Elements Of Teaching Research Articles

From beginning to mature: investigating the development of teacher community through Lesson Study

This research investigates the potential of Lesson Study to develop teachers’ professional community. Situated in two case study schools, Doone and Crannog (both pseudonyms), where mathematics teachers participated in multiple, successive cycles of Lesson Study over the course of one academic year, the research details the development of teacher community through teachers’ conversations and reflections. Data was generated through audio recordings of teachers’ Lesson Study meetings and individual interviews with participating teachers. Analysis is based on a framework of professional teacher community which describes discrete phases of development from beginning to mature. Findings from the research suggest that groups of teachers may begin their Lesson Study work at different stages of evolution of teacher community and that Lesson Study has the potential to strength and develop such community over successive cycles. The research demonstrates that teachers’ participation in Lesson Study can provide them with opportunities to recognize and express communal responsibility for individual growth of colleagues, a key feature in the formation of teacher community. The research also highlights the importance of navigating fault lines or differences in ideas and opinions during the Lesson Study work. Findings may offer guidance to facilitators of Lesson Study on elements of teachers’ collaborative work which may benefit from additional focus, such as productively engaging with conflict within a group. This research contributes to the literature on Lesson Study in outlining how this model of professional development may provide a powerful structure within which teacher community can be developed.

Investigating student teachers’ responses to including sustainable development as part of their professional digital competence development

ABSTRACT This article puts forward the case for the inclusion of sustainability as an element of teachers’ professional digital competence. Following this, the article explores student teachers’ reaction to a course on digital technologies and sustainability. An online survey was used to record the student teachers’ reactions to the course and how they felt its content would influence their future actions. The student teachers had limited prior knowledge of the topic, but almost all acknowledged its importance, particularly in raising their awareness of global inequality. The student teachers reported they would change their purchasing habits, although some acknowledged that it would be difficult. Most believed it would influence their teaching, but perceived curriculum demands and school expectations tempered their expectations of what they believed they could achieve.

Exploring religious education teachers’ perspectives on character development and moral virtues, in state-funded, non-faith schools in England

ABSTRACT This article details the findings of a qualitative interview study with 30 Religious Education [RE] teachers, working in state-funded, non-faith secondary schools in England. Salient findings included participants’ almost unanimous agreement about the role of RE in developing character, virtue literacy, and moral, intellectual and performance virtues. Whilst there was general agreement that RE contributes to educating moral virtues, participants differed concerning whether moral virtues were a) both a subject aim and a taught element, b) either of these respective positions, or c) an implicit by-product of RE lessons. There was no indication of this disagreement being due to participants’ personal characteristics, suggesting that further guidance is necessary to clarify the role of RE vis-à-vis moral development. These findings mark a distinctive contribution to the literature on the role of RE, at a time when Ofsted is considering character education amongst the requirements of schools that are judged as good or outstanding.

METODE PEMBENTUKAN MORAL UMAT PADA LEMBAGA PENDIDIKAN DAYAH DI KABUPATEN ACEH BARAT

The existence of Dayah at West Aceh should be able to become a forum to foster the morale of people who can the behavior of the community, Education at Dayah will bring great influence to the generation and society of West Aceh. Today’s condition of the morale of society must be a concern. How can the morals of the people be shaped through Dayah education in West Aceh. So it is necessary to look at the methods used in Dayah in fostering the morale of the people. The use of descriptive research methods in researching aims of this method to make a systematic, factual, and accurate description of the facts, properties, and relationships between the phenomena under investigation. Research locations on several Dayah in West Aceh Regency with the population that is the research sample, namely Dayah educational institutions from the leadership element teungku and students. The West Aceh Dayah Education Office and the Office of the Ministry of Religious Affairs of West Aceh Regency. The results showed that moral formation is carried out through habituation, and regulations in Dayah, through ketaz'iman, and moral formation also through organizing themselves from leadership and teacher elements, where these conditions will be a reference imitated by every student and society.

Measuring the perceived usefulness of social media professional learning networks to elevate agricultural development

Elevating agricultural development requires attention to aspects beyond production such as education and professional development. Individual demands for professional development have influenced the augmentation of recreational social media platforms as vicarious and functioning professional networks as well. The study’s purpose was to understand agricultural education teachers' perceived usefulness of professional social media use to better prepare themselves for positively impacting agricultural development. A random sample of secondary agriculture teachers responded to a self-administered survey instrument. New teachers perceived social media to be useful and also reported a greater number of minutes of use per week for professional purposes; this trend declined with increased years of teaching. Behaviors which teachers reported, in combination with their perceived usefulness and reported use, suggested professional social media use is supportive of andragogical assumptions. The elements of teachers’ professional learning network activitiesinstrument could serve as a valuable tool in explaining the variance in teachers’ professional social media use. Data can be used to inform the development of online professional learning experiences and in preparation of new professionals. Future research should explore the extent to which learning networks prepare agricultural preservice teachers and offer professional learning for practicing teachers to improve online and social media communications for all learners.

Teaching matters: A longitudinal study of mathematics teachers’ knowledge growth

Teaching a particular subject provides rich opportunities for teachers to develop subject-specific knowledge and skills, especially for those who are in the early years of their career. Yet supporting evidence is scarce regarding the extent to which knowledge and skills teachers could gain from their teaching experience. This study aims to address this gap by collecting data from a from a national sample of 207 novice mathematics teachers for three years in a row to explore the development of two elements of teachers' pedagogical content knowledge (PCK) of mathematics: (1) knowledge of students' mathematical thinking and (2) knowledge of mathematics teaching. By using linear growth modeling to analyze the data derived from teachers' analyses of videos clips of mathematics classes, we found that teachers increased both elements of PCK, albeit at different rates. Further, the growth of these two important elements of PCK were associated with different teacher-related factors. Having a robust knowledge of mathematics played a key role in teachers' learning of students' mathematical thinking, whereas having a credential in mathematics teaching played a role in the development of teachers’ knowledge of mathematics teaching.

Does Teachers’ Feedback Serve its Real Purpose? Examining Teachers’ Feedback Practices

The real essence of formative feedback has been a missing element in teachers' formative assessment practices in the classrooms. This paper analyses the existing practices of teachers' feedback in the context of classrooms in Pakistan. Mainly teachers were found unable to provide quality feedback that could support students' learning outcomes. The teachers' comments include summative judgments, mainly. A number of challenges faced by the teachers was their lack of understanding and skills to provide formative feedback and limited approach to teaching social studies in the classrooms. The study was done in one district of the country but the findings could

Elaboration of science teachers’ technology-based lesson practices in terms of contextual factors influencing TPACK

ABSTRACT Background One of the important elements of teachers’ technology integration is Technological Pedagogical Content Knowledge (TPACK). Though there are studies on TPACK, limited information exists about its context element. This gap causes context-isolated studies for TPACK-related research. Purpose The aim of this research is to elaborate on science teachers’ technology-based lesson practices in terms of contextual factors influencing TPACK. Sample The study participants consisted of 12 science teachers and 7 educational technologists by using snowball sampling. Design and method The case study design method was used in this study within the qualitative research paradigm. The data was collected with semi-structured interviews by following the protocol for strategic performance problems. The interviews were examined employing content analysis to reveal the themes. Results and conclusions The findings of the study indicated that TPACK is not only a stand-alone knowledge and skills, but also it is context-oriented. The multifaceted factors represent components of a multi-layered structure of the context. These factors can be perceived by the teachers at different levels according to school types. Furthermore, sub-themes of the contextual factors showed complex interrelationships. This study contributes to the literature by revealing the sub-themes of the context and in-depth examination of contextual factors suggested for future studies.

Upaya Meningkatkan Motivasi Belajar Siswa dalam Pembelajaran IPS melalui Metode Outdoor Study

Instilling social values in students is a very urgent concept, because the social studies concept examines how social attitudes, social relationships and social behavior must be carried out by students in their lives. In social studies learning, learning tools and learning elements are needed, for example teacher elements, objectives, materials and facilities as well as methods which are not an easy task to be able to transform social studies values in students. All existing elements must be packaged and arranged completely so that the learning process is interesting for students, is of higher quality and learning objectives can be achieved. In reality the teacher's role and students' enthusiasm for social studies learning, there are still many problems, including 1) teachers carry out more teaching and learning activities in the form of lectures, 2) the dominance of the expository method, 3) the growth of a Verbalistic Learning Culture, 4) Teaching Centered on Textbooks (Textbook Centered), 5) Teachers who are still transferring of Knowledge. Conditions like this cause social studies to be a boring, boring subject (low student motivation) so that social studies subjects are underestimated by students which in the end mastery of subject matter by students, the percentage is small and the value of social studies lessons is low. Based on this background, it is important to study why social studies teachers need to innovate learning by applying learning methods outside the classroom (outdoor study)? how do social studies teachers apply learning methods outside the classroom (outdoor study) so as to increase students' learning motivation?. This study is a literature study. This study was conducted by analyzing the literature related to social studies learning problems and learning methods that are able to activate students in learning. The data analyzed are articles from accredited national journals, books and other relevant sources. learning activities outside the classroom (outdoor study) can be one solution to improve student learning in social studies learning by looking directly at phenomena which of course must be related to the topics the teacher teaches. The outdoor study method is a learning activity outside the classroom or school that aims to concretize and at the same time link all students' conceptual understanding of the subject matter with the natural environment and actual phenomena.

Teachers’ Perceptions of Their Role and Classroom Management Practices in a Technology Rich Primary School Classroom

This case study investigates primary school teachers’ perceptions of their role and practices regarding classroom management in technology-rich classrooms. The data was collected through individual and focus group interviews, observation and a survey at a school where implementation of digital technologies has been a high priority over several years. The study identifies complexity and contemporary elements in teachers’ perceived role and practices, as the rapid evolution of ICT requires teachers to constantly keep up-to-date, gain new competencies and evaluate their practices to be able to facilitate learning in physical classrooms that have expanded to the digital space. In this process, the role of leadership, collegial collaboration, good teacher-pupil relationships and teachers’ ability to adapt and take up a role of a learner have been found pivotal.

Knowledge control of higher school students majoring in Physics in General Physics and Profession-oriented English by means of testing

One of the important problems of the methodology of teaching any discipline is the effective identification of the objective level of students’ knowledge, acquired skills and abilities in the study of a discipline. Traditional methods of testing and assessing knowledge contain some drawbacks: excessive time spent on the exam; elements of teacher’s subjectivity that may occur; inability to clarify clear criteria for assessing knowledge, etc. Based on this, and the prospects for the reform of higher education in Ukraine, such methods of knowledge control are needed, which would allow teachers not only to establish an objective level of students’ knowledge, but also to identify (diagnose) the causes of gaps in student learning so that they could on its basis help the student to overcome the identified gaps. This method, devoid of most of the above shortcomings, is computer testing, the use of which for a long time as a means of monitoring and evaluating students’ achievements in studying the course of General Physics and Profession-oriented English at the Department of Materials Science and New Technologies (State higher educational institution "Vasyl Stefanyk Precarpathian National University"), at the Department of Physics and the Department of Western and Oriental Languages and their Teaching Methods (The State Institution“ South Ukrainian National Pedagogical University named after K. D. Ushynsky”) has shown that the use of computer testing in the study of Physics and foreign languages in the professional field should be subject to certain reservations, since this method has some advantages alongside disadvantages that can distort the results of monitoring and evaluation of students’ achievements. Based on the analysis of the authors' experience as well as the analysis of pedagogical, psychological and scientific-methodological literature devoted to this problem, an attempt is made to establish the conditions and limits of computer testing in the organization of the learning platform (courses) in the fields of General Physics and foreign languages for the students majoring in Physics at institutes of higher education. The article states that computer testing, on condition that tests meet the quality requirements, should be used only for the current (thematic) control of knowledge during each semester. This method is at the same time an express control method aimed at testing students' knowledge in the process of studying General Physics and foreign languages; it is also a “sensitive” diagnostic method which allows you to identify shortcomings of a student in time in the process of learning, giving the teacher the opportunity to timely influence its course. The learning progress control (testing in theoretical modules) can be carried out by means of computer testing but with the use of certain additional precautionary methodological measures. It is more expedient to carry out the final control in the form of a quality written-oral examination.

Teacher Agency and Futures Thinking

Problems encountered in top-down school reforms have repeatedly highlighted the significance of teachers’ agency in educational change. At the same time, temporality has been identified as a key element in teachers’ agency, with teachers’ beliefs about the future and experiences of the past shaping their agentic orientations. However, research on teachers’ future orientations is typically limited to short-term trajectories, as opposed to long-term visions of education. To address this, we draw on a futures studies perspective to give more explicit attention to teachers’ long-term visions of their work. We argue that the method of future narratives, already well-established in the field of futures studies, is a fruitful methodological framework for studying these long-term visions. In this paper, we first show that the futures studies approach is theoretically compatible with the ecological model of teacher agency. We then outline the method of future narratives to point out the possibilities it offers. Finally, we illustrate our approach with an exploratory analysis of a small set of future narratives where teachers imagine a future workday. Our analysis reveals that the narratives offer a rich view of teachers’ longer-term visions of education, including instances of reflecting on the role of education in relation to broader societal developments. Our study suggests that this novel approach can provide tools for research on teacher agency as well as practical development of teacher education, addressing long-term educational issues and policies.

Identity Work as Ethical Self-Formation: The Case of Two Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform

Curriculum reform urges teachers to constantly reflect on existing identities and develop probably whole new identities. Yet, in the wake of the poststructuralist view of identity as a complex matter of the social and the individual, of discourse and practice, and of agency and structure, teacher identity is a process of arguing for themselves and hence ethical and political in nature. Drawing on Foucault’s notion of ethical self-formation and its adoption by Clarke (2009a) “Diagram for Doing Identity Work” in teacher education research, this 2-year-long case study explores how two Chinese English-as-foreign-language (EFL) teachers engaged in identity work in a changing curricular landscape. The analysis of narrative frames and semistructured interviews reveals the relations between the relative stable and the evolving elements of teachers’ identity work, and the essential role of teachers’ ethical agency based on reflective and critical responsiveness to the contextual reality and the dynamic power relations during the reform. The findings argue for the importance of nourishing teachers’ reflective identity work and ethical agency during the turbulence of educational change.

Community Response to Village Information System (SID) in Basic Services In East Lombok Regency

This study aims to determine the public's response to use SID as a medium for basic social services, SID as a source of information, and SID as a community medium. This research can provide information about the readiness of the community to face the 4.0 revolution era, especially people in rural areas. If the community is ready and accustomed to using SID as a basic social service center and the other hand, managing resources continue to increase their capacity both in human resources and infrastructure, then SID can become a reliable database and can provide basic social services one-stop service in the village. This study used a qualitative descriptive method, data collecting on informants was carried out using in-depth interviews, direct observation, sampling techniques, documentation, and FGD. Then simultaneously carried out data analysis with interactive analysis methods. Key informants were the Village Head and SID Managers in Rarang Selatan and Kalijaga Timur Villages; as well as informants from village residents as many as 50 informants each 25 informants per village (consisting of elements of teachers, students, agricultural extension workers, heads of farmer groups, farmers, heads of farmer groups, Posyandu cadres, hamlet heads, housewives, traders). The results showed that the public response to SID as a service medium was positive, as a source of information was positive, and as a community medium was positive. This is shown by the behavior of the community using SID intensively, participating in disseminating the existence of SID, inviting villagers to take advantage of SID, even taking part in providing information (filling in content) to be conveyed to the community (especially village communities) through SID.Keywords: Response, Village Information System (SID), resources, community media, basic social services

IMPAK KECERDASAN EMOSI DALAM KALANGAN GURU PENDIDIKAN ISLAM KESAN PELAKSANAAN PERINTAH KAWALAN PERGERAKAN IMPACT OF EMOTIONAL INTELLIGENCE AMONG ISLAMIC EDUCATION TEACHERS BY THE IMPLEMENTATION OF MOVEMENT CONTROL ORDER

This study aims to identify the impact of emotional intelligence among teachers in Manjung District the impact of the implementation of movement control orders (MCO). This study involved IET who teach in Manjung District in both primary and secondary schools. The impact of the implementation of PKP is examined from four indicators, namely the use of computer literacy, online teaching, limited internet access and student readiness. These indicators are analysed and linked to the four elements of teachers' emotional intelligence, namely Self -Awareness. Self -Control, Self -Motivation, Empathy and Social Skills. This study uses descriptive analysis. All these data collection instruments were constructed by the researcher with modifications from the instruments from previous studies and their contents were validated by an expert reference panel. The level of Cronbach's alpha reliability value obtained is high that is between (0.82173). A total of 171 teachers were selected at simple random to answer the prescribed questionnaire instruments. Overall, the results of the study found that the impact of IET emotional intelligence based on the implementation of PKP is at a moderate level based on the findings and analysis of the questionnaire obtained. The implications and recommendations put forward place a need for ministries, schools, teachers, and the community to enhance the level of understanding of emotional management to the IET in relation to the impact on the implementation of PKP in ensuring the teaching and learning process is implemented effectively.

Pembelajaran Kontekstual Melalui Permainan Kelereng pada Siswa Kelas 3A MIN 2 Probolinggo untuk Meningkatkan Pemahaman Konsep Perkalian

Learning is said to be good if during the learning process all students are active or participate in answering or asking questions. The learning process is a form of educative interaction, which is an educationally valuable interaction that consciously sets the goal to change a person's behavior and actions. Educational interaction must describe a two-way active relationship between teachers and students with a number of knowledge as the medium. In educative interactions, the elements of teachers and students must be active, it is impossible for an educational interaction process to occur if only one element is active. Active in the sense of attitude, mental, and deed.

Problematika dan Strategi Pembelajaran pada Masa Pandemi di Wilayah Pesisir Kepulauan Buton

This study aims to explain the problems and strategies of schools and teachers in coastal areas of the Buton islands in carrying out learning during the Covid-19 pandemic. This research method is descriptive qualitative. Primary data are collected through online questionnaires, observations, and interviews. Research informants come from the elements of teachers, high school principals, students and parents of participants, especially Muhammadiyah High School. Secondary data is obtained through literature studies. The data are analyzed using qualitative data analysis method consisting of data reduction, data presentation, data interpretation and conclusion drawing. From the results of the study, it is concluded that there are various problems in the implementation of learning in high schools during the pandemic-Covid-19. The problems are strongly related to the unpreparedness of schools, teachers, parents, and students in facing the transformation of learning during the pandemic. In addition, network unpreparedness also greatly affects the transformation of learning from offline to online to ineffective. Therefore, there are various strategies that schools and teachers try to implement to carry out learning, both online and face-to-face through limited class meetings and home visits. The results of this study show that the implementation of learning during the pandemic does not run effectively due to very complex problems. The role of the government is very important in preparing facilities and infrastructure to support the implementation of learning during the pandemic covid-19.

Chinese English as a Foreign Language Teachers' Self-Efficacy and Psychological Well-Being as Predictors of Their Work Engagement.

Work engagement is widely acknowledged as an influential element in teachers’ professional success; thus, remarkable attention has been paid to the physical and psychological predictors of this construct. Yet, the antecedents of English as a foreign language (EFL) teachers’ work engagement have rarely been studied. To narrow the existing gap, the current inquiry aimed to delve into the psychological determinants of teacher work engagement by scrutinizing the role of psychological well-being and self-efficacy in Chinese EFL teachers’ engagement. To this end, three close-ended questionnaires were given to 304 Chinese EFL teachers via WeChat messenger. Conducting correlational analyses, positive and substantial relationships were discovered between psychological well-being, self-efficacy, and teaching engagement. The function that psychological well-being and self-efficacy may serve in Chinese EFL teachers’ engagement was also assessed using path analysis. Chinese EFL teachers’ work engagement was found to be considerably affected by their sense of efficacy and well-being. Some pedagogical implications that might be noteworthy for teachers and institutional administrators are finally discussed.

Perceptions of Teachers, Guardians and Students on The Use of The Zoom Application As A Learning Platform in Elementary Schools

Online or online learning is considered a solution for teaching and learning activities to continue in the midst of the corona pandemic. This happened due to the increasing number of the spread of the corona virus in Indonesia which prompted the government to issue several policies intended to avoid the spread of the corona virus to students in various schools. Online learning can use one application as a learning platform, one of which is the Zoom Meeting application, which is carried out in learning in elementary schools (SD). The purpose of this study was to determine the perceptions of teachers, parents and students on the use of the application. However, their perception requires support from all elements of education, be it the central government, local government and the community to jointly build a conducive environment for students to learn wherever they are, as well as become a stimulus in efforts to overcome learning difficulties from within. them, especially in the midst of the current pandemic. The study was conducted at 3 public elementary schools in Surabaya using 440 samples from the elements of teachers, parents and students, with observations, interviews and questionnaires as data collection methods. Based on the analysis of the collected data, it can be concluded that the perceptions of teachers, parents and students are positive towards the use of the Zoom Meeting application as a learning platform in Elementary Schools (SD), with 86% on the knowledge indicator, 62% on the attitude indicator and 72% on the assessment indicator.

Amalan Induksi Set dalam Pengajaran dan Pembelajaran Guru Prasekolah bagi disiplin Ilmu Pendidikan Islam (Teaching and Learning Preparation Practice among Islamic Education Preschool Teachers)

This study was conducted with the aim to explore the teaching and learning practice among preschool Islamic Education teachers. Eight participants from four public and four private preschools participated along the research process including interview, observation and document analysis throughout a number of teaching and learning sessions. This qualitative research had been done in the area of Johor Baharu district. Data were analysed using NVivo software version 12. The validity of the data was obtained through triangulation of different sources of data, long duration of data collection which was six months and validated by the participants of the research. Meanwhile, the reliability of the data was obtained through trail audit and experts validation based on Cohen Kappa correlation validation. From the finding, eight elements of teachers’ preparation before the teaching and learning sessions were found, and they are; preparing the Annual Lesson Plan, timetable, Daily Lesson Plan, referring to module, teacher and students’ classroom preparation, preparing activity, teaching aids and teachers’ personality. It is a hope that this Teaching and Learning Preparation Model will be a guide for teachers and lecturers in Malaysia.