they mobilize as well as the strategies novice teacher-researchers deploy during their interactions with their work and training environments. Specifically, the changes experienced by novices in terms of practices, professional beliefs, and postures, as well as their perceptions of their work and training environments and their individual characteristics, help identify the reference points and conditions necessary for their professional development. Using a systemic analysis framework, the thesis highlights several configurations that combine the characteristics of training programs and institutional framework with the profiles of teacher-researchers and their unique perceptions of the training offerings. The results of this work identify distinct perceptions based on the types of programs offered to the participants. Likewise, certain individual characteristics, including prior experience, and certain variables in the work environment, particularly the influence of peers, emerge as predominant factors in our configurations
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Chen, Jian-Cheng, and 陳建誠. "Professional Growth of Novice Mathematics Teacher Educator-Researcher by Mentoring In-Service Mathematics Teachers in Designing Conjecturing Activities: Focusing on Learning through Evolution of Mentoring Strategies." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/f9484h.
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博士國立臺灣師範大學
數學系
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Conjecturing is viewed as backbone of mathematical thinking, which suggests that students should engage in conjecturing activities for enhancing their mathematical competence in a comprehensive way. The key to enactment of conjecturing activities in classrooms is Mathematics Teachers’ (MTs) competence in designing such kinds of instructional activities. In this regard, how Mathematics Teacher Educator-Researchers (MTE-Rs) arrange, implement, and refine professional development programs to facilitate MTs in designing conjecturing tasks is of concern. This study reports professional growth of a novice mathematics teacher educator-researcher(MTE-R) evolved through mentoring in-service MTs in designing conjecturing activities. In particular, the study focuses on the evolution process of mentoring strategies that the novice MTE-R adopted and refined. By means of action research approach, professional growth of the novice MTE-R can be identified from five perspectives including (1) developing the program for facilitating in-service MTs in designing conjecturing tasks; (2) being aware of tensions and challenges encountered when facilitating the learning of MTs in the program; (3) refining the program and the strategies to facilitate the learning of MTs based on the tensions and challenged noticed, which can be generally described as the evolution from content-oriented to both student-centered and teacher-centered; (4) knowing how MTs learn from participating in design-based program in terms of MTs’ competence in designing conjecturing tasks, MTs’ sensitivity to student learning, and how MTs build up professional learning communities on school basis; (5) eliciting principles involving entry phase, attack phase and review phase for arranging and implementing design-based programs. On the basis of the results derived from the action research, this study further provides suggestions to research on professional growth of MTE-Rs, and to the implementation of design-based professional development programs for facilitating MTs’ learning.
Book chapters on the topic "Novice teacher-researcher"
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Wicht, Steven. "The Influence of Mentors on Instruction and Reflection." In Advances in Higher Education and Professional Development, 248–72. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8380-0.ch010.
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This chapter uses a qualitative, single researcher-participant diary study to detail how a novice ESOL teacher in a community-based adult basic education program used the advice of mentors to plan and reflect on instruction. A thematic analysis revealed three instructional areas where mentors influenced the novice teacher: implementing guided small group instruction, distinguishing obligation language (i.e., modality) and formality, and giving advice in authentic contexts. Each instructional theme moved through similar stages. The novice teacher identified an issue in his instruction, consulted his mentors for guidance, and reflected on the results of his instruction. The findings illustrate the importance of mentoring and reflection to the novice teacher's instruction and his perspective on the language needs of adult ESOL students.
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Ayar, Zülal. "The Driving Forces Behind Teacher Attrition and Its Multifaceted Face in Language Teaching." In Handbook of Research on Language Teacher Identity, 310–28. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7275-0.ch017.
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This review aims at exploring the factors behind teacher attrition at different education levels over the last twenty years in foreign and second language teaching contexts. To do so, the researcher has consulted academic search engines and identified fifteen studies with a focus on novice or seasoned English and other language teachers across the world. Having analysed their foci and methodology and created key themes through descriptive content analysis; the researcher identified social, personal, and institutional factors. Findings indicate that poor teacher identity development and lack of potential opportunities both for teaching career and professional communities, and low self-efficacy besides the problem of classroom management have been the primary reasons for attrition. Furthermore, workforce, teacher burnout, school policy, the perception of 'teaching' as a low-paid job, diversity in expectations, high-stakes assessments, as well as the gap between pre-service and in-service education have further contributed to this trouble.
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Rose, Crystal Dail. "Developing Scholarly Dispositions While Becoming a Participatory Action Researcher." In Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education, 192–211. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7267-2.ch010.
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Participatory action research can be difficult to enact, especially as a novice researcher. The tensions between remaining true to the heart of PAR while also reconceptualizing her own identity as a student, novice, teacher, scholar proved challenging. This feat was accomplished with a thorough understanding of participatory action research; the scholarly dispositions needed to engage in this work; and the guidance, support, and careful questioning of a dissertation chair and committee. This chapter includes an overview of the methodology, participatory action research with photovoice; the possibility of unique scholarly dispositions needed by doctoral candidates interested in action-oriented methodologies; the author's own dissertation experiences; and concludes with lessons learned throughout the dissertation. Although a framework for the scholarly dispositions specifically for action-oriented methodologies is yet to be determined, the dissertation journey shared in this chapter could be a launching point for such work to occur.
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Fajardo-Dack, Tammy, Mónica Abad Célleri, and Juanita Argudo Serrano. "10 Supervising Student- Teachers’ Research: Between Reinforcing our Supervisor-Researcher Identities and Enabling Novice Teacher-Researchers." In Professional Development through Teacher Research, 151–66. Multilingual Matters, 2022. http://dx.doi.org/10.21832/9781788927727-013.
Full textConference papers on the topic "Novice teacher-researcher"
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Penner-Williams, Janet. "Thinking Like a Researcher: What Novice Teacher-Researchers Can Learn From Surveys About Teacher Professional Development." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573156.
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Peens, Shaun. "THE FUTURE AND SUSTAINABILITY OF MEANINGFUL EDUCATION LIES IN THE ABILITY OF SEASONED TEACHERS TO CULTIVATE NOVICE TEACHERS THROUGH STRENGTH-BASED-MENTORING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end066.
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"Newly qualified teachers are barraged with uncertainties and could seem inadequately prepared for the teaching profession. Even though graduates are believed to have sufficient subject content knowledge the average day could offer more interruptions than anticipated. Although this study will not aim dispute the quality or value of the curriculum offered; there seems to be an absence in the holistic development of educators. It is therefore imperative that experienced educators serve as mentors to expand the gain of their skills learnt through exposure and involvement in teaching, adding value to the education sector. As part of prospective doctoral study, the researcher will investigate whether a mentorship program for seasoned educators could offer guidance, stability and confidence to novice teachers by contributing maturity and responsibility. South Africa has educational challenges 25 years post-apartheid; whether it be pit latrine, bilingual schools in monolingual areas (and vice versa) or often vandalized schools. These factors impact education ranging from macro- (education sector), meso- (socio-economic decline) as well as micro-level (teacher and learner) with majority support from the Department of Education to socio-economic challenges and little attention to educators. Hence, this study will purposefully focus on micro-level where educators could hold one another accountable to build educational capacity. The discovery of challenges novice teachers experience and whether possible gaps exist which could be filled by a suitable mentoring program will have initial priority, with the secondary intention to assist seasoned teachers on a road to self-discovery, embracing a servant leadership role in a quest to address these challenges, striving towards solutions in mentoring for the benefit of sustainable learning. The study elects to include Secondary schools from different backgrounds in the Free State Educational District, involving teachers selected based on their eagerness to improve their life and teaching skills. A pragmatic research approach will be intended with the inherent use of mixed method research to analyze data. Quantitative data could point towards the possible gaps and challenges with the use of a questionnaire. From this data strengths-based-mentoring collaboration sessions will follow to obtain qualitative data about the suitability of a mentorship programme. Pragmatism as a research method complements the combination of positivism leading to the appreciation of its suitability in practice focusing on solutions."
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Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.
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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-language Life Sciences teachers taught Life Sciences in order to mitigate language difficulties for themselves and those of their learners. The study was guided by the research question: how does English as a second language influence teacher practices when teaching Life Sciences to grade 12 learners? Using a qualitative research design, six Life Sciences teachers with various levels of teaching experience, two novices, two relatively experienced and two very experienced teachers, were purposefully selected from six different schools. The assumption was that teachers at various levels of experience may have different experiences of teaching the subject in a second language. Each teacher was observed once whilst teaching the same topic to grade 11 Life Sciences learners to establish their teaching practices. Incidences of learner engagement with the content, teacher-learner and learner-learner interactions were captured and scored using the Reformed Teaching Observation Protocol rubric. Lesson observations were suitable for data collection as they allowed the researcher to examine even non-elicited behaviour as it happened. The findings indicated that language difficulties were prevalent and affected both teachers and learners in engaging with the concepts at hand. For instance, most of the teachers whether experienced or not, struggled to explain and elaborate vital Life Sciences concepts in a comprehensible manner due to lack of proficiency in the language of instruction. The teachers mostly utilised code-switching as it enabled them to explain and elaborate scientific terms and processes in both English and their home languages. Because learners were allowed to express themselves in their home languages, the level of interaction also increased. In addition, teachers used transliteration and demonstrations as teaching strategies that also reduced the challenges of using English as a medium of instruction. The study informs both pre-service and in-service teacher development programmes.