Experienced Teachers Research Articles

Teacher's understanding of early childhood physical literacy: thematic analysis based on teaching experience from an Indonesian perspective

ABSTRACT Background Early childhood is a critical period for the formation of physical literacy from an early age. Teachers play an important role in supporting the growth of children's physical literacy. Unfortunately, in Indonesia, the understanding of the concept of physical literacy has yet to fully permeate early childhood education. There are no special regulations from the government to include physical education in early childhood education so that children can achieve physical literacy. Traditionally in Indonesia, teachers provide physical activity games with the aim being only to master children's gross motor skills. Therefore, the presentation of physical activity through play provided by teachers needs attention to understand children's physical literacy. These teachers can help inform the provision of physical education for early childhood education in supporting children's physical literacy in the future. Purpose This research aims to reveal the experiences of early childhood education teachers in Indonesia who are used to providing physical activity learning through games. Through this experience, this research also aims to explore teachers’ meanings regarding children's physical literacy. Method Through a phenomenological study in accordance with the physical literacy theoretical framework, semi-structured interviews were conducted with 13 early childhood education teachers in West Java, Indonesia. A sample of teachers was taken and interviewed from 5 schools that met the criteria, namely that they were used to teaching physical activity through play for the purpose of developing children's gross motor skills. To add to the description of teachers’ experiences, photo-elicitation interviews were conducted. Top-down thematic and bottom-up thematic analysis was carried out to analyze all the data that had been obtained. Results Physical literacy is interpreted as something related to children's health, meaning physical activity carried out by young children to keep their bodies fit and healthy so they can live their lives independently. Pedagogical experience from an educational background other than physical education is recognized as an obstacle to understanding physical literacy comprehensively. Thus, the teching learning practices carried out in the field only emphasize the meaning of children's physical motor activity. In accordance with the teachers’ experience, the teaching they often do every day is only giving physical activity’ games, this is assumed by them to support the physical literacy of early childhood. Motor physical activities that lead to physical literacy in early childhood are carried out in open field areas or playgrounds. The safety of teaching motor and physical activities for children is also a concern for teachers. Conclusion The findings from this study suggest that teaching experience with an educational background other than physical education can limit the understanding of physical literacy, even if the teachers are used to teaching physical activity in an early childhood education environment. The long-term implications may be that if early childhood education and physical education work together, they will be able to inspire more meaningful experiences in teaching physical activities that contribute to the formation of children's physical literacy.

Teaching literacy to adult migrants in Norway. An interview study exploring teachers' reflections on professional practices

Through an interview study, this article explores teachers’ reflections on professional practices when teaching Norwegian and literacy to adult migrants with little or no previous formal education. Data were collected from ten experienced teachers at three learning centers. The interviews were individual, based on a semi-structured interview guide and conducted on Zoom during the Covid-19 pandemic 2021–2022. The study builds on sociological and pedagogical theories of professional practices in which teaching is seen as a profession between macro and micro challenges. The curriculum for teaching Norwegian to adults is a regulation to the Integration Act, which requires teachers to contribute to an “early integration” and “a lasting connection to working life” in addition to transforming the subject content into forms that works for their group of students. Specific language requirements (CEFR B2 level) to obtain Norwegian citizenship add pressure to the teaching situation. The interview study made it possible to explore professional practices as described by the teachers themselves, from within the profession. The analysis uses Biesta’s (2015) three purposes of education as a lens: qualification, socialization and subjectification. All teachers describe their practices as a matter of balancing between choosing and transforming content and caring for their students. They also act as bridge-builders between the adult migrants in their situation as newcomers and their situation as future citizens of Norway, thus reflecting a strong dedication to their students’ lives as adults in Norway and combining all three of Biesta’s purposes of education in their professional practices.

Digital platform work reinforcing performativity: teacher responses to work intensification explored through trace ethnography

ABSTRACT This paper critically explores how teachers’ everyday work is reconfigured through work on and around different digital platforms. In particular, it demonstrates teacher experiences of workload and work intensification and the different workarounds and adaptions to platforms done by teachers, conditioned by demands of performativity, e.g. discourses of optimising work, making visible and caring for school performances as part of a market-competitive and increasingly digitalised school system. By ethnographically tracing the digital work of six teachers in public and private upper-secondary schools through logs, follow-up interviews, observations and digital ‘go-alongs’, we show how central tasks, administration, communication and teaching are reconfigured through the distribution of work onto local-domestic and global platforms and relatively local school and national regulations. Our contribution to the discussion on platforms in education is how platforms and aligning devices and procedures reinforce performativity demands in teacher work. This reconfiguration produces tensions, interruptions and intensity peaks, often seen as work-time conflicts, but which nonetheless relate to wider, critical issues of the changing nature of teacher digital work being established in relation to the marketised and highly digitalised school.

Privilege and prejudice in private online English teaching: Discourses in school-owned recruitment websites

Abstract Numerous studies have analyzed various aspects of English language teaching to uncover discriminatory employment practices within the field. However, there is a gap in the research regarding the discourses present in school-managed teacher recruitment websites (TRWs), particularly in the field of private online language education (POLE). This study aims to address this gap by investigating how the preferred online English teacher is characterized and what benefits they are promised when visiting these webpages. Using critical discourse analysis, the author analyzed the textual elements of 32 TRWs of online English schools operating in six major markets in Asia. The findings reveal that although a few schools show signs of relatively fair policies and emphasize professional qualifications, most of them appear to exploit native-speakerism through their application requirements and compensation policies that often favor only some groups. The implications emphasize the benefits of creating equitable employment opportunities and professionalizing POLE by leveraging the qualifications and experience of teachers from diverse backgrounds, while ensuring fair compensation. Finally, this study provides practical strategies for present and prospective online teachers on how to take advantage of the opportunities of digital language work while contributing to the attainment of equity in the industry.

Virtual Classroom Management Best Practices of Grade School Teachers of St. Paul University Surigao: A Phenomenology

This hermeneutic interpretive phenomenological study explored the lived experiences of grade school teachers managing virtual classes during the COVID-19 pandemic at St. Paul University Surigao. Eleven teachers from various grade levels were interviewed, and data was analyzed using interpretative phenomenological analysis (IPA). Five emergent themes were identified: 1) Teachers’ perception of classroom management, 2) Teachers’ authority and management of virtual classes, 3) Benefits of online classes, 4) Challenges in conducting virtual classes, and 5) Best virtual classroom management practices. The study found that teachers demonstrated resilience and adaptability in transitioning to online teaching, while highlighting both the benefits (e.g., flexibility, cost savings) and challenges (e.g., internet connectivity, student engagement) of virtual classrooms. Based on these findings, a "Simulacrum" model of best practices for virtual classroom management, aligned with the university’s vision and values, was proposed. The study offers valuable insights for educators navigating online teaching and emphasizes the importance of continued support and professional development in this evolving landscape.

Exploring biosecurity education through photovoice: student teachers’ perspectives on pests and diseases

ABSTRACT Background While photovoice is a commonly employed interactive and visual teaching technique in science education, its use in linking biological subjects to biosecurity challenges in culturally and ecologically diverse traditional places is still limited. Purpose This research utilizes photovoice to investigate the perspectives and experiences of student teachers regarding pests and diseases as biosecurity issues. Method Conducted in Bali, Indonesia, the study applied photovoice in an ecopedagogy class with 30 student teachers. The research approach included a three-week orientation, smartphone-based photography, and field tours to examine biosecurity concerns in subak rice terraces. During the field trip, students captured images using smartphones equipped with macro lenses and subsequently engaged in discussions to identify pictures related to pests and diseases. Rigorous coding and member-checking were employed to ensure the reliability of the collected data. Result The findings provide a comprehensive narrative and visual documentation of students’ perspectives on pests and diseases in subak rice terraces. Engaging in critical dialogues and reflections enhances students’ group-working skills, leading them to identify over a dozen pests and diseases, and demonstrate their biosecurity knowledge by using terms like ‘protection’, ‘monitoring’, ‘prevention’, and ‘eradication’. Conclusion Employing photovoice to highlight biological issues related to pest and disease threats emerges as a valuable strategy for future educators. This approach not only fosters an understanding of the interconnection between society and biology but also underscores the importance of biosecurity principles in safeguarding our economy, environment, and social well-being. Therefore, it is essential to incorporate cultural heritage and participative methodologies into biosecurity education in order to prepare future educators for real-world situations.

Utilizing Trust to Examine Pre-Service Teachers’ Challenges When Learning to Implement Mathematics Tasks

ABSTRACT Implementing challenging mathematics tasks in elementary classrooms is a foundational teaching practice that is known to be difficult for teachers. Yet, little is known about the challenges pre-service teachers (PSTs) experience as they work to develop this practice. Additionally, the importance of trusting relationships in schools is well established, though research has not examined how issues of trust might influence PSTs’ development of specific pedagogical practices. This cross-institutional study examined written reflections highlighting challenges experienced by 77 PSTs from seven teacher preparation programs. Findings elucidate six distinct challenges, three of which align with necessary features of trusting relationships (teacher control with vulnerability, perceptions of student ability with competence, and concerns about student feelings/experiences with benevolence). Based on these findings, we offer recommendations for mathematics teacher educators to consider as they prepare PSTs to implement challenging tasks, including ways to support PSTs’ vulnerability, perceptions of students’ competence, and benevolence during methods courses and field placements.

Game-based Pedagogy in Teacher Training: Results of a Pilot Course

Game-based learning (GBL) and gamification can improve the learning experience of students by making learning more fun, interesting, and motivating. However, integrating games in practice is challenging for many teachers as it requires competences that not necessarily are part of their teaching repertoire. Game-based pedagogy (GBP) refers to the teaching methods and learning processes involved in learning with games. Research stresses the need for adequate professional development and teacher education on GBP. However, there is a lack of empirical knowledge on effective methods to prepare pre-service and in-service teachers for using game-based learning. The aim of our research is to gain insight into the design of effective GBP learning experiences for teachers. The guiding research question was: What design elements of a course on GBL impacted in-service teachers' GBP competences and teaching practice? We investigated this question in the context of a teacher education program in the Fall 2023. We conducted an empirical study in which a course on GBL was designed, implemented, and evaluated in practice. The participants were 16 in-service secondary teachers from different disciplines in secondary education, from which 13 agreed to participate in this study, and three course leaders. We investigated participants’ and course leaders’ experiences, participants’ competences in GBP, the impact on participants’ teaching practice and the way design elements contributed to it. The data consisted of participant reflections, transcripts from participants and course leaders’ interviews and answers to a questionnaire. The data was collected and analysed using quantitative and qualitative methods between January and April 2024. Results reveal that in-service teachers’ improved their competences on GBP and increased their use of GBL in practice. Qualitative data analysis provides insight into the course's design elements and on participants’ learning process. This study contributes to GBP-education by offering a possible design solution and framework for developing effective teacher education.

Reflection as a professional development tool based on experience of Georgian teachers of English

Reflection as a professional development tool based on experience of Georgian teachers of English

Professional experience of Chinese international pre-service teachers in Australia’s early childhood education: professional learning and belonging

ABSTRACT International pre-service teachers (PSTs) can struggle to engage with Professional Experience (PE) communities in an Australian Early Childhood Education context. This qualitative case study examines three first-year Chinese international PSTs’ PE in different early childhood settings in Australia. Framed by Bourdieu’s analytical concepts, this paper explores Chinese PSTs’ culturally shaped understanding of PE and mentoring expectations, showing how this dimension of their habitus is differentiated and differentiating. We argue that with a supportive learning community, the rich cultural and linguistic repertoire of international PSTs can add to capital and funds of knowledge of Australian Early Childhood Education.

Use of active methodologies with ICT in teacher training

The era of knowledge demands educators committed to innovation, which requires providing training to teachers through active methodologies in environments that encourage dialogue, feedback and stimulate their creative and critical thinking. A study is presented that details the experience of upper secondary and higher education teachers, who took part in training that involved the use of active methodologies with the support of technological tools in the classroom. The methodological design was under a qualitative phenomenological approach; A structured interview was applied in which 32 teachers participated. The results show that the combination of active methodologies and the use of ICT in teacher training is effective in providing them with the possibility of transferring their experiences to students. The interviewees agreed that practicing gamification and the flipped classroom method was the most complicated, as it required greater expertise to design and implement it. It is concluded that it is crucial to address the challenges associated with the implementation of these practices, as well as to make the most of the transformative potential of this synergy between innovative pedagogy and digital tools.

Exploring Tanzanian Secondary School Teachers Experiences for Implementing the Current Practical Examination Instructions

Exploring Tanzanian Secondary School Teachers Experiences for Implementing the Current Practical Examination Instructions

Challenges and solutions of implementing cooperative learning in classroom environments: lived experiences of primary school teachers in Iran

ABSTRACT The purpose of this study is to identify the challenges and solutions associated with implementing cooperative learning (CL), based on the lived experiences of teachers in Iran. Thirty-two primary school teachers participated in a 16-session CL workshop. However, only thirty participants were able to implement this approach in their classrooms, and 19 of them voluntarily took part in the interviews. The data collected through interviews were analysed using Atlas.ti software. Three challenges and two solutions emerged as our main findings. The lack of stakeholders’ readiness, lack of facilities, and traditional structure hinder the effective implementation of CL. The results also revealed that improving curriculum elements and fostering a positive attitude among principals, educational policymakers, and other stakeholders towards the CL approach can create suitable conditions for effective implementation in Iran. Identifying perceived challenges and solutions can encourage teachers, parents, policymakers, and principals to provide suitable platforms for implementing CL in Iran. The results of this study highlight the necessity for teachers’ in-service training and participation of stakeholders to improve the delivery of CL.

Autoethnography as Pedagogical Strategy to Understand Subsistence Consumers

Premier management institutes in India often lack the inclusion of issues that negatively impact marketing system outcomes and the appropriate pedagogical strategies in their marketing curricula, with some exceptions. In these institutes, students, a culturally homogenous group, are far removed from the life worlds of subsistence consumers and cannot relate to them, creating pedagogical challenges for instructors. To address this, we introduced ‘autoethnography’ complemented by research-based exercise of ‘students graphies’ as pedagogical strategy in our Rural and Inclusive Marketing (RIM) course. Autoethnography legitimizes personal experiences as a knowledge source. The course seeks to sensitize students toward subsistence consumers from rural India, who comprise 65% of the Indian population. We integrated the socio-culturally situated life experiences of both instructors and students as sites for knowledge creation. We propose this strategy as a macromarketing pedagogy to understand ‘macro’ wicked problems, such as poverty and inequality, through the ‘micro’ lens of the lives of subsistence consumers. Qualitative findings indicated increased awareness and sensitivity among students toward subsistence consumers and their issues. However, students also highlighted the subjectivity of individual life experiences as a limitation of this strategy. We finally offer ways in which autoethnography can be used as a pedagogical strategy to increase awareness about wicked problems and improve the outcomes of the marketing system.

The linguistico-cultural experience of Cuban teachers working in the Jamaican education system

ABSTRACT In 1997, the Government of Jamaica signed a three-year cooperative agreement with the Government of Cuba to support Jamaican education through the provision of teachers of Spanish, mathematics and the sciences. After several renewals, the programme is in its 26th year, with 76 Cuban teachers currently resident in Jamaica and serving at the primary, secondary and tertiary levels of the country’s education system. Through focus group discussions with 32 teachers in the 23rd cohort, this article reports on the linguistic insertion of the teachers into their Jamaican classroom environments. It assesses the strengths and limitations of the linguistico-cultural preparation of the teachers for working in the Jamaican education system, and documents their sociolinguistic and cultural adjustment experiences. Results indicate that while the information and training sessions on pedagogy were useful and informative, the intergovernmental cooperative agreement programme could benefit significantly from the inclusion of a strong and targeted initiative designed to initiate teachers into Jamaican sociolinguistic realities.

Teacher-Turnover In the Archdiocesan School System: A Basis for Faculty Retention Program

This study conducted an in-depth exploration into the phenomenon of teacher turnover within the nineteen member schools of the Tuguegarao Archdiocesan School System (TASS), focusing particularly on the interplay of motivation and hygiene factors and their impact on teacher retention. Utilizing a descriptive-correlational design and survey data gathered from 139 teachers who transitioned from TASS to public schools during the school years 2020-2021, 2021-2022, and 2022-2023, the research illuminated several critical aspects of the issue. There is a prevailing sense of motivation and satisfaction among TASS teachers regarding various aspects of their professional lives, particularly those linked to intrinsic rewards such as job fulfillment, recognition, and professional development opportunities. Results revealed that TASS schools generally perform well in providing hygiene factors, encompassing areas like working conditions, administrative policies, and interpersonal relationships. However, some areas are requiring significant attention, most notably concerning salary and benefits, suggesting that these factors contribute significantly to teacher attrition. There is a significant positive correlation between motivation and hygiene factors, indicating that enhancements in areas such as salary and benefits could not only elevate teacher satisfaction but also bolster their overall motivation levels. There is interconnectedness of these two factors in shaping the overall teacher experience and retention within TASS. The research proposes a comprehensive Faculty Retention Program tailored to the unique challenges and needs of TASS schools. This program underscores the importance of addressing both motivational and hygiene factors to cultivate a stable, supportive, and rewarding environment for educators within the Tuguegarao Archdiocesan School System.

Navigating the Academic Gap: A Phenomenological Inquiry on the Experiences of Teachers in DepEd’s Catch-Up Fridays

This research examines the implementation of DepEd Catch-Up Friday, a strategic initiative introduced by the Department of Education in the Philippines to address academic disruptions caused by the pandemic. The study investigates how this initiative has affected teachers’ practices, workload, and overall well-being. A qualitative study, particularly phenomenological inquiry, was used. Through purposive sampling, 22 secondary public-school teachers served as participants in this phenomenological study. The results yielded three themes with regard to the experiences in Catch-Up Friday: challenges in the preparation, gaps in educational resources, and barriers in student motivation. Regarding the coping mechanisms of teachers in Catch-Up Fridays, four themes emerged: strategic intervention, diverse expertise, systematic evaluation, and technology-enhanced instruction. Moreover, three themes emerged as the insights of teachers in the implementation of Catch-Up Fridays: an inclusive learning environment, addressing struggling learners, and requiring tailored instructional approaches. Recommendations include strengthening support structures for teachers, promoting student-centered approaches, and implementing structured feedback mechanisms to continuously improve the initiative. The research underscores the need for ongoing evaluation and adjustments to ensure that DepEd Catch-Up Friday effectively supports students and educators, fostering a more resilient and adaptive educational environment.

The background and experience of neuroscience teachers in Australian universities: A cross-sectional survey.

Neuroscience is an academic discipline taught within a broad range of university degrees and programs. The expertise and experience of neuroscience teaching staff contribute to the student's learning experience and knowledge acquisition. We undertook a survey to characterize the neuroscience teaching workforce and practices in Australian universities, and to investigate access to and deficiencies in neuroscience teaching resources and training. Two hundred neuroscience teaching staff completed our anonymous online survey. The responses indicated that neuroscience is primarily being delivered by highly qualified (86% with doctoral degrees, 27% with formal qualifications in tertiary teaching), research-active (45% were recently primary supervisors of research students) teaching academics with secure employment (77% in full-time continuing positions). There were more females (61.5%) than males (38.5%) in the sample and most respondents taught neuroscience to students enrolled in a range of degrees/programs. Most survey respondents could access an anatomy laboratory for teaching (87%) but access to specialised online resources, such as augmented reality presentations, customised game-based learning approaches, and/or online brain atlases, was limited. Most survey respondents reported they would benefit from increased access to neuroscience teaching resources and/or peer-tested teaching materials (80%), an informal network of Australian neuroscience teaching peers (64%), and/or training workshops on neuroscience teaching (59%). Approximately half of survey respondents supported the creation of national guidelines for neuroscience teaching curricula. The survey results identify specific gaps in teacher training and resources and inform the development of strategies to support tertiary teachers of neuroscience and student learning.

Enhancing Online Learning in Architectural Education: A Virtual Reality Enabled Experiment with Arkio

This study examines the role of Arkio, a Virtual Reality (VR) platform, in facilitating design critiques during online learning in first-year architectural design studios. This research, which was conducted in the wake of the COVID-19 pandemic and a severe earthquake that required a return to remote education, is based on the experiences of instructors who had previously adapted to online teaching during the pandemic. Arkio provides an innovative solution for the preservation of the quality of architectural education by offering an immersive, real-time environment for design feedback, which is essential in the absence of in-person studio sessions. Using a mixed-methods approach that incorporates surveys and qualitative feedback from students, the study investigates the impact of Arkio on students' understanding of architectural principles, participation in design critiques, and overall learning experience. The results suggest that Arkio was generally well-received for its ability to facilitate critiques and enhance spatial understanding. However, students encountered difficulties with the platform's interface, 3D modeling tools, and file integration. The significance of user-friendly design in educational technologies is underscored by the strong correlation between the perceived educational value of Arkio and its usability, as revealed by cross-analysis. The study identifies critical areas for improvement, despite the fact that Arkio has the potential to significantly transform the critique process in architectural education, particularly in an online setting that is influenced by external disruptions. These insights are essential for the continuous adaptation of VR-driven tools in architectural education, particularly as institutions navigate the complexities of post-pandemic and disaster-responsive teaching environments.

University student and instructor experiences with HyFlex learning: A scoping review

The global pandemic precipitated the movement of higher education course delivery from face-to-face to teaching online. During the post-pandemic period, some universities adopted the HyFlex model, which involves teaching students on-campus and online simultaneously. Widespread use of this model is in its infancy, therefore little is known about the experiences of university students and instructors using HyFlex mode. This knowledge is essential to the consideration of whether to continue, modify, or cease this form of course delivery. Therefore, the aim of this scoping review was to fill this gap in the literature by exploring the experiences of university instructors and students with the HyFlex model via a scoping review that followed Arksey and O'Malley's scoping review framework. A thematic analysis approach was used to analyse the data from each study reviewed. Four key themes emerged from the analysis: (a) learning satisfaction, (b) benefits of the HyFlex mode, (c) barriers and challenges related to the HyFlex mode, and (d) external factors that influence the quality of teaching and learning in the HyFlex mode. Each of these is discussed in detail and implications for future practice and further research directions are considered. The review also uncovered that there is a dearth of studies that included the voice of instructors, hence highlighting an underresearched area regarding the HyFlex mode of instruction.