School-based Teacher Research Articles

The role of teacher professional networks in Egypt’s mathematics education reform

Situated in the education reform launched by the Egyptian Ministry of Education (MOE), which called for a socially-foreign shift away from memorization-based mathematics instruction, this paper explores the role of school-based teacher professional networks in implementing reform. Adopting the Goodson Change Model as a theoretical framework, we map out the power play between external agency (national society), internal agency (teacher professional networks) and the personal agency of individual teachers. Using an embedded case study model and a dataset consisting of the recordings of two full-day focus group discussions with teacher professional networks at two national schools, we contrast the two cases from the perspective of teacher group tensions and power dynamics in relation to the reform implementation. In one case, the teacher professional network (internal agency) was dominantly embracing the change, thus empowering the local teacher (personal agency) and enforcing its dogma on its stationed national society (external agency). In the other case, the teacher as a personal agent was solely attempting to break through both layers of internal and external agency. Our findings cast light on the role of teacher professional networks in curricular reform contexts, particularly within a collective cultural setup such as Egypt. Implications for the role of teacher professional networks in the diffusion of reform initiatives are discussed in light of the findings.

Human Resource Development Practices and Turnover Intentions among Basic School Teachers: The Mediating Role of Career Commitment

Purpose: The study sought to examine the influence of perceived support for participation in human resource development (HRD) practices on teacher turnover intentions in the Tolon District of the Northern Region of Ghana. Methodology: Using a cross-sectional survey design, questionnaires were used to collect data from 120 teachers from the Tolon Senior High School. Data were analyzed using PROCESS macro ver. 4.2. Findings: Results from regression analysis showed that perceived support for participation in HRD practices had a negative relationship with teacher turnover intentions. It was further found that teacher career commitment mediates the negative relationship between perceived support for participation in HRD practices and turnover intentions. Unique contribution to theory, policy and practice: The study contributes to the existing body of knowledge on the application of social exchange theory (SET) in understanding workplace dynamic and highlights the importance of fostering a supportive work environment that encourages employee participation in HRD activities, such as training programs, mentorship initiatives, and career development opportunities

The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence

ABSTRACT Although research on the relationship between opportunities to learn (OTL) in teacher preparation and preservice teachers’ learning outcomes, including aspects of their knowledge, has significantly increased in recent years, the relationship between OTL and preservice secondary school teachers’ cognitive competence and, particularly, the situated aspect of competence, in Mainland China remain poorly understood. This paper examines this association based on a study involving 583 preservice teachers chosen from four preservice teacher education institutions. The results revealed that the preservice teachers received adequate OTL in various domains, such as tertiary-level mathematics and mathematics education pedagogy. However, mainly due to the influence of academically oriented teacher preparation models in Mainland China, there were quite weak overall connections between OTL and the four examined aspects of teachers’ professional competence (mathematics content knowledge, mathematics pedagogical content knowledge, a mathematics instruction-related perspective on noticing, and a general pedagogy-related classroom perspective on noticing). Comparatively speaking, relatively strong associations existed between OTL in teaching methods, school-based teaching practicums, and the situated aspect of competence (e.g. noticing). These findings show that, to a great degree, initial teacher preparation in Mainland China does not relate closely to preservice teachers’ professional competence.

Bridging Theory and Practice: Using Goal Systems to Spark Professional Dialogue and Develop Personal Theories

School-based mentors play a key role in the learning processes of student teachers. Ideally, they facilitate student teachers to scrutinize their approaches and underlying assumptions, and link these to theoretical notions. In this study we investigated how three mentors used a goal-system representation (GSR) tool in their mentoring conversations. The GSR tool is essentially a visual reflection of the student teacher’s personal theory regarding classroom practice. It was developed at our teacher training institute to help our students see the personal relevance of research literature and theory and apply it to their lesson plans, to bridge the gap between educational theory, their vision of good teaching and their educational practice. In three explorative case studies, we show how mentors use the GSR tool and to what extent they support three levels of personal theory development: sharing, investigating and transforming. In all cases, student teachers could relate their practices to theoretical notions, giving access to their mentors for further questioning of their sense-making of the situation. Mentors successfully use these opportunities for personal theory development in various ways. We conclude that the GSR tool functions as a boundary object between theory and practice and between institute-based and school-based teacher education.

Examining Teachers' use of Play-Based Pedagogy in Mathematics Learning in Basic Schools

This study examines the use of play-based pedagogy by basic school mathematics teachers in the Ho West district, addressing a significant gap in the existing literature. Through a comprehensive review of previous studies, the study identifies key insights and informs the investigation. Employing a descriptive survey design with a quantitative approach, the study surveys a stratified random sample of 400 basic school teachers in the Ho West District, collecting data through a reliable questionnaire and analyzing it using various statistical methods. The findings reveal that teachers perceive play-based pedagogy as effective in enhancing students' mathematical understanding, promoting creativity, and fostering collaborative learning. However, the study also identifies challenges faced by teachers, including time constraints, curriculum alignment, resource inadequacy, behavior management, and assessment difficulties, despite the implementation of diverse play-based activities. Based on these findings, the study recommends targeted workshops and seminars for teachers, emphasizing the benefits of play-based pedagogy, introducing a range of activities, and allocating resources to address the identified challenges.

The Five-Level Education and Teaching Research System: A Distinctively Chinese Research Mechanism for Basic Education

China’s five-level education and teaching research system (ETRS) has been instrumental in advancing Chinese basic education. It includes the central-, provincial-, municipal-, and county-level education and teaching research institutions and school-based teaching research offices, which jointly contribute to the enhancement of the quality of education and teacher professional development. There is close collaboration as well as a clear division of responsibility among these institutions. This article expounds on the ETRS’s functions and characteristics, shedding light on its significance for Chinese basic education with a view to providing implications for global education development.

Lesson Honing through Different Approaches: A Meaningful Practice of Teaching Research among Chinese Basic Education Teachers

“Lesson honing through different approaches” (LHDA) is a form of teaching research in Chinese basic education. This article gives a brief overview of this school-based teaching research method and describes general implementation procedures of LHDA using LHDA-based secondary mathematics teaching research as an example. Issues with the execution of LHDA are also discussed.

Enhancing teachers' commitment: Autonomy and learning in Ghana's basic schools

This study examines how teachers' autonomy and learning affect their commitment, considering the moderating role of work environment. Questionnaires were administered to full-time teachers in basic schools within Ghana's Ashanti Region, which yielded 1163 accurate responses. The study employs the structural equation modeling technique to generate accurate and reliable findings. The findings reveal that teachers' autonomy and learning positively and significantly contribute to their commitment. Also, work environment positively and substantially moderates the relationship between teachers' autonomy and commitment and between teachers' learning and commitment. Finally, theoretical and practical implications are discussed.

Understanding teachers’ usage of YouTube as a pedagogical tool: A qualitative case study of basic school teachers in Ghana

YouTube has been widely considered as a pedagogical tool over the last few decades. Recent findings from research portray YouTube videos as an instructional part of learning that contributes to best practices in teaching. Much of the studies have focused on usage by teachers and students at the tertiary level without much attention given to basic school teachers. Using an exploratory qualitative case study design and the ICT Pedagogical Beliefs Classification framework, we explored teachers’ usage of YouTube as a pedagogical tool. We drew on the experiences of 18 teachers in 3 private schools in Ghana to find out how Youtube was used in instruction. Four dominant ways of usage were identified. YouTube was used as a teaching tool, a means of enhancing specific topics, a means of learning new and varied ways of teaching, and as a means of developing teachers’ professional competence. Findings showed that whilst some of the ways of usage align with constructivist methods of teaching others still fall within traditional and teacher centred approaches to teaching. We argue that for teachers to enact meaningful pedagogies with technology through a more student-centred model, their knowledge and skills need to be developed alongside the reshaping of their motives and reasons and subsequently the ways in which they use technology for teaching. We recommend the planning and reinforcement of innovative instructional design of technological integration for teachers through informed policy and the use of training interventions to build new skills geared towards constructive and creative teaching suited to developing a net generation of students.

Kurdish EFL Student Teachers’ Perceptions Towards Their School-Based Teaching Practice Course

ABSTRACT: Teaching practice holds paramount significance within the domain of teacher education and training, providing student teachers with a tangible opportunity to acquire practical knowledge and firsthand experience in the dynamics of schooling and classroom pedagogy. This study set out to investigate the perceptions of EFL student teachers regarding the school-based teaching practice course in four colleges of education and basic education in Duhok province of the Kurdistan Region-Iraq. A combined qualitative and quantitative methodological approach was used to gather the research data. A paper and online questionnaire provided quantitative data from 132 participants, complemented by conducting semi-structured interviews with 16 student teachers. The results showed that the teaching practice experience was deemed ineffective and inadequate in preparing to become qualified EFL teachers. The results further revealed that the majority of the elements involved in the topic being studied were deemed unsatisfactory and there were multiple areas for improvement in the phenomenon. The implications of these findings extend our understanding of the process and procedures of the teaching practice course in this specific context. The findings presented add to our understanding of the various aspects of the subject. The research has the potential to inform policy decisions and practical interventions, thereby positively influencing the field and leading to tangible improvements. This study holds significant importance as it addresses a critical gap in existing research, shedding light on an area that has thus far been underexplored. A significant limitation of the current study is its exclusive focus on student teachers as the primary data collection subjects. Therefore, future research should consider investigating the perspectives of other stakeholders involved in the teaching practice, including university supervisors, school principals, representatives of English departments, the course developers, and focal persons.

The contribution of Teacher education to universities: a case study for international teacher educators

ABSTRACT This paper reports on the initial stage of a research project which aims to develop deeper understanding of the contribution teacher education, as a sub-discipline within Education, makes to Higher Education in England. The study is located in the intersection between the domains of teacher education and higher education scholarship, which in England represents a contested and ambiguous professional space. Tensions between competing accountability measures, pulling away from university-based to exclusively school-based teacher education, are exacerbated by proposed policy changes arising from the government's recent market review. Findings drawn from analysis of qualitative data from a national survey are discussed in the context of Elizabeth Povinelli's critique of late liberalism and previous scholarship on the nature of teacher educators’ work. Evidence from the study demonstrates numerous benefits to higher education of hosting teacher education departments, including contributions to standard metrics, regional development and knowledge exchange within a strategic social justice agenda. However, teacher educators themselves may find articulating these benefits difficult, because of marginalisation from the dominant ways of achieving and accounting for excellence in the modern university. These findings offer a cautionary tale to international colleagues whose governments may be embarking on equivalent paths of teacher education reform.

Use and Challenges of Learner-Centered Pedagogy: Basic School Teachers’ Perspective

The purpose of the study was to identify the instructional strategies that basic (primary) school teachers often use in learner-centered pedagogy and examine the challenges associated with the implementation of learner-centered pedagogy. A mixed-method research design was used to study basic school teachers’ use of learner-centered pedagogy and the challenges they face in the implementation of learner-centered pedagogy. The sample for the study consisted of 53 public school teachers and 32 private school teachers selected through convenience sampling. A Use of Learner-Centered Pedagogy Questionnaire (ULCPQ) was administered to the sample. After the analysis of the quantitative data collected with the ULCPQ, a semi-structured interview guide named Challenges of Learner-Centered Pedagogy (CLCP) was administered to 15 basic school teachers at their convenience. The study found that the top three learner-centered instructional strategies used by the participants are discussion, brainstorming, and cooperative learning instructional strategies. In their application of learner-centered instructional strategies, the participants for the study reported that there are four key challenges to the use of learner-centered instruction. The four challenges are inadequate teaching and learning resources, inadequate time, weak teacher knowledge of learner-centered instruction, and large class size.

Effects of Family Characteristics and Work Relationship on Retirement among Teachers in Agona West Municipality, Ghana

Family characteristics and work relationships have effects on teachers’ retirement decision-making in the country. This has led to much frustrations of life for some retired teachers in Ghana. The study was guided by the following research objectives: Effects of family characteristics on retirement decision-making, the influence of work relationships on retirement decision-making and the strategies that can be put in place to improve retirement decision-making among teachers. A quantitative approach and descriptive survey design were used. The target population comprised teachers in public Basic schools in the Agona West Municipality. 150 teachers formed the sample for the study. Data was obtained using a self-developed questionnaire. It emerged from the findings that high financial demands stemming from home expenses, expectations from family members, and being first-borns hindered individuals’ ability to save and plan for their retirement. Also, it revealed that teachers in the Agona Swedru Municipal place considerable importance on their interactions with colleagues when it comes to retirement decision-making. It was found that teachers in the Agona Swedru Municipal place considerable importance on their interactions with colleagues when it comes to retirement decision-making. It was therefore recommended that retirement planning initiatives and financial education programmes should prioritize offering diverse and adaptable forms of psychoeducation and guidance to cater for the varying expectations and preferences of respondents. Educational institutions and policymakers should encourage and support peer relationships to improve retirement preparedness and satisfaction among teachers in the Municipality. Prioritize and tailor retirement planning guidance and education to address the diverse preferences and needs of respondents.

Management Practices and Implementation Challenges in District Education Directorates in Ghana

Background: Subnational actors and organizations are crucial mediators of policy implementation due to their proximity to schools. However, in low- and middle-income country contexts, little is known about their management practices and factors that shape the adoption of these practices to improve education delivery. Purpose: We explore the management context of five District Education Directorates in Ghana, and the factors that enable or constrain them to plan and implement policy. Participants: Forty-three interviews and focus groups with regional and district education officials, district political actors, and basic education school headteachers and teachers. Research Design: A qualitative study of semistructured interviews, focus groups, and education policy and planning documents. Analysis: To understand how policy implementation happens within complex, multitiered bureaucracies, our theoretical framework uses four management functions described in Williams et al. (2021) to explore two different paradigms of how to change public bureaucracies: target setting and prioritization; measurement and monitoring; accountability and incentives; and problem-solving. We coded and analyzed our data based on this framework and developed district-wide narrative memos to synthesize the findings. Findings: We identify three areas of (mis)alignment in management practices: across bureaucratic levels and among actors; around clear and consistent priorities for learning; in expected actions and availability of resources. These (mis)alignments can constrain or be leveraged by districts to improve education delivery in Ghana. Implications: We argue for better prioritization of goals toward learning and the efficient allocation of funds for management practices typical of effective organizations.

Social media use among basic school teachers in Ghana: exploring opportunities and challenges

Social media use among basic school teachers in Ghana: exploring opportunities and challenges

Revalidation of Teachers' Sense of Efficacy Scale using Ghanaian in‐service teachers: Multidimensional item response theory with factor analyses

AbstractTeachers' Sense of Efficacy Scale (TSES), since its development, has gained much popularity because of its adequate psychometric properties. Yet, scholarly information on the soundness of this instrument in the African context has not been documented. Besides, the previous validation studies on the TSES have yielded mixed results with different factor structures, calling for further studies to test its utility and use across different cultures. The purpose of this study was to revalidate the TSES in Ghana using item response theory (IRT) complemented by factor analyses. Through a validation study approach, 693 basic school teachers were purposively sampled to participate in the research by responding to the Teacher Efficacy Scale. The between‐item and within‐item multidimensional IRT analyses combined with factor analysis were performed to understand how the items functioned with intentions to propose a well‐fit instrument within the Ghanaian context. The outcome of this research revealed that the original TSES with a three‐factor structure, 24 items measured on a 9‐point scale did not provide an optimal measure of teachers' self‐efficacy within the Ghanaian context. Rather, a three‐structure scale with 18 items and a 6‐point scale offered a maximal measure of teachers' self‐efficacy. The practical implications of the findings are discussed.

A University and Public High School Partnership for Personalized, Accelerated Science Learning

Many public schools serving students who are under-represented in STEM fields lack the resources to provide the science education expected in the twenty-first century economy. Universities can deploy their infrastructure and human capital to better support local public schools, better preparing the next generation of college students for success in higher education and access to STEM-related careers. This article describes a university-public school partnership between the University of Pennsylvania (Penn) and Paul Robeson High School designed to accelerate the science learning of Paul Robeson High School students by having Penn college students teach hands-on lab activities on the college campus. Here, the partnership is described from the perspective of the school principal and school-based teacher leader for science and math at Paul Robeson High School. We discuss results from recent state standardized exams suggesting that these activities improve science knowledge and understanding for the high school students. A key ingredient for the improved science skills may be the broad social aspects of feeling included in the university setting.

Learner-Centered Teaching in Nepal: Insights from Basic School Teachers, Students and Administrators

Learner-Centered Teaching in Nepal: Insights from Basic School Teachers, Students and Administrators

IMPACT OF PEDAGOGICAL INNOVATION ON EARLY CHILDHOOD TEACHERS’ CLASSROOM PRACTICES IN SELECTED BASIC SCHOOLS IN SURULERE OF LAGOS, NIGERIA

Dynamics in education are changes teachers bring into classroom practices. The study focused on exploring the impact of pedagogical innovation on early childhood teachers’ classroom practices in selected Basic schools in Surulere Local Government Area, Lagos, Nigeria. The study adopted a descriptive survey research design. The population of the study comprised all basic school teachers in Surulere, Lagos state. Simple random sampling technique was used to randomly select a sample size of 240 public basic school teachers in Surulere LGA. Ten teachers each in 24 schools were randomly selected. Two research questions in a-14 item statement instrument titled ‘Impact of Pedagogical Innovation and Teachers’ Classroom Practices’ (IPITCP) questionnaire was used to elicit information from respondents. Face and content validity of the instrument was carried out by Experts in Early Childhood and Measurement and Evaluation. The reliability coefficient of 0.80 of the instruments was derived through test-re-test. Data gathered were analyzed using descriptive statistics such as frequency count, percentages and mean. The study identified the challenges associated with the adoption of pedagogical innovation, and examined impact of pedagogical innovation on classroom practices. The findings of the study revealed that pedagogical innovation had a positive impact on classroom practices which attributed to the improvement in teachers’ motivation towards teaching and learning, an increase in the level of pupils’ engagement and motivation, and an overall improvement in pupils’ learning outcome. The study also revealed that adoption of pedagogical innovation posed several challenges to the teachers, including inadequate access to technology, limited gadgets and resources, and inadequate training among others. Recommendations were made among others that training organized for teachers should be innovative in order to enhance their competence in ICTs. Also, Government, NGOs, PTA should assist in procuring ICTs gadgets among others.

Promoting menstrual health and hygiene-insights from the 2023 World Menstrual Hygiene Day celebration events in the Hohoe municipality in Ghana.

The 2023 World Menstrual Hygiene Day (WMHD) celebration at the University of Health and Allied Sciences (UHAS) sought to create awareness about menstruation. Toward normalizing menstruation, the 3-day event brought together key stakeholders and engaged community members on various topics relating to menstruation. Among the stakeholders were basic school teachers (13), school children (155), in a 2:1 female vs. male ratio within the ages of 10-17 years, School Health and Education Program Coordinators (2), Health Officers (4), Academicians (15), University students (35), Media representatives (3), and Civil society representatives (130). Particular among these discussions were the biology of menstruation, nutrition related facts during menstruation, sociocultural, and mental health issues surrounding menstruation. These discussions were intended to incite more conversations about menstruation, and contribute toward the agenda 2030 goal of making menstruation a normal fact of life. The paper describes activities conducted to improve menstrual health, reduce period poverty, and involve men in breaking the stigma around menstruation. This contributes to creating supportive environments for menstruating individuals. Meanwhile, the lessons from the activities to celebrate WMHD in Ghana are relevant for other communities to consider replicating with consideration for contextual differences.