Actual Teaching Experience Research Articles

Bridging the Gap: The Reality of Digital Technology Integration by Indonesian Pre-service EFL Teachers

Background: This research investigates the integration of digital technology into teaching practices among pre-service English as a Foreign Language (EFL) teachers in Indonesia, using the Technological Pedagogical Content Knowledge (TPACK) framework. The exploration focuses on the contextual challenges and limited technological infrastructure that hinder effective technology use during teaching practicums. Methodology: Employing a qualitative case study design, the research involved six pre-service teachers from three junior high schools in Indonesia. Data were collected through Video-Stimulated Recall (VSR) interviews, direct observations, and analysis of teaching materials, including lesson plans and multimedia resources used in classroom settings. Findings: The findings reveal that while pre-service teachers were theoretically prepared for integrating technology into education, practical implementation was often compromised by infrastructural deficiencies. Teachers frequently encountered issues such as insufficient internet access and lack of support from supervisory staff, which forced them to rely on basic and offline technological tools despite their preparedness to employ more sophisticated resources. Conclusion: The research underscores a significant gap between the theoretical training provided by teacher education programs and the practical realities in Indonesian schools. It suggests that enhancing technological infrastructure and mentorship in these settings is crucial to effectively translate pedagogical and content knowledge into technology-integrated teaching practices. Originality: This research contributes to the field by highlighting the specific challenges faced by pre-service teachers in developing countries like Indonesia and provides empirical evidence on the discrepancies between their training and actual teaching experiences. The study advocates for an integrated approach in teacher education that aligns theoretical knowledge with practical abilities to navigate technological constraints

Strategies of Integrating of Physical Education and Academics

The new goal and approach to physical education teaching in vocational colleges is to promote the development of students’ moral, intellectual, physical, artistic, and practical skills. To achieve this, physical education should be integrated with academics. Therefore, we analyzed the existing problems and their causes in our college’s physical education teaching and developed basic reform ideas that incorporated physical education into academic education, interspersed physical education with academic education, and co-constructed the physical and academic education based on actual teaching experiences. Besides, each school should be given adequate physical education resources, and the management methods and regulations for physical education courses should be optimized. The integrated physical education curriculum system and content should also be improved and various extracurricular activities should be carried out. In addition, a new course evaluation index should be established, which will be used to determine new teaching goals and methods.

메타버스 활용 블렌디드 수업에 대한 교수자와 학습자의 인식 연구

The purpose of this study is to present a case of operating a blended course using a Metaverse and examine the perceptions and satisfaction of the instructor and learners. To achieve this, 3 classes were conducted in a Metaverse for a general education course in the 2022-2 semester, with 1 instructor and 40 learners participating. The research results confirmed the potential of a Metaverse as a social communication space, the possibility of utilizing a Metaverse according to the characteristics of the curriculum, and the benefits of smooth interaction and learning interest. However, there were some challenges such as network instability and difficulties in using mobile devices. This study is significant in that it presents ways to effectively use a Metaverse based on the actual teaching and learning experiences of instructors and learners.

K-12 Teachers’ Perceptions and Experiences in Starting to Teach Computer Science

New curriculum reform across the United States requires teacher educators to rapidly develop and implement professional development (PD) for K-12 teachers, newly assigned to teach computer science (CS). One of the many inherent challenges in providing valuable PD is knowing what it is that novice CS teachers most need. This quantitative research study was designed to inform the iterative development of a K-12 CS Teaching Endorsement program offered at a small college in the rural Rocky Mountain west, based on participants’ perceptions of the program, before and after attempting to teach the CS curriculum provided by the endorsement program. The overarching research question guiding this study is: What differences might exist between teachers’ perceived needs for CS-based professional development before and after actual classroom teaching experiences with CS? To pursue this question, the following null hypothesis was tested: H0: No measurable change exists in teachers’ perceptions regarding the impact of PD before and after teaching. The research study used a 29-item Likert-style survey, organized into categories to measure participants’ perceptions across five subscales. Thirteen teachers completed the targeted K-12 CS Endorsement program in May and July 2021, seven of whom subsequently taught CS in K-12 schools for the first time. Of these seven, 100% participated in this research study. After gaining classroom experience, the survey results showed very few differences before and after the endorsement program. These results suggest that CS-based PD can be more effective if the PD better targets enhancing teachers’ confidence in teaching actual students and providing more useful classroom-ready instructional materials rather than targeting improving teachers’ knowledge of CS concepts.

Pre-Service Teachers’ Teaching Anxiety, Teaching Self-Efficacy, and Problems Encountered During the Practice Teaching Course

Practice teaching represents authentic experiential learning and culminating experience to better prepare the prospective teachers for actual teaching experience. However, pre-service teachers who go through the practicum have a number of worries and anxieties which could lower their teaching self-efficacy and consequently their performance. This study aimed to determine the relationship between the pre-service teachers’ teaching anxiety and teaching self-efficacy, the possible reasons for such teaching anxiety, and pre-service teachers’ suggestions to lessen, if not totally eliminate it. For this purpose, student-teacher anxiety and self-efficacy scales have been used for data collection as well as interviews among the pre-service teachers. The findings revealed that pre-service teachers’ teaching anxiety significantly relates to their teaching self-efficacy and among the factors of teaching anxiety, classroom management best predicts pre-service teachers’ teaching self-efficacy. It was also found that there is a significant difference between the levels of teaching anxiety of the pre-service teachers depending on their grade level placement. As perceived by the pre-service teachers, the main cause of their teaching anxiety is high expectations from cooperating teachers and students; hence they recommend better planning and preparation for internship.

THE LINK BETWEEN THE DEVELOPMENT OF HUMAN RESOURCES AND THE OVERALL EFFICIENCY OF THE ORGANIZATION IN THE CASE OF STAFF IN ROMANIAN PRE-UNIVERSITY EDUCATION

The activity of teachers implies a good professional training doubled by teaching skills, being necessary a continuous training that begins with the initial training carried out in universities and advances with the evolution in career marked by the gradual achievement of didactic degrees for Romanian pre-university education. The standard for the teaching profession includes: the level of knowledge necessary for the development of the teaching profession, skills specific to the teaching activity that can be improved with the actual teaching experience and with the evolution in the teaching career. The training and improvement of human resources influences the quality of the teaching process as well as the school results obtained by students at national exams, being an indicator in establishing the quality of the education system not only at school level but also globally, seen through the whole pre-university education system.

Am I a STEAM Teacher? Professional Identity and PCK through STEAM Project-Based Learning Professional Preparation

The purpose of the current study is to investigate pre-service teachers’ professional preparation (PP), especially as science, technology, engineering, arts, and mathematics (STEAM) teachers. A mixed-methods approach was used in this study. In study 1, professional identity and Pedagogical Content Knowledge (PCK) of two groups of participants (STEAM PBL PP and non-STEAM PBL PP) were compared (N=135). The results of quantitative research indicated the correlation between professional identity and PCK. Also, pre-service teachers who had STEAM PBL PP experience had greater positive professional identity and PCK as compared to the pre-service teachers who did not have STEAM PBL PP experience. In study 2, semi-structured individual interviews were conducted with 5 pre-service teachers. The participants expressed the implementation of real-world situations in the instruction, collaborative work, and actual teaching experience were the most valuable factors to develop their professional identity and PCK to become STEAM teachers. These findings are expected to provide meaningful insights that influence instructional approaches for future PP curricula as the emphasis on STEAM PBL continues to grow.

Analysis of Teaching Strategy of Computer Data Audit Course based on Learning Problems

The rapid reform of audit informatization means that the traditional teaching methods can no longer meet the current changeable audit methods and audit environment, which indicates that the computer data audit course in colleges and universities needs to keep pace with the times and cultivate high-quality talents with practical initiative. Applying the problem-based learning teaching method to the teaching of computer data audit course can help students improve their thinking ability and enable them to adapt quickly to the changeable audit work environment. This paper is the author's analysis of the application strategy of problem-based learning teaching method in the teaching of computer data audit course, based on the actual teaching experience.

From Practicum to Real Classroom: Does Experience Change Perceived Self-efficacy Beliefs of English Language Teachers?

The present study aimed to explore the changes in the perceived self-efficacy beliefs of English language teachers over a four-year period, from pre-service through in-service. With that aim in mind, the study aimed to shed light on the differences the actual teaching experience might create on the self-efficacy perceptions of EFL teachers. The data for the study were collected through The Turkish Version of The Teachers’ Sense of Efficacy Scale adapted from Çapa, et al. (2005). The scale was administered three times: before and after practicum and after four years of actual teaching experience. The findings of the study indicated a gradual increase in the participants’ efficacy levels in classroom management and instructional strategies over the course of time. However, the increase after four years of teaching was found to be more prevalent and remarkable.

Student Engagement on the Implementation of Online English Learning

The English teacher does not involve a net meeting during online English learning. The net meeting is vital because it becomes a space for students to communicate and interact with their friends and teachers. It can trigger feelings, and they do not want to be actively involved in learning English online because they cannot experience the actual teaching experience and interact with their peers and teachers directly. This study aims to analyze student interactions and the difficulties involved in online English learning. This research uses mixed research methods by following a sequential explanatory research design. The sample in this study consisted of 140 students and was selected using the cluster random sampling technique. The process of collecting data in this study was carried out by distributing questionnaires and conducting interviews. The results of this study indicate that the involvement of students during online English learning is included in the high level seen from every aspect. However, there are some difficulties involved in learning English online, including internet connection problems, boredom, and loss of concentration, which psychologically affect motivation. Then, the slow response makes it difficult for students to contract online. In addition, the limited knowledge of English and the lack of direct interaction with the teacher, which makes students understand English subject matter independently, and the lack of direct interaction with fellow students also establish friendships with other students.

Education as a Critical Factor of Sustainability: Case Study in Qatar from the Teachers’ Development Perspective

Education is considered the primary driver of sustainable development. Teachers play a critical role in the conjunction of ideal, designed, and actual teaching and learning experience delivery. Successful education plays a crucial role in accomplishing the UN Sustainable Development goals (SDGs). Therefore, this research focused on the better preparation of teachers to deliver high-quality education for achieving SDGs in Qatar. To this end, this study investigated teachers’ development needs, including their professional preparation, empowerment, and assessment, by employing semi-structured interviews in selected schools. In summary, the findings show a lack of professional development (PD) opportunities, and the current PD approaches have no direction, purpose, or progress. The results also demonstrate that objective and customized assessment methods, a clear and robust career roadmap, and career promotions accordingly would increase teachers’ motivation for their, and thus students’, development. In addition, only a few teachers are aware of the SDGs and their connections with education. Therefore, there is a need to raise their level of understanding and motivation by preparing them with the right set of skills and tools and paying attention to the teachers’ development as a whole at school, society, and policy levels.

Research on the Teaching Mode of Flipped Classroom of University Computer Under "Internet +"

This article in view of the current computer basic education present situation, under the background of "Internet +", combined with advanced information technology and demand of applied innovative talents training of higher education and teachers in a line of actual teaching experience, put forward the "Internet +" under "university computer" turn into the classroom, explore the teaching mode that suit the development of students, enhance students' motivation in learning, to promote the cultivation of interdisciplinary talents.

Cultivating students’ innovative ability in the college physics experiment

College physics experiment plays an important role in students’ practical ability, scientific quality and innovation capacity. Combined with actual teaching experience, the paper elaborates that college physics experiment cultivates students’ innovative ability fundamentally from four aspects including experimental principle, experimental methods, experimental apparatus and experimental operation.

Transforming English Language Education in Saudi Arabia: Why Does Technology Matter?

Several studies have discussed the potential of reforming the Saudi educational system in line with Vision 2030 announced in 2016. While some studies highlighted factors that can make transformation successful, reviewed studies proposed future plans on how educational reform can take place, i.e., studies that investigated the Vision’s educational opportunities are mostly proposals, meaning that no experimental research has yet been conducted on the actual learning practice, particularly with English education and the incorporation of technology into learning. Thus, the current longitudinal study is an attempt to investigate English language teachers’ perceptions of and attitudes about the Vision and whether they have experienced any remarkable educational changes in their own behavior and teaching practices. The study was conducted with 15 female in-service English language teachers. Data was collected in two phases to reveal any change in teachers perceptions over time. The study concluded that almost all participants held positive attitudes toward Vision 2030. However, there was not a correlation between teachers' perceptions and actual teaching experience in terms of pedagogical and technological perceptions and the Vision's implications.

Analysis of the pre-service teachers’ teaching anxiety and coping strategies: A Turkish Elementary School Context

The aim of this study is to investigate the construct of English as a foreign language (EFL) pre-service teachers' feelings of anxiety before, while, and after experiencing teaching English within a Turkish elementary classroom setting. Specifically, this intrinsic qualitative study investigates the anxiety sources for pre-service teachers in their practicum experiences and the ways they adapted to cope with these anxiety-provoking sources. The data were triangulated by consulting three sources of data (e.g., open-ended questions in the self-report forms, open-ended questions in the peer-reflection forms, and diaries) relating the 32 participants' teaching experiences. The findings indicated that prior to teaching experience, classroom management is the major teaching anxiety source and the frequently employed coping strategy is to consult their mentors and cooperating teachers. However, during the actual teaching experience, being observed by a mentor was the most common concern and to cope with it, each participant developed different coping mechanisms. Finally, receiving negative feedback from mentors decreased self-confidence and to compensate, pre-service teachers frequently asked mentors to provide further advice. It is implicated that teacher education programs raise the awareness of pre-service teachers of the potential challenges awaiting them in the practicum experience and equip them with coping strategies.

Decoding “Good Language Teacher” (GLT) Identity of Native-English Speakers in South Korea

ABSTRACTThis study investigates the concept of teacher identity of native-English speakers in South Korea by examining public texts, mainly English immersion camp advertisements and teacher recruitment materials. To this end, a social semiotic multimodal analysis was employed to scrutinize how these public narratives and visual images, populated with non-neutral discourses, construct a certain image of teacher identity and, as a result, perpetuate societal ideologies. The findings underscore how the discourses constructing good English teacher identity rely on a combination of multiple ideologies, but the overriding effect is often the same: nativeness, closely connected to nationality, acts as a token for language proficiency, making actual teaching qualifications and/or experience secondary. Overall, this study argues that English teacher identity across sites of language teaching and learning needs to be revisited insofar as such deeply entrenched language ideologies have inevitable impact on language education and the preparation of students as global citizens.

Aktuelni trendovi u didaktici engleskog za posebne namene - uvidi urednika časopisa

English for Specific Purposes (ESP) is a demanding field for its practitioners regarding its methodology, pedagogy, didactics, for numerous factors, primarily, it having a paradoxical position within the field of English language teaching due to at once its undeniable presence and relevance but rare academia institutional establishment, and still not having a consolidated relevant theoretical basis. Practice of teaching ESP involves dealing with real life issues of how to teach a group of students who need this instruction for clearly pre-determined reasons, and therefore, what approach to use, which material, grammatical units, and alike. Stemming from actual teaching experiences, there appear valuable insights, opinions, research results of ESP practitioners as formulated and presented in the form of journal articles, which even more than in other fields become primary sources of familiarizing with current and emergent approaches in ESP didactics. As an Editor-in-Chief of an ESP scientific journal, the author presents discernible, most prominent tendencies in ESP methodology, pedagogy, didactics worldwide over, which summarize current theoretical and practical basis of this form of language teaching and intercultural communication.

Teaching Skills of Pre-service Teachers: Basis for Mentoring Initiatives

This study utilized triangulation approach of descriptive research in determining the teaching skills of elementary pre-service teachers of Bukidnon State University during their in-campus practice teaching. It also determined whether actual teaching experiences of pre-service teachers were effective in developing and improving said teaching skills. Sample pre-service teaching evaluation forms were collected from supervising instructors, computed, compared and analyzed within and across areas of teaching skills. The results revealed that even during their first actual teaching exposures, pre-service teachers had already shown teacher personalities and lesson planning skills but deficient in other areas, namely; classroom management, teaching methods, content knowledge and questioning skills. These weak areas greatly improved during the next grade level assignment of the participants while their best entry skills were the least developed. It can be gleaned from the results that actual teaching experiences are indeed very useful in training future teachers and therefore must be given maximum attention by teacher-training institutions. These findings would help the college faculty and supervising instructors plan out more relevant interventions in order to maximize learning among education graduates. Further studies on the topic using a more comprehensive research instrument, methodology and scope are also recommended. Keywords : Teaching skills, Pre-service teachers, Mentoring

Identity formation among novice academic teachers – a longitudinal study

ABSTRACTThis study reports findings from an in-depth, longitudinal investigation of the formation of 13 novice tutors’ professional identities as academic teachers. The study spanned tutors’ first two years in-service, while they were also participating in a teacher development course. Discourse was analysed across 65 time-series coursework texts, completed as part of the tutors’ reflection on their teaching practice. The analysis captured the use of explicit identity positioning cues by tutors across the texts. Four discreet identity positions were catalogued: academic insider, class teacher, teaching course participant and young academic. The study illustrates how these tutors developed more complex identity narratives with enriched coherence over time as they reported negotiating challenges and dissonance between initial expectations and actual teaching experiences. This finding offers explanatory support for previous research regarding the value of longer term teacher development programmes and illuminates existing theoretical models with practitioner perspectives.

Promoting preservice teachers’ dual self-regulation roles as learners and as teachers: effects of generic vs. specific prompts

Researchers have recently suggested that teachers must undertake important dual self- regulation roles if they want to become effective at improving their students’ self-regulation. First, teachers need to become proficient at self-regulated learning (SRL) themselves, and then teachers need to learn explicitly how to proactively teach SRL – termed self-regulating teaching (SRT). Considering that both roles are difficult to attain by novice teachers, supports (prompts) are essential. We examined an intervention comparing the usefulness of two prompting conditions – generic versus specific – for developing both SRL (as learners) and SRT (as teachers) among 90 preservice science teachers engaging in explicit self-regulation instruction and reflective group discussion about learning/teaching experiences (observed learning clips, in-action teaching). We compared the two group conditions by using two SRL assessments and two SRT assessments. Mixed methods indicated that, as expected, the specific-prompts condition outperformed the generic-prompts condition on self-awareness of own SRL, skills for accurately noticing authentic videotaped students’ SRL, and explicit usage of SRT during actual teaching experiences. As expected, no differences emerged between generic and specific prompts in applying SRT to a novel lesson-design task (far-transfer measure). These findings, supported by two case studies’ sequential pattern analysis, offered an important contribution to theoretical and practical understanding of novice teachers’ self-regulation prompting approaches, practice modes, and multidimensional assessments of teachers’ professional development.