Experienced Teachers Research Articles

Assessment polarity or praxis parity? Uncovering the learning-oriented assessment (LOA) landscape of novice and experienced Iranian EFL teachers

Although learning-oriented assessment (LOA) has been recognized as an effective method of assessment, the literature on this concept in relation to teacher professionalism is limited. In response to this gap, the present study explored 16 Iranian novice and experienced EFL teachers’ beliefs and practices of LOA. Data were collected from self-reported practices and semi-structured interviews. Analysis of the data through MAXQDA revealed that the novice and experienced teachers’ LOA beliefs featured similarities and differences. While the novice teachers’ LOA beliefs were less sophisticated, experienced teachers highlighted a more central role for LOA in their integration of teaching and assessment. Moreover, while novice teachers preferred using self- and peer assessment, the experienced teachers used more portfolio and dynamic assessment for their LOA-related practices. The study provides implications for teachers and teacher educators to use LOA in professional development courses.

A Qualitative Study on the Experiences of Student Teachers in Health Education during Their Teaching Practicum at a Health Care Specialized High School

A Qualitative Study on the Experiences of Student Teachers in Health Education during Their Teaching Practicum at a Health Care Specialized High School

Democratic spaces for ECEC teachers’ professional development: the case of the RIECU Network in Spain

ABSTRACT This article deals with one of the multiple and complex aspects that shapes quality in Early Childhood Education and Care (ECEC), such as teachers’ professional development. It presents the successful case of the RIECU Network in Spain in which for almost two decades the following institutions have been cooperating: (1) the university, responsible for initial teacher training, (2) the institution in charge of in-service teacher training and (3) the ECEC centers where professional development takes place through the practical experience of teachers. Data obtained from the focus groups with representatives of the three institutions reveal that the greatest benefit that teachers perceive for their professional development is the interaction, professional contact and shared reflection with their colleagues, and the creation of a stimulating learning environment in which they feel welcomed and valued, moving from a competitive culture, widely spread in their schools, to a collaborative culture conducive to teaching innovation.

Promoting inclusivity: exploring Turkish language teacher identity and cognition in special education for students with visual impairments

PurposeThis case study aims to enrich research on language teacher identity and cognition by detailing the experiences of English language teachers instructing students with visual impairments in Türkiye, exploring the (re)formation of their identity and cognition within this context.Design/methodology/approachThis study uses a qualitative approach, combining interviews, observations, field notes and legal document analysis. Hiver and Al-Hoorie's (2016) Complexity Theory guides data collection and analysis, supported by MAXQDA software.FindingsThe findings highlight the influences of personal, social, cultural and educational factors on language teacher identity and cognition, with a focus on interactions in preservice education, institutional requirements and instructional methods at the School for the Blind.Originality/valueThis case study provides practical and theoretical insights into language teacher identity and cognition within special education schools, contributing to the broader discourse on diversity in this field.

Exploring the Factors Influencing the Development of Teacher Agency for Culturally Responsive Teaching

Culturally responsive teaching (CRT) is a pedagogy that promotes social justice by improving the educational experiences of students of color. This study aims to explore factors that influence teachers’ agency to implement CRT. Semi-structured interviews were conducted with sixteen teachers who had adopted CRT practices in the South-Central Appalachian region of the United States. Employing a qualitative design, a hybrid thematic analysis approach was used to analyze the interview data. This exploratory study is significant in several ways. First, the study advances theoretical discussions on what constitutes the construct of teacher agency for social justice based on its empirical evidence, which captured teachers’ lively voices. Second, it introduces the unique perspectives and experiences of South-Central Appalachian teachers into the discussion on the complex and less-known construct of teacher agency for social justice. Third, this study offers practical implications for school administrators, teacher educators, and policy-makers regarding what actions can promote teachers to develop and pursue social justice agendas using CRT in growingly diverse public education settings. The results discuss how the teachers perceived their sense of purpose, competence, autonomy, reflexivity, and commitment to professional development opportunities in enacting CRT in their educational practices.

Exploring Arabic Diglossia in Learning Kalām: Bridging the Gap in Daily Communication

This study analyzes Arabic diglossia in terms of variety, context, and underlying factors in the teaching of speaking skills at the Markaz Arabiyah Pare institution in Kediri, focusing on the Akbarnas class program. The subjects of this research include students, speaking skills teachers, homeroom teachers, and the head of the curriculum. Using a qualitative descriptive method, data were collected through observation, interviews, and ethnographic documentation. Data analysis was conducted through data reduction, data presentation, and conclusion. The results indicate that formal language varieties dominate in the Akbarnas class program, complemented by non-formal language varieties to enhance students' linguistic skills. This diglossia is influenced by the language use system established at the institution and the experiences of Middle Eastern graduate teachers who are familiar with various forms of the Arabic language.

Teacher Burnout: The Lived Experiences of Teachers with Ancillary Tasks in a National High School in Leyte

Teacher Burnout: The Lived Experiences of Teachers with Ancillary Tasks in a National High School in Leyte

Exploring Novice Teacher Experiences: A Phenomenology of Self-Navigation in Recently Established Schools

Exploring Novice Teacher Experiences: A Phenomenology of Self-Navigation in Recently Established Schools

Remote teaching and learning for teacher candidates: mentor teacher perspectives

PurposeThis study offers implications for remote mentoring within school university partnerships based on a qualitative study focused on how three experienced mentor teachers within a long-standing Professional Development School (PDS) partnership adapted to remote mentoring during emergency remote teaching in the 2020–2021 school year.Design/methodology/approachData was collected through interviews with three teachers and analyzed following qualitative methods to identify themes. Data is presented in case studies describing their remote mentoring practices.FindingsFindings indicate that in the context of strong school–university partnerships, these mentor teachers were successful in adapting their mentoring of teacher candidates to a remote modality and that the benefits to collaborators within the partnership were like those documented in traditional, in-person mentorship. The challenges these teachers overcame include establishing relationships and providing adequate supervision.Research limitations/implicationsThe results offer rich insights into the experiences of mentor teachers when conditions necessitate a change in instructional modality and create implications for innovation in mentorship of teacher candidates, particularly in remote mentorship settings.Practical implicationsSchool–university partnerships should be maintained during emergencies because of the benefits to all partners, most notably to prek-5 students. We recommend that articulated agreements be revisited and modified to address potential future emergencies. The value of establishing and maintaining strong PDS partnerships should not be undervalued during times of emergency.Social implicationsTeacher preparation programs can sustain the important work of educating teachers through challenges such as the COVID-19 pandemic most effectively when they work in partnership with prek-12 schools. Use of technology in innovative ways, such as remote mentoring, can support teacher preparation when in-person clinical experiences are limited.Originality/valueThis study offers initial data on remote mentoring, an innovative mentoring approach which has, to this point, been the subject of limited empirical investigation. Additionally, as remote educational opportunities for prek-5 learners increase, teacher preparation programs may choose to utilize remote mentoring in PDS programming, making this data of particular value.

Patterns of contingency and non‐contingency in teacher–student scaffolding interactions: A case of novice and experienced language teachers

AbstractTeacher contingency, in which teachers adapt their support to the learner's level of understanding is assumed to be the distinguishing characteristic of scaffolding. Yet, classroom studies on the topic scarcely exist. The current study examined the process of contingency in classroom settings. Three novice and three experienced English language teachers were video‐recorded to compile a 9‐h corpus. The model of contingent teaching was used to code the different stages of scaffolding. Conversation analysis was applied to provide an emic perspective of each stage. The results indicated different contingent and non‐contingent teaching patterns for novice and experienced teachers. The non‐contingent teaching of novice teachers was characterized by skipping the diagnosis stage, failing to adapt the support to the learners' level of understanding by using high‐support moves, and failing to check learners' understanding. The experienced teachers mainly diagnosed their learners' understanding, checked their diagnosis, and used a wider array of strategies to provide interventions. Their non‐contingent teaching stemmed from maladjustment of support to their learners' level of understanding. The implications for theory and practice are then discussed.

Teaching Experience of Technical-Vocational and Livelihood Track Teachers: A Basis for Continuing Education

Teaching Experience of Technical-Vocational and Livelihood Track Teachers: A Basis for Continuing Education

The Standardized Application of Data Mining Algorithm Based on Computational Linguistics in English Teaching

With the rapid development of computational linguistics and data mining technology, the field of education is gradually exploring its potential applications in teaching. This paper proposes a standardized application method based on data mining algorithms, aiming to improve the systematicity and effectiveness of English teaching. Firstly, we apply data mining techniques to analyze the characteristics of English computer language in order to construct a data-driven teaching foundation. Subsequently, through in-depth analysis of these data, we designed and implemented an evaluation of the mining effect in English teaching classrooms. To ensure consistency and effectiveness in English teaching, we have established a computational linguistics English teaching model based on data mining algorithms. This model covers multiple aspects such as text classification, sentiment analysis, and semantic understanding, providing more accurate and personalized teaching and learning experiences for English teachers and students. After testing the model, we found that it can meet the requirements of teaching design and usage, bringing significant impact to English teaching. This paper provides a detailed introduction to the standardized application process of data mining algorithms in English teaching, and explores their positive effects on improving the quality of English teaching.

Centering Equity in Teacher Education Research Through Pláticas Con Maestras

The Capital Area North Doctorate in Educational Leadership (CANDEL) program is committed to educational equity and supports, amongst others, K-12 schoolteachers, administrators, and teacher educators who are committed to bridging the worlds of theory and practice. As teacher educators, we advocate for those in doctoral programs to consider pláticas as a methodology that positions researchers and educators as equal collaborators, each with a wealth of experience to share. The historical roots as well as the five principles of plática methodology (Fierros & Delgado Bernal, 2016) are considered. We discuss our positionality as Latinas and first-generation college graduates, as researchers and as platicadoras engaged in teacher education research. Furthermore, we provide examples of how each has used pláticas methodology to understand the experiences of teachers. We conclude by providing advice for doctoral students interested in using pláticas in their own research.

Perspectives of Teachers on Learning: A Glance on the Reading Proficiency of Kindergarten Learners

This study aimed to describe the experiences of kindergarten teachers in regards to the reading problem issue of kindergarten learners in Samal District, Island Garden City of Samal. The participants were the ten kindergarten teachers, utilizing phenomenological design to explore their challenges, perceived coping mechanisms on the issue and insights. A semi- structured interview guide was used to gather the data. Ethical considerations were observed in data collection. Thematic content analysis was used to extract the themes. The findings were: were poor background knowledge, low phonological awareness skills, local language diversity, limited exposure to reading materials, engagement and attention span struggles, and economic scarcity are the main challenges; the identified teachers’ perception on the reading situations of students in coping with the issues are use of differentiated instruction, individualized support, continuous assessment and monitoring, and collaborative efforts; and importance of early intervention, recognition of learners’ diversity, continual assessment and improvement, family and community engagement, and teacher’s professional development are the insights drawn. The recommendation included allocating resources, funding, and support services by the Department of Education specifically targeted at addressing early literacy disparities and improving outcomes for students at risk of reading difficulties.

Exploring the Impact of Songs in EFL Teaching Across Age Groups: Perspectives from Vietnamese EFL Lecturers

This study investigates the effectiveness of using songs in English as a Foreign Language (EFL) teaching from the perspectives of Vietnamese EFL lecturers, focusing on identifying the most beneficial age group among young learners, teenagers, and adult learners. Employing a qualitative research design, the study conducted semi-structured interviews with nine EFL teachers from two educational institutions in Vietnam, representing a range of experience levels from novice to near-end career. The data were analyzed using thematic analysis, guided by Constructivist and Socio-cultural theories of learning. The findings revealed that the application and perceived effectiveness of songs varied significantly across different age groups and teacher experience levels. Songs were universally recognized as beneficial in EFL teaching, but their implementation and impact differed, with novice teachers focusing on engagement, mid-career teachers on cultural and linguistic nuances, and near-end career teachers on a holistic language experience. The study found that songs are highly effective with young learners, need careful selection for teenagers, and should be thematically rich for adult learners. These insights have implications for EFL practitioners, curriculum designers, and policymakers, suggesting the need for tailored song-based activities and professional development for teachers.

A Comparative Analysis of Student Behavior and Teacher Experiences in Revised Basic Education Curriculum (RBEC) and K-12: Insights from English Teachers

A Comparative Analysis of Student Behavior and Teacher Experiences in Revised Basic Education Curriculum (RBEC) and K-12: Insights from English Teachers

Pandemic-Era Schooling with Multilingual Learners: Probing the Experiences of Teachers and Families to Inform Future Practice

ABSTRACT This study investigated the pandemic-era schooling experiences of teachers and families of multilingual learners (MLLs) in the United States, using a strength-based lens to explore innovative, collaborative, and responsive practices. Using a multiple-case study design of three Midwestern districts, we probed how teachers and parents carved out and filled up spaces to facilitate sound practice for MLLs. Findings indicate that stakeholders collaboratively established structures to (a) enhance communication, (b) prioritize holistic well-being, (c) recognize cultural and linguistic strengths, and (d) provide innovative pedagogy. Implications center on building from strengths to transform policy and practice with MLLs in post-pandemic schools.

Perfectionism, emotion regulation, and teacher retention: An examination of Iranian early career language teachers' well-being

This qualitative study examined the experiences of early career language teachers in Iran, exploring the complex interplay between perfectionism, emotion regulation, and their implications for teacher well-being and retention. In this regard, through in-depth interviews with 15 participants, the study provided insights on how self-oriented and socially prescribed perfectionism might affect teachers' sense of well-being. The study findings revealed that while self-oriented perfectionism was associated with a drive for professional growth and job satisfaction, socially prescribed perfectionism contributed to heightened stress and a contemplation of leaving the profession. The study also highlighted the pivotal role of emotion regulation strategies, particularly cognitive reappraisal, in dealing with the emotional demands of teaching, thereby supporting teachers' well-being. Findings also suggested that supportive work environments, opportunities for professional development, and a sense of autonomy are crucial for fostering teacher well-being and encouraging retention. Drawing on relevant theoretical literature, the research emphasizes that addressing the challenges of perfectionism through supportive organizational factors and effective emotion regulation can significantly enhance early career teachers' job satisfaction and commitment to the profession. In light of these findings, the study advocates for targeted interventions that promote a supportive teaching environment, focusing on the development of emotion regulation skills and reducing the pressures of socially prescribed perfectionism. By providing insights into the lived experiences of early career language teachers, this study contributes to our understanding of the factors that might influence teacher attrition, and underscores the importance of nurturing teacher well-being to ensure their retention in the educational sector.

Urban children at risk of violence: A qualitative study of experiences of parents, teachers, and service providers of collaborative support.

Children who are at risk of involvement in violence need assistance from multisector agencies such as social services, law enforcement, health, and education. The aim of this study was to understand the perceptions and experiences of parents, teachers, and service providers (i.e., counselors, psychologists, paralegals, and social workers) on collaborative support for children at risk of violence in Banda Aceh, Indonesia. Twenty-four structured interviews were conducted with ten parents whose children were victims of sexual or physical abuse or were involved in substance abuse and theft and have received support from the Integrated Service Center for the Empowerment of Women and Children in Banda Aceh, Indonesia; ten service providers; and four teachers who either worked with the concerned children or knew them. Using a thematic analysis approach, the data was systematically coded and analyzed to identify important themes. Most parents who sought help or support from governmental agencies were referred by other service providers or recommended by relatives or friends. Parents hesitated to discuss their children's problems with the teachers, worrying about stigma, particularly for sexual abuse victims. The school's lack of collaboration with external agencies was consistent with the teacher's claim that they seldom work with other agencies outside of school, resulting in a siloed system of care. It can be concluded that the biggest barrier to communication and coordination among parents, teachers, and service providers is the parents' and service providers' lack of willingness and confidence to work with teachers. Clear policies are needed to establish a cross-institutional linkage structure that promotes shared responsibilities.

Developing summative assessment literacy: Novice language teachers' perceptions in Sweden and Finland

AbstractThe purpose of this study is to investigate summative assessment (SA) perceptions and the sources of summative assessment literacy for novice second/foreign language teachers in Sweden and Finland. Data were collected through a questionnaire (N = 27) and a semi‐structured interview (N = 22) from a group of novice teachers who graduated from two Swedish universities and one Finnish university. Descriptive and content analysis of the data reveal that novice teachers perceive themselves to have a good understanding of most of the basic SA areas. They consider teacher education as the main source of their conceptual understanding while they attribute their skills mostly to experience in schools. Swedish and Finnish teachers present both similar and varied perceptions of the role of teacher education in developing their summative assessment literacy. Context and implications Rationale for this study What summative assessment literacy pre‐service teachers acquire during teacher education, and how this literacy reflects on their teaching are critical questions in understanding novice teachers' learning and use of summative assessment in schools. This study investigates the perceptions and experiences of novice teachers of second/foreign languages in Sweden and Finland. Why the new findings matter The findings provide an understanding of novice language teachers’ perceptions on key components of summative assessment and the sources and processes enabling development of this literacy. Insights into theoretical and practical aspects of summative assessment that novice teachers need are expected to guide teacher education programmes in realigning their programmes respectively. Implications for teacher educators and policy makers Novice language teachers are confident about their theoretical knowledge of summative assessment but need to develop skills to put their knowledge into practice. Hands on exercises through content‐specific materials and tasks are critical in developing skills such as test construction, grading, analysis of exams and exposure to national tests. Special needs and diverse sociocultural contexts should be taken into consideration in teacher education. Steering documents should make the summative assessment requirements and expected competencies clearer to guide TE programmes in organising learning experiences for pre‐service teachers.