Classroom Readiness Research Articles

Pelaksanaan Metode Storytelling dalam Meningkatkan Hasil Belajar Peserta Didik

The lecture method in the teaching and learning process has been developed into the storytelling method to address the inefficiency of PAI learning at SDN 13 Sungai Betung, thereby stimulating the activity, courage, and skills of students, both individually and in groups. This research uses a qualitative method with a descriptive approach (Hanel, 2013). To select informants, the researcher uses purposive sampling technique based on specific considerations or criteria. The informants in this study are the principal, the curriculum vice principal, the Islamic Education teacher, and five fifth-grade students chosen based on class rankings and teacher recommendations. Data collection techniques include interviews, observations, and documentation, while data analysis is carried out through data reduction, data presentation, and conclusion drawing. The implementation of the storytelling method involves the preparation of visual aids such as laptops, projectors, and animated videos, as well as classroom setup. The teacher must ensure the classroom is prepared, convey the learning objectives according to the Lesson Plan (RPP) and syllabus, and use storytelling by paying attention to eye contact, facial expressions, vocal emphasis, and body movements in sync with the animated videos. The success of this method heavily relies on the preparation of media, classroom readiness, and the teacher's storytelling skills, making the learning process engaging, effective, and easy for students to understand.

Classroom Readiness in the Face of Futuristic Disruptions to School System in South Africa

Classroom Readiness in the Face of Futuristic Disruptions to School System in South Africa

Implementing Al-Ashri Textbook in Arabic Learning: Strategies and Evaluation


 
 
 
 
 
 
 This study employs a descriptive qualitative method to elucidate the process of implementing the Al-Ashri textbook in teaching Arabic to tenth-grade Multimedia students at SMK Pemuda Krian. The investigation encompasses three key phases: 1) Preparatory steps, involving student and classroom readiness, material preparation, and the adoption of an introductory mufradat learning strategy. 2) The learning process itself, where the teacher employs various techniques including the drilling method, sam'iah syafahiyah method, and qowaid wa tarjamah method, supplemented by the use of visual aids from the school environment. 3) Evaluation procedures, integrating formative and summative assessments. This research offers valuable insights into effective pedagogical strategies for Arabic language instruction, providing a framework for optimizing learning outcomes in similar educational settings.
 Highlight:
 
 The study delves into the implementation process of the Al-Ashri textbook for teaching Arabic to tenth-grade Multimedia students.
 It encompasses three vital phases: preparatory steps, diverse teaching techniques, and comprehensive evaluation methods.
 The research provides valuable insights for optimizing Arabic language instruction in similar educational contexts, emphasizing effective pedagogical strategies.
 
 Keyword: Descriptive Qualitative Method, Al-Ashri Textbook, Arabic Language Instruction, Pedagogical Strategies, Learning Outcomes
 
 
 
 
 
 

Ready, or not? Graduate teachers’ perceptions of their classroom readiness through a capstone assessment task

ABSTRACT Since the TEMAG Review we, as teacher educators in initial teacher education (ITE), have seen a gradual yet perceptible shift in the way pre-service teachers demonstrate their “classroom readiness.” In the past readiness was connected to preparing evidence for a job interview. Now, classroom readiness is determined by a pre-service teacher’s ability to meet the Australian Professional Standards for Teachers at the Graduate level through a capstone assessment task – the Teaching Performance Assessment (TPA). We take a phenomenographic approach to explore variations in the ways pre-service teachers viewed the authenticity of the TPA as an assessment of their classroom readiness. We draw data from three points in time: TPA, SETU responses, and interviews, to examine pre-service teachers' perceptions of readiness. Our question is: How do graduate teachers perceive themselves as ready to make the transition to teaching? As a result of our analysis we posit that teacher readiness takes time, and requires a state of metaxis in a liminal phase. We reposition point-in-time notions of classroom readiness such as “Action Now!” as liminal phases of transformation, in which authentic and mutually beneficial working relationships between ITE, PSTs and schools create the space and time needed to prepare “quality” graduate teachers.

Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK

ABSTRACT In the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by Covid-19 affecting ITE from the perspectives of eight university providers in England. Whilst previous research has documented the impact of the first period of lockdown in the UK, initiated in March 2020, we draw on the conceptual framework of classroom readiness to consider the continued and variable disruption caused by Covid-19 on ITE programmes in England during the period September 2020 – June 2021. Through a participatory workshop, which included identifying key questions, group discussion and written reflections with teacher educators working across eight institutions, we assess the changes to pre-service teacher education provision over this period, with a focus on postgraduate programmes. We identify that the nature and implementation of school visits and the role of technology and digital pedagogies are key areas of change during the pandemic period, whilst continuity in the value and strength of school and university partnerships remain. We consider the ways in which ideas of developing ‘classroom readiness’ have been informed and shaped through changes to teacher education brought about during the pandemic period. We argue that conceptualisations of classroom readiness need to be grounded in reflective professional learning in the context of collaborative professional communities so to enable pre-service teachers to become adaptable pastorally engaged subject specialists. We reflect on how learning from this period might be incorporated into future international ITE programmes and policy.

Assessors’ perspectives of an oral assessment within a teaching performance assessment

Australia has recently implemented Teaching Performance Assessments (TPAs) as a national accreditation requirement to assess final year preservice teachers’ classroom readiness. In 2019, an Australian university developed a TPA to meet this requirement, comprising three written components and one oral component. This exploratory study investigated 18 TPA assessors’ perceptions of the oral component. Focus group data revealed that both explicit and latent assessment criteria influenced assessors’ professional judgments of the oral component. A discourse competence framework was used to analyse the data, illustrating how preservice teachers’ personal experience and their professional and institutional discourse competence are evident in their orals. Thematic analysis revealed that benefits and issues of fairness and equity contributed to assessors’ perspectives about the value of the oral component.

The Relationship Between Secondary School Teachers and Students’ Readiness of Using Flipped Classroom

The emergence of instructional technologies has made inevitable changes in educational settings. The flipped classroom that integrates education with technology has grown in popularity in recent years. This study intends to investigate the relationship between secondary school teachers’ and their students’ flipped classroom readiness. Data were collected through a scale for flipped classroom readiness of teachers and their students. There were 745 participants randomly selected from 5th and 8th grade students and 233 teachers from five different secondary schools in Elazig, Turkey. It is concluded that teachers and students are generally ready to apply this model. Additionally, there is a positive relationship between teachers and their students’ technology self-efficacy. Also, the students whose teachers are open-minded have more positive opinions on the flipped classroom. The study hopes to contribute to the increase in the usage of the flipped classroom in educational settings regarding both teachers’ and their students’ readiness. It has pedagogical implications for teachers to be trained and given more knowledge about the model so that the more the teacher is informed with the flipped classroom the more students can benefit.

Accounting Teachers’ Readiness for Virtual Classroom During the Covid-19 Pandemic, South Africa

Accounting education is crucial because it establishes the core knowledge required for education and growth in any country. During COVID-19, teachers in Accounting schools, like those in other educational institutions, were expected to adopt virtual classroom to continue their educational activities. This study aimed to demonstrate the virtual classroom readiness of Accounting school teachers in South Africa during the Covid-19 pandemic. The study employed qualitative research methods in this study, and the case study research design was used to explore the reality about virtual classroom readiness of Accounting school teachers and semi-structured interviews and thematic content analysis were employed to generate data. Results show that teachers are not prepared to implement virtual classroom during the Covid-19, according to the findings, and no one is assisting them. Another result indicated that virtual classroom facilities are lacking in schools. Education officials should offer ongoing virtual classroom courses for teachers, according to the study. In this study author concludes that, in order for instructors to be prepared for virtual classroom, educational administrators must oversee its implementation. In this study the author recommends that teachers must notify people in charge of education about what needs to be done in order to provide high-quality instruction.

An investigation of secondary school teachers’ flipped classroom readiness

In the descriptive study reported on here we used A Scale for Flipped Classroom Readiness of Secondary School Learners developed by Hao and adapted by Durak to evaluate teachers’ readiness. The scale was administered to 233 teachers working at 5 randomly selected secondary schools in the city of Elazig, Turkey. Five key aspects of their readiness to conduct flipped classroom education were investigated: “self-efficacy in controlling learners, technological self-efficacy, self-efficacy for planning classroom time, readiness for preparatory work and being open-minded.” In general, overall readiness was found to be positive for young teachers who had recently joined the profession. Teachers who owned computers and perceived themselves as being competent users of information and communications technology were more likely to have favourable opinions of their ability to implement flipped classroom pedagogy.

Preservice teachers’ perceptions of feedback: The importance of timing, purpose, and delivery

If the purpose of feedback is to reduce the discrepancy between the established goal and what is recognized, then how can this discrepancy be minimized through support and guidance? Feedback is instrumental to a preservice teacher development during their teacher preparation program. This qualitative study examines 31 first year teachers’ previous experiences with feedback during their undergraduate practicums. The two research questions addressed: What can be learned from PSTs’ perceptions of feedback practices utilized in teacher preparation programs? and What modifications or adaptations can be made to current feedback practices and structures in teacher preparation programs to enhance teacher efficacy and classroom readiness? Semi structured interviews provided a comparison of qualitative data and an opportunity for open ended questioning. Using descriptive analysis, researchers discovered that current feedback loops and structures can inhibit pre-service teachers’ ability to make meaning from the information and move their learning and instruction forward. As teacher preparation programs work to establish more dialogic approaches to feedback that provide pre-service teachers with multiple opportunities to reflect individually and collaboratively with university faculty, timing, purpose, and delivery are important components to consider. Although this article is written based on preservice teacher perceptions, the implications pertain to multiple fields and authors share a universal framework for feedback.

The Value of Praxis-Based Assessment to Stimulate Practical Engagement and Classroom Readiness in Online Initial Teacher Education

The opportunity to undertake teaching degrees entirely via online learning has proliferated in the last decade. Research shows that students choose to engage with content and application activities when they are directly aligned to assessment. The researchers trialled praxis-based assessment which required completion of practical learning tasks embedded in core learning content over two semesters in two Australian Initial Teacher Education courses. The aim was to enhance online student engagement in practical learning. Insights into the student perspective were gained through a survey, interviews, and learning analytics. The results from this study showed praxis-based assessment increased student confidence, classroom readiness and embodied understanding of theory.

Особенности подготовки учителя в Финляндии

Presented is the analysis of teacher’s training process in Finland. Clarified are features of building education courses with the aim of ensuring the highest quality teacher’s training programs, rigorous selection for entry to teacher education courses, practical experience structuring; multilevel assessment of graduates to ensure classroom readiness; state policy in the field of postgraduate teachers’ education. Suggested is to take into account the Finnish experience of pedagogical education in Russia.

Interrupting practice traditions: using readers’ theatre to show the impact of a nationally mandated assessment task on initial teacher educators’ work

ABSTRACT The mandated introduction of a teaching performance assessment (TPA) into initial teacher education programs in Australia is one of the numerous and continual reforms that have impacted those who work in the field. The Assessment for Graduate Teaching (AfGT) is an approved TPA developed by a national consortium of higher education institutions to determine the ‘classroom readiness’ of graduating teachers. Surveys and focus group discussions were conducted with stakeholder groups to explore their experiences of trialling and implementing the AfGT. Initial teacher educators identified several aspects related to implementation that had impacted the ways they work, which included experiencing an increased workload. A semi-fictionalised narrative in the form of a readers’ theatre script was developed to weave initial teacher educators’ accounts together in an anonymised yet believable fashion for presentation at a research conference. The resultant script provides illustrations of the changing and complex nature of teacher educators’ work because of the introduction of the AfGT, and when considered through the theory of practice architectures, it becomes evident that practice traditions are also interrupted.

The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements

In this study we report two studies on the testing of a scenario-based learning (SBL) activity delivered to 191 preservice teachers in the UK and Australia. SBL uses interactive classroom scenarios to enhance the self-efficacy and classroom readiness of preservice teachers. Findings from Study 1 indicated that participants found the activity engaging and useful, with increased self-efficacy and preparedness for teaching placements. Findings from Study 2 revealed that most participants reported higher levels of placement self-efficacy and preparedness. There was a statistically significant intervention effect on emotional classroom readiness, but not on teaching self-efficacy, motivational classroom readiness, or cognitive classroom readiness.

Knowledge, Readiness and Use of Flipped Classroom among Education Geography Student / Pengetahuan, Kesediaan dan Penggunaan Flipped Classroom Dalam Kalangan Pelajar Pendidikan Geografi UPSI

This study aimed to identify the learning methods based on the flipped classroom model among UPSI’s Geography students, focusing on the students who have completed university education courses including the courses that implement flipped classroom in line with the 21st Century Approach. A quantitative approach was applied in this study using a questionnaire as a research instrument. The study respondents included 92 samples from a total population of 120 students selected through simple random sampling. The questionnaire items constructed involved three variables, namely knowledge, readiness and usage of flipped classroom. A descriptive analysis was used to examine the level of knowledge, readiness and usage variables. The Pearson correlation analysis was used to examine the relationship of each study variable, and regression analysis was used for the purpose of analyzing the influence and contribution of knowledge and readiness variables on the usage of flipped classroom. The findings of the study showed that the students had a moderate level of flipped classroom knowledge (Mean=2.97, SP=0.18), a moderate level of flipped classroom readiness (Mean=2.83, SP=0.44) and a moderate level of flipped classroom usage (Mean=2.78, SP=0.42). Further, the findings of the Pearson correlation analysis showed that there was a strong and significant positive relationship between flipped classroom knowledge and flipped classroom readiness among the students (r=.508, p<0.01), moderate and significant positive relationship between flipped classroom knowledge towards flipped classroom usage among the students (r=.487, p<0.01) and a strong and significant positive relationship between flipped classroom readiness and flipped classroom usage among the students (r=.509, p<0.01). The regression analysis showed that flipped classroom readiness had given a higher influence and contribution than flipped classroom knowledge among the students. The influence of the contribution of the flipped classroom readiness variable on flipped classroom usage among the students was 25.9 percent with the values of R2=0.329, F=21.862, p<0.05. In conclusion, the prospective UPSI’s Geography educators have not yet mastered the flipped classroom learning strategies. The implications of this implementation of flipped classroom study can be used as a guide and direction for the students in increasing their knowledge and readiness as educators in carrying out a variety of activity usages through access to learning materials, in line with the 21st Century Learning goals.

Preservice teachers’ perceptions of feedback: The importance of timing, purpose, and delivery

If the purpose of feedback is to reduce the discrepancy between the established goal and what is recognized, then how can this discrepancy be minimized through support and guidance? Feedback is instrumental to a preservice teacher development during their teacher preparation program. This qualitative study examines 31 first year teachers’ previous experiences with feedback during their undergraduate practicums. The two research questions addressed: What can be learned from PSTs’ perceptions of feedback practices utilized in teacher preparation programs? and What modifications or adaptations can be made to current feedback practices and structures in teacher preparation programs to enhance teacher efficacy and classroom readiness? Semi structured interviews provided a comparison of qualitative data and an opportunity for open ended questioning. Using descriptive analysis, researchers discovered that current feedback loops and structures can inhibit pre-service teachers’ ability to make meaning from the information and move their learning and instruction forward. As teacher preparation programs work to establish more dialogic approaches to feedback that provide pre-service teachers with multiple opportunities to reflect individually and collaboratively with university faculty, timing, purpose, and delivery are important components to consider. Although this article is written based on preservice teacher perceptions, the implications pertain to multiple fields and authors share a universal framework for feedback.

The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers

Advances in research on educational technologies and increasing access to computers offer teacher education providers numerous tools and opportunities for supporting student teachers. However, systematic investigations of online interventions using complex classroom scenarios (scenario-based learning activities) are currently lacking. This study tested whether an online scenario-based learning activity has a positive impact on student teachers’ self-efficacy and emotional, motivational, and cognitive classroom readiness before they start their first teaching practicum. In order to draw differentiated conclusions, we explored whether the effectiveness of the intervention depends on the inclusion of automatized expert teacher feedback and the opportunity to reflect on the scenarios. A total of 238 Australian student teachers (64.3% females, mean age = 23.84 years, SD = 6.64) participated in the study. The student teachers were randomly assigned to one of three experimental conditions:control group (online scenario-based learning activity), intervention group 1 (online scenario-based learning activity and feedback), and intervention group 2 (online scenario-based learning, feedback, and reflection). The findings indicated that, compared to the control group, both intervention conditions had a significant positive effect on cognitive classroom readiness. A significant positive effect on self-efficacy was found for intervention group 2. Overall, our research demonstrates the potential of an easy-to-implement online intervention in enhancing self-efficacy and classroom readiness and points towards the importance of combining feedback and reflection within online scenario-based learning activities.

A trialectical approach to understanding ‘classroom readiness’ for teaching literacy

ABSTRACT Initial teacher education is subject to substantial scrutiny and, fuelled by concerns about teacher ‘quality,’ its ‘effectiveness’ is frequently called into question, not least in relation to ideas about ‘classroom readiness.’ Mandated by policymakers, assessed by teacher educators, and struggled with by novice teachers, classroom readiness is experienced and understood in different ways. Our three-year qualitative research project on literacy teaching practice and preparing teachers for such ends in one Australian state confirmed that many novice teachers feel ill-equipped for the task despite best efforts among teacher educators. This article reports on those findings by taking a spatial approach to explore what it means to be ‘classroom-ready’ for teaching literacy. Building on Lefebvre’s [(1991). The Production of Space. Translated by D. Nicholson-Smith. Oxford: Blackwell] trialectical approach to perceived, conceived, and lived space, we consider the multiple perspectives simultaneously at play in shaping understandings and experiences of classroom readiness for teaching literacy. We argue the need to rethink ideas about classroom readiness not as an endpoint achieved on graduation but as a non-linear ongoing process of ‘becoming’ that could foster a generative new ‘thirdspace’ for teacher learning.

Professional Experience in Australian Initial Teacher Education: An Appraisal of Policy and Practice

Legislative guidelines regulate professional experience within initial teacher education (ITE) but little is known about teacher educators’ perspectives on how these guidelines are operationalised. ITE providers, in collaboration with school partners, implement a range of programs designed to develop pre-service teachers’ ‘classroom readiness’. We examine how current legislation influences the delivery of professional experience, the provision of funding, and support for university-school partnerships and in-school supervision. This analysis highlights ambiguities in the interpretation of the legislative guidelines, creating a disconnection between policy and practice, an over-reliance on the ‘good will’ of key stakeholders, and competing demands between the ‘actual’ and ‘hidden’ costs of professional experience. Without reform of both policy and practice ITE providers will continue to be constrained when attempting to meet regulatory expectations. These findings demonstrate a need for government departments and ITE regulators to work more closely to improve integration of policy and practice for professional experience.

An Exploration of Preservice Teacher Readiness for Teaching in Rural and Remote Schools

Preparing teachers for rural and remote (RR) schools in Australia appears to be an ongoing issue with many schools continuing to experience staff shortages. This research aimed to understand preservice teachers' (n=23) perceptions of their readiness for teaching in RR schools within four theoretical constructs, namely: self, classroom, school, and community. Following a RR professional experience, preservice teachers completed a literature-based Likert scale survey with written response questions to investigate their readiness for teaching in RR communities within the four constructs. Results showed that more than 80% of participants indicated self-readiness for teaching; yet, work recognition (70%), discussing career goals (65%), and having wellbeing supported (61%) had lower percentages. Classroom readiness was indicated by 83% or more of the preservice teachers for seven of the eight items; however, less than half claimed they had trust in the leadership for school readiness. Community readiness had percentages lower than 80% across the eight associated items. The results suggested preservice teachers can be supported during professional experience to promote teaching in RR contexts as a way to overcome teacher shortages.