Classroom Practice Research Articles

Developing Professionally as an English Teacher: An Autoethnographic Study of ICT Tool Use During and After the Pandemic in Nepal

The COVID-19 pandemic interrupted Nepal's education system, forcing educators to rethink their classroom practices and transition from their physical classrooms to online platforms and other modes of teaching and learning. In this autoethnographic exploration, I draw from my significant experiences and practices about growing from a common to a techno-friendly teacher during and after the pandemic. Teacher professional development plays a dominant role in creating positive impacts on the lives of every teacher, especially during the pandemic days and transition. Hence, I reflected on the role of ICT in my professional growth and how they have influenced my professional journey. Subscribing experiential and transition theory, I interpreted my narratives, insights, and flashbacks about past incidents and interpreted them. The study reveals how an English language teacher struggled with ICT tools and other digital resources in the early days of the pandemic and felt vulnerable. These struggles, difficulties, vulnerabilities, and challenges in using ICT, including the applications, tools, and resources, and my resilience to cope with adversities, learning to use these tools, and the awaiting opportunities made a significant change in my teaching journey. My narratives, interpretations, and discussions showed the prominent role of ICT in the professional development of teachers.

Teaching strategies used by English First Additional Language teachers in teaching reading for comprehension

Reading is a fundamental skill essential for deep understanding and engagement across all subjects. This study explores Grade 6 teachers’ perspectives on strategies for teaching reading comprehension in the Intermediate Phase of English First Additional Language (EFAL). Using a multiple-case study design, it provides an in-depth exploration from various participants’ perspectives. The target population comprised Grade 6 EFAL teachers, with a purposeful sample of ten teachers from ten primary schools in the Nquthu circuit, uMzinyathi district, KwaZulu Natal, South Africa. Data collection methods included individual face-to-face semi-structured in-depth interviews and classroom observations, offering a comprehensive understanding of teachers’ classroom practices and strategies. The study reveals a significant gap between teachers’ reported strategies and their actual classroom practices. While teachers are aware of effective strategies such as guided reading, skimming and scanning, and the top-down approach, their implementation often reverts to traditional methods, highlighting the need for professional development. The findings emphasize the importance of aligning teaching practices with theoretical frameworks like Vygotsky’s Zone of Proximal Development to support learners effectively. Integrating assessments into the reading process is crucial for activating prior knowledge and confirming comprehension. Additionally, the study identifies a gap between teachers’ theoretical understanding and practical application of the Directed Reading Thinking Activity strategy. The study recommends bridging the gap between theory and practice through continuous professional development, practical training, and the availability of relevant resources to strengthen practices. Addressing these gaps can better foster reading comprehension skills, ultimately enhancing learners’ academic performance.

Creation and Administration of a Chiropractic Program Practical Classroom Preparticipation Screening Aimed to Prevent Student Injuries: A Descriptive Report

ObjectiveThe purpose of this descriptive report is to describe the development of a preparticipation risk assessment screening process for incoming students prior to participation in practical labs. MethodsA committee at the Palmer College of Chiropractic, Florida met to discuss a health history questionnaire, physical examination process, and course of action to have second-year students use their current knowledge to screen incoming students for possible clinical considerations of practice lab participation. The aim was to identify potential risk factors that may require application modification associated with performing and receiving adjustments and other hands-on lab activities within the curriculum. The preparticipation screening process, focused on general health and curriculum referenced chiropractic clinical considerations, and was created as an expansion of the existing informed consent procedures to screen incoming students prior to participating in palpation, technique, physical examination, and open adjusting labs in the chiropractic program. Any clinical considerations identified during the screening were referred to be fully evaluated by a third-year clinic intern and faculty-licensed chiropractor to maintain classroom safety standards for the students. Referred students were restricted from full classroom lab participation until recommendations from the clinic or outside licensed healthcare providers managing their concerns were received. ResultsThe program was implemented in April 2022. Eight out of the 48 students evaluated in the first group and 12 of the 81 in the second group had possible clinical considerations to participation and were referred appropriately for a full evaluation. In the third group, 35 out of 146 students with suspected clinical considerations to participation were identified. Of the 55 students referred out, all students are now actively participating in classroom activities. Fifteen have been cleared to return to classroom participation with no restrictions and the remaining 40 students have been released for participation with patient-specific restrictions as directed by their managing health care providers. ConclusionThe preparticipation screening process was implemented as all incoming students since the inception of the process have been screened, referred for evaluation when deemed appropriate, and cleared to participate in labs either with or without restrictions. This process has also demonstrated the possibility of identifying multiple clinical considerations for safe curricular participation while participating in doctor-patient simulated classroom activities. This process may be helpful for new students to recognize the patient history and examination procedures as an important aspect of a patient encounter prior to receiving treatment.

The journey from educational research to classroom practice

ABSTRACT We consider what is known about the potential internal processes involved when educators come to use research findings in their classroom practice. We undertook a conceptual review drawing on a range of disciplines, with findings ultimately categorised under six phases regarding research uptake and implementation. This categorisation provides a structure for acquiring explanatory insight into different approaches to fostering research utilisation. Findings are summarised in the form of questions to prompt reflection by educators and researchers on each phase when planning to bridge the research-practice gap. Illustrative examples are provided of how these questions might offer insight into the success or otherwise of such ventures. Areas are highlighted where further research would strengthen and develop current understanding of the processes involved in educators’ utilisation of research.

Investigating gifted students’ higher-order thinking skills in a differentiated learning environment: A case study

Gifted learners are usually identified as students who show higher levels of aptitude or competence compared to their peers of the same age. Their advanced abilities often require specially designed educational strategies to meet their intellectual needs. By designing educational strategies that are appropriately challenging and intellectually stimulating, educators can support gifted students in reaching their full potential, ensuring that their talents are well-developed. This study aims to investigate how higher-order thinking skills (HOTs) can be developed in gifted students through their participation in an interdisciplinary project within a differentiated learning environment. The HOTs defined in this study are associated with Bloom’s upper-level taxonomy, which includes analysing, evaluating, and creating. The interdisciplinary project was designed using a “backward design” approach, incorporating three subjects: History, Islam, and Moral Education. The study focused on employing differentiated instruction in terms of both content and process. Based on the desired learning outcomes of the three courses, the “big idea” (theme), namely “Independence Commemoration,” is created to guide the instructor in designing an interdisciplinary project. A case study was adopted in the current study. The study involved 21 students, aged 15 and 16, enrolled in a high school in Northern Malaysia offering the Advanced Smart Education Program. Data was collected from interdisciplinary project discussions in Google Docs and analysed qualitatively using the content analysis method. The depth of students’ thinking levels was evaluated using the revised Bloom’s taxonomy. The findings show that the interdisciplinary project, implemented in a differentiated learning environment, was less effective in promoting students’ HOTs, as most students tended to offer superficial responses. The study discussed the challenges of designing and implementing an interdisciplinary project in a differentiated learning environment. It also outlined the implications for school and classroom practices of such a project. Additionally, the study provided recommendations or solutions to address the problems identified based on the findings.

Rediscovering the Child

Maria Montessori’s early emphasis on systematic observation and experimentation to understand children’s learning predates the formal recognition of the “teacher as researcher” role, which emerged in the 1950s. This article explores the use of action research today in Montessori education, focusing on classroom-based action research (CBAR) and practitioner inquiry as key methodologies for enhancing teaching practices. We begin by defining classroom-based action research and its application in Montessori teacher education, highlighting its role in fostering reflective, evidence-based investigations that improve classroom practices. Two CBAR studies from the University of Wisconsin-River Falls are presented: (1) Kaul’s exploration of student choice in math practice and (2) Thompson’s investigation of structured literacy in a Montessori Children’s House. The article also discusses practitioner inquiry projects from Loyola University Maryland, which examine the inclusion of students with attention deficit-hyperactivity disorder (ADHD) and the effectiveness of Montessori Math materials in promoting math fluency.

“You write what you want and what you need”: incorporating reflective practice in the ELA classroom through caring pedagogy

ABSTRACT Caring pedagogy is critical in today’s classrooms, and supporting students’ emotional needs as well as educational needs is an integral part of the teaching profession. This qualitative case study examines how one 9th grade ELA teacher uses reflective practices to enact care for her students. Creating a specially designed 50-minute freewrite class, the participant centers students by welcoming their voices into the classroom. Notes from observations and semi-structured interviews are used to show how the participant’s reflections about her students’ journals and discussions drive instruction. Findings show that care-based instruction -giving students space to write about any topic, removing the potential barriers of correct spelling and grammar, and engaging in caring, collaborative discussion- encourages student investment in writing.

Understanding instructors’ tablet adoption for note-taking in interpreting: insights from the GETAMEL model

With the rise in popularity of tablets, professional interpreters were among the early adopters who integrated them into their workflow. Tablets have also become an indispensable tool for students, including those studying interpreting, who utilize them in the classroom for various purposes, such as note-taking. However, despite this growing trend, the traditional practice of pen-and-paper note-taking remains prevalent. Additionally, current interpreting textbooks primarily focus on teaching pen-and-paper note-taking skills. As interpreting instructors, it is crucial for us to familiarize ourselves with the use of tablets for note-taking in consecutive interpreting (CI). This will enable us to adapt our teaching methods accordingly and cater to the needs of the “iPad Kids” generation. The purpose of this study is to use quantitative method to examine the factors that contribute to the adoption of tablets for note-taking by instructors in the classroom environment. A questionnaire was developed based on the General Extended Technology Acceptance Model for E-learning (GETAMEL) framework. The questionnaire was distributed to teachers at prominent foreign language universities, foreign language faculties in select comprehensive universities and translation training institutions across Chinese Mainland and Macao Special Administrative Region of China. To provide comprehensive insights into the variables under study, descriptive statistics were generated using both SPSS 25.0 and Excel. These tools facilitated the production of detailed data summaries, offering valuable insights into the research variables. The obtained results provide insights into various aspects, including instructors’ knowledge levels and usage of tablet interpreting in university classrooms, their attitudes toward integrating tablet interpreting into teaching, and the key factors that influence their decisions to adopt tablet interpreting in their classroom practices. The findings suggest the existence of additional external factors that could be incorporated into the existing model. The paper concludes with recommendations on how to promote the integration of technology into teaching practices for interpreting instructors.

A Study on Opinions of Elementary School Teachers on NCF-2023

This study explores the opinions of elementary school teachers on the National Curriculum Framework (NCF) 2023, with a specific focus on its application at the foundational stage of education. The NCF 2023, introduced by the National Council of Educational Research and Training (NCERT), aims to revolutionize the Indian education system by promoting a learner-centric, competency-based approach that emphasizes experiential, play-based learning and holistic child development. Through a mixed-methods approach, including surveys and in-depth interviews with elementary school teachers from various regions, the study investigates teachers' perceptions, challenges, and readiness for the adoption of the NCF 2023 framework. The findings reveal a broad support for the framework’s emphasis on experiential learning, inclusivity, and cognitive development. However, teachers express concerns over the adequacy of training, resources, and institutional support required for successful implementation. The study also highlights the need for continuous professional development and greater clarity in the curriculum guidelines to ensure that the NCF’s principles are effectively integrated into classroom practices. This research contributes valuable insights into the practical implications of NCF 2023 and underscores the importance of addressing the challenges faced by teachers to achieve its goals at the foundational stage. Keywords: National Curriculum Framework, NCF 2023, elementary education, foundational stage, teacher perceptions, play-based learning, competency-based education, experiential learning.

Religious Education (RE) as a Context: The Subcultures That Shape Teacher’s Work When Teaching This Subject in Australian Catholic Secondary Schools

Religious Education (RE) can be conceived of as a specific context within which secondary RE teachers from diverse backgrounds teach. This context gives rise to distinctive subject subcultures, characterised by a unique set of beliefs, norms, and practices that are shared by teachers who teach RE. Using micronarratives as a way to initiate further discussion and to distil some key points which can be elaborated upon, we illustrate some salient aspects of RE’s subcultures. These include a subculture of ambiguity, boundary crossings and objects, and a confusion of purpose and terms. Knowledge of these may better assist schools—and Catholic Schools’ Departments—to orient and support these teachers in their classroom practice.

Exploring the role of teacher identity in shaping pedagogical practices in multilingual classrooms

This research investigates the role of teacher identity in shaping pedagogical practices within multilingual classrooms; specifically, the ways in which teachers' multilingual identities have consequences for student engagement and anxiety. The current pre-test and post-test design was undertaken with 20 secondary school students in England, with the application of identity-focused interventions at the level of multilingual storytelling and reflective journaling. Results indicated that students were more engaged (M = 23.3, p < .001) and less anxious (M = 22.25, p < .001). In so doing, these findings shed light on the role of teacher identity in promoting inclusive and emotionally supportive learning environments. The present study highlights the necessity for teacher education to embed the dimension of identity awareness and conduct curricular developments that valorise students' multilingual identities more effectively. It thus places the pedagogical practices alongside the linguistic and cultural backgrounds of students, therefore offering valuable input toward the improvement of language-learning outcomes within diverse educational settings.

Enhancing Global Citizenship in English Language Teaching: Perspectives and Practices from Moroccan Educators

In a rapid changing world characterized by globalization and ongoing technology and communication advancements, English learners need to develop employability skills that ensure their competitiveness and qualify them to realize satisfying careers. Employers around the globe are seeking leaders who can transcend all historical, geographical, cultural and independent barriers to embrace global citizenship. Employees are required to adapt to diverse perspectives to foster their innovation, and build sustainable relationships across borders. Eventually, they can enhance inclusivity and increase productivity to drive better business outcomes. For this reason and others, promoting global citizenship in English Language Teaching (ELT) settings seems to be essential for equipping learners with the necessary job requirements. To investigate this issue, the current study adopted a quantitative research method using an on-line survey questionnaire sent to Moroccan ELT teachers. The data gathered was analyzed through SPSS (Statistical Package of Social Sciences), in the form of descriptive statistics in order to identify Moroccan ELT teachers’ challenges in developing students’ global citizenship and to suggest effective classroom practices to meet this goal. The study at hand will contribute to expanding literature on transversal skills development in ELT. Additionally, the implications and recommendations discussed will guide ELT teachers in fostering global citizenship among English learners.

Generative versus Constrained Contexts: Differentiating the Language Learning Opportunities in Early Childhood Classrooms

ABSTRACT Language is considered an essential component of children’s development; however, gaps persist regarding ways in which teachers can foster and support language development in early childhood classrooms. Accordingly, we utilized an inductive approach to generate insights into factors supporting children’s language in a purposeful sample of early childhood classrooms. Drawing on methodologies from the “beating the odds” and “effective teachers” literatures, we selected 30 classrooms where preschool-aged children made higher language gains along with 30 classrooms in which preschool-aged children made lower language gains. We used a grounded approach to analyze fall and spring classroom video observations and generate a theory regarding language-related classroom practices and children’s experiences. We characterized the higher language gains classrooms as generative contexts and the lower language gains classrooms as constrained contexts. Children in generative contexts had frequent, sustained, and diverse opportunities to learn, use, and make meaning with language and concepts. Their teachers supported dynamic participation that was responsive to children’s contributions and learning needs. These experiences were inconsistent and infrequent in constrained contexts. Findings highlight the importance of taking a holistic perspective and child-focused lens in this and future research and have implications for early childhood instruction and teacher professional learning.

Teachers’ pedagogical beliefs for Gen AI use in secondary school

ABSTRACT The broad approach to using Generative AI in K-12 schooling focuses on identifying risks and productivity gains rather than the more complex issues of transformational change. As a response, this study examined how school leaders considered Gen AI transformation within their disciplines. Ten subject leaders were interviewed about their pedagogical beliefs for Gen AI. A belief framework underpinned this study to examine more deeply teachers’ multidimensional belief systems that direct transformative Gen AI practices in their classroom. The findings indicate that subversive beliefs about Gen AI limit and influence classroom practice; productivity had little influence on pedagogical roles for Gen AI; and each teacher evidenced a different belief system that represented inter-relationships between risk, productivity and transformation which informed discipline-specific classroom Gen AI approaches. This study contributes teachers’ pedagogical belief systems for Gen AI use and pedagogical approaches to Gen AI on a continuum towards transformative practice.

Prospective teachers’ mathematical world views and beliefs about mathematics teaching and learning goals

As mathematics teachers’ beliefs form the basis of their classroom practices, it is important to gain greater insight into them and their development. This study examines and compares the beliefs of prospective teachers without and with practical experiences regarding the nature of mathematics and mathematics teaching and learning goals. As a result of combining qualitative and quantitative data analysis, it is possible to obtain a deeper understanding of prospective teachers’ beliefs and their potential change due to practical experiences. Eleven students participated in a survey consisting of a questionnaire and an interview. In order to analyse the participants’ answers, the examined beliefs were categorised into four mathematical world views. Both the quantitative and qualitative analyses provide evidence that the evaluated beliefs have not changed as a result of practical experiences. All respondents considered the application of mathematics to be a teaching goal. The dynamic and static nature of mathematics is reflected in their views regarding the essentials of learning mathematics.

Book review of Guskaroska, A., Zawadzki, Z., Levis, J., Challis, K., Prikazchikov, M. (2024). Teaching pronunciation with confidence. Iowa State University.

Teaching Pronunciation with Confidence is a comprehensive, open educational resource (OER, 2024) aimed at ESL/EFL teachers and learners, with a focus on effective pronunciation teaching. The book was conceptualized by lead author, Guskaroska, who had worked on a course created by Levis with fellow PhD students at that time, Zawadski and Challis. The purpose of the book was to create an online resource for future students in Levis’ pronunciation teaching course that could transform the course’s paper-based activities into interactive online activities, providing immediate feedback for students completing the activities. At the same time, an OER publication offered teachers seeking to integrate pronunciation teaching into their classroom practice an accessible resource that drew on up-to-date technological resources and pedagogical approaches. ESL/EFL teachers and students will appreciate its clear, accessible format and descriptions of research-informed classroom activities that are appropriate for most levels of instruction. Teacher educators of TESOL trainees will find that the book (particularly in Chapters 1 and 2) provides succinct but thorough summaries of the theoretical background and research to ESL/EFL pronunciation teaching. Teacher trainers could find it a useful resource to draw on when preparing professional learning sessions. This review briefly outlines and evaluates each of the book’s sections, including the foundational aspects of pronunciation instruction, segmentals (vowels, consonants), suprasegmentals (stress, rhythm, intonation), and assessment strategies.

Pragmatic Dimensions of Language Teaching: Theoretical Insights and Classroom Practices

The growing recognition of the role of pragmatic competence in effective communication has led to an increasing interest in its integration within English language teaching. This study explores the integration of pragmatics into English language teaching, focusing on how teachers conceptualize and implement pragmatic instruction within curriculum. The article also highlights the challenges teachers face in integrating pragmatics into the curriculum, such as the lack of explicit guidelines and resources and the difficulty in creating authentic interaction opportunities. Despite these challenges, the article brings out the positive impact of teaching pragmatics on students' ability to steer social interactions effectively.

Unveiling the Role of Classroom Climate in Chinese EFL Teachers' Perceptions of Their Emotional Exhaustion and Attrition.

There is substantial research supporting the role of workplace atmospheres in English-as-a Foreign-Language (EFL) teachers' emotions and classroom practices. However, the degree to which (if any) classroom climate may affect teachers' specific emotional exhaustion and/or job attrition has not been addressed. To fill this gap, in this qualitative study, we used a semi-structured interview with 39 Chinese EFL teachers of various backgrounds to better understand the role of classroom climate in its relationship to teachers' emotional exhaustion and attrition, including teachers' perceptions of causative factors in these relationships. Thematic analysis revealed teachers' claims that both emotional exhaustion and attrition were prevented by a positive classroom climate. However, in the context of negative classroom climates, the participants believed that both variables might be worsened. Furthermore, EFL teachers' reported that their emotional exhaustion and job attrition were caused by a wide range of specific teacher-related, work-related, and workplace-related (contextual) factors. We discuss these findings and their implications for EFL practitioners and policy-makers, and we recommend measures to deal with teachers' emotional exhaustion and attrition in the EFL context.

Investigating English vocabulary teaching to EFL Students from the Perspective of Multiple Intelligences Theory Abstract

The present study investigates the relationship between multiple intelligence theory (MIT) and vocabulary teaching. (MIT) has prompted some educators and language scholars to reevaluate classroom practices in education and other aspects of language teaching and learning. This paper attempts to clarify the applications of this theory in the context of teaching and learning vocabulary. This study included 18 EFL instructors and 50 EFL sophomores. Some items for instructors and students were adapted from (Christison, 1996). After completing the questionnaire, the results of the instructors were compared with a classroom observation checklist to discover if there was a correlation between their MIT profile and the type of intelligence they employ in the classroom. The Chi-square test and Spearman correlation showed an association between the multiple intelligences (MIs) and instructional approaches of EFL instructors. However, age, field of study, and gender did not significantly impact EFL instructors' multiple intelligences teaching strategies and their student's learning styles.

Predictors of multilingual classroom practices of German primary teachers

Considering the steadily increasing number of multilingual students, it is essential for teachers to consider their students’ multilingualism in school. While there is increasing research done regarding how teachers incorporate multilingualism in class, little is known what aspects predict teachers’ multilingual classroom practices. Thus, the aim of this study was to examine several potential predictors of teachers’ multilingual classroom practices. The analytic sample consisted of N = 494 German primary school teachers. Applying path analyses, we found that teachers’ multilingualism-related beliefs and multilingualism-related self-efficacy correlated with their multilingual classroom practices directly. Furthermore, many indirect effects of demographic and sociocultural characteristics on teachers’ multilingual classroom practices through their multilingualism-related beliefs and multilingualism-related self-efficacy were found. Implications and limitations are discussed.