Fellow Educators Research Articles

The Significant Aspects of Effective Guidance and Counselling that Promote Excellent Academic Achievement in rural Secondary schools of Vhembe district, South Africa

Objective: Guidance & counselling is an enterprise used globally and in SA as a strategy to promote excellent academic performance of learners. Nevertheless, its effectiveness is not given enough attention regardless that some schools continue to underperform below the national set standards of perfomance. The purpose of this project study was to investigate, ‘The significant aspects of effective guidance and counselling that promote excellent academic achievement in rural Secondary Schools of Vhembe District, South Africa. Theoretical Framework: This study was informed by the role of the teacher as a leader. According to Ma and Marion (2021) the teacher promotes academic achievement in South African rural schools. The guidance and counselling teacher in this role is seen as the catalyst for change, a visionary who is not content with the status quo and always looking for a better way of doing things. Guidance and counselling teachers serve the purpose of exposing different learning opportunities for learners in rural schools and fellow educators. Method: Convergence design was used; mixed methods approach purposive sampling procedure was followed to select participants who were interviewed telephonically, and questionnaires were distributed physically to the respondents. Results and Discussion: Results showed that Life Orientation teachers and curriculum advisors teachers (participants) agreed that guidance and counselling is an enterprise that promotes learners’ performance. The study concludes that if guidance and counselling is implemented effectively the performance of learners in rural areas will improve. Research Implications: The study recommends that the department should promote the implementation of guidance and counselling by reviewing areas of guidance and counselling that need to be strengthened in rural areas. Originality/Value: This study contributes to literature by highlighting the imperative aspects of guidance and counselling which promome excellent academic achievement.

Time Is Not on Their Side: How Mentor Teachers’ Working Conditions Shape Candidates’ Development and Intent to Teach

Student teaching is a powerful formative experience for special education teacher candidates. Crucial to candidate success in student teaching is the effectiveness of their mentor teacher. However, the role of mentor teacher does not occur in a vacuum and context factors into the quality of the experience. A growing body of research indicates that a placement school’s working conditions may also contribute to candidate outcomes. Yet, prior research provides little insight into how these elements may interact and relate to candidates’ development. This study investigates this potential relationship and the ways in which they may shape candidate development. Results suggest mentor teachers’ available planning time and collaborative relationships with general education colleagues are important working conditions in supporting relationships between mentors and candidates, candidate development, and candidates’ future career plans. Implications and future directions for mentorship research are discussed.

The Lived Experiences of LGBTQ+ Educators in Selected State Universities and Colleges (SUCs) in Ilocos Sur, Philippines

This study explored the experiences of LGBTQ+ educators. This qualitative research focuses on the phenomenology method as it aimed to understand and explain the lived experiences of the teacher-participants. The researchers employed purposive and snowball sampling to recruit participants through personal and professional networks. A total of six (6) self-identified gay and lesbian educators in SUCs in Ilocos Sur served as participants in this study. Data were coded and analyzed according to the research questions. The research resulted to two major themes which emerged out of the experiences shared by the LGBTQ+ educators: (a). Personal Experiences and (b) Professional experiences. The theme personal experiences are divided into sub-themes: a. Familial acceptance and support, b. community acceptance of their identity. The theme Professional Experiences are composed of (a). respect from students and fellow educators and (b) Inclusivity. There were recommendations given in this study wherein the LGBTQ+ educators and the school may consider to elevate the status of the LGBTQ+ personnel. Expand future research to include non-traditional participants and integrate variables that impact such individuals.

Teaching Foreign Language for Specific Purposes: Teacher Development

Objective: This study examines the unique roles, challenges, and methodologies of English for Specific Purposes (ESP) teachers compared to general foreign language instructors. By addressing specific professional and educational needs, ESP teachers require not only expertise in language teaching but also flexibility in adapting to various professional fields. Methods: The study utilizes a theoretical and qualitative approach, drawing on an extensive literature review to analyze definitions, key features, and classifications of ESP. It includes a content analysis of teaching theories, course design principles, and the role of ESP practitioners, with an emphasis on practical applications across professional contexts. Results: Findings reveal that ESP teachers, while not experts in specialized fields, are instrumental in equipping students with the skills to engage with authentic, field-specific information. They rely on adaptive teaching frameworks and collaborate with subject-matter experts for up-to-date and relevant materials. Novelty: The study underscores the importance of establishing a support network for ESP teachers to facilitate information exchange and professional growth, addressing their frequent isolation from specialized field professionals and fellow educators.

Navigating integrity and innovation

As generative artificial intelligence (GenAI) continues to disrupt the way higher education is delivered, universities are responding at pace with strategies and resources to ensure responsible and ethical use of the technology by our students as they prepare for future professions. The integration of GenAI into teaching and learning activities is being diffused into educators’ practice on a spectrum from caution through to positive educational transformation. In this paper, a team of educational designers in an Arts Faculty shares case studies and reflections from our educator colleagues to explore the uneven uptake of the technology. We argue that the focus on assessment security is blurring the potential of GenAI to create collaborative, exploratory and expansive learning experiences for our students. We suggest a programmatic approach to ‘becoming’ a graduate will allow space for educators to interrogate their teaching, learning and assessment activities to ensure our graduates can imagine themselves as professional selves in an uncertain future.

Pengenalan Peserta Didik dan Suasana Sekolah di SMA Negeri 1 Kuok

This article aims to review information about Student Introduction and School Atmosphere at SMA Negeri 1 Kuok. The method used is an exploratory method. This research was conducted at SMA Negeri 1 Kuok. The subject of the research was one of the educators of the Mathematics study program at SMA Negeri 1 Kuok who teaches in class XII along with students of class XII at SMA Negeri 1 Kuok. The results of the study showed that the researcher gained new experiences and provided the researcher with extensive knowledge for the future in the teaching and learning process as a prospective student. The researcher can also find out the situation and conditions related to the school concerned. The implications of personality at SMAN 1 Kuok are very good, both for educators and students. Educators have mature, wise, authoritative and noble personalities who are role models for students. The implications of professional competence of educators and pedagogy in improving student learning outcomes at SMAN 1 Kuok have been implemented, but during the Covid19 pandemic, the implementation process was considered less than optimal. The less than optimal professional competence of educators has an impact on improving student learning outcomes. Pedagogical competence at SMAN 1 Kuok has been implemented and educators are able to manage student learning. The implications of social competence at SMAN 1 Kuok have been implemented, educators interact effectively and efficiently with students, fellow educators, education personnel, guardians of students and the community.

TEACHER TRAINERS’ BELIEFS ABOUT THE PLURICENTRICITY OF ENGLISH AND GERMAN Pilot results from two Hungarian universities

The present study investigates the beliefs of teacher trainers at Hungarian universities about the pluricentricity of English and German as foreign languages. The results of the pilot phase are based on the analysis of two semi-structured interviews with one lecturer each from two Hungarian universities from 2023. The analysis also includes a comparison of the results with 37 previous interviews conducted between 2020 and 2022 with 21 English and German teachers and 16 language learners in Hungary. The interviews were analysed using the Taguette software, in a qualitative content analysis framework, by setting up a coding frame with 13 codes. The main research question was how the university instructors’ beliefs about pluricentricity relate to those of the language teachers and language learners. The results show that there are far more similarities than differences, and that university instructors appear to be more open to pluricentricity than their colleagues in public education, but more conservative than language learners. The pilot nature of the study means that, in addition to presenting the preliminary results, I have also drawn methodological conclusions which will be very important for the continuation of the study, i.e. for the addition of further university instructors to the sample.

Pembelajaran Pendidikan Agama Islam dalam Kurikulum Merdeka di SMA Negeri 1 Tilatang Kamang

Merdeka Curriculum is a new curriculum with a foundation as a complement to the 2013 Curriculum, but in implementing the Independent Curriculum it is necessary to implement it first for teachers before teaching it to students. So that it is able to build quality student character both in the academic field and in other fields. Research is to find out PAI learning in the Merdeka Curriculum in Islamic Religious Education subjects at SMA Negeri 1 Tilatang Kamang. Data collection techniques are carried out through observation, interviews and documentation. The results of this research show that the implementation of Islamic Religious Education learning consists of 3 activities, there are preliminary activities, then core activities and closed with closing activities, plus the P5 project. Then there are problems that occur in the implementation of Islamic Religious Education learning, namely educators do not take part in training, differentiated learning is less than optimal and the mindset. So the efforts made to overcome these problems are by taking part in internal/external workshops, increasing creativity as a teacher and sharing with fellow educators or with people who know more (often ask questions).

The Student Empowerment through Narrative, Storytelling, Engagement, and Identity Framework for Student and Community Empowerment: A Culturally Affirming Pedagogy

For people from communities experiencing poverty and oppression, education, particularly higher education, is a means to ensure upward socioeconomic mobility. The access to and attainment of education are issues of social and economic justice, built upon foundational experiences in primary and secondary settings, and impacted by students’ cultural and socio-political environments. 6. The 2020 murder of George Floyd, the Black Lives Matter movement, ongoing discourse around immigration, and COVID-19-related hate targeting people of Asian American descent prompted national calls to dismantle social and systemic racism, spurring diversity, equity, inclusion, and accessibility (DEIA) initiatives, particularly in education. However, these efforts have faced opposition from teachers who have told students that all lives matter, and racism does not exist in many American classrooms Loza. These comments negate students’ experiences, suppress cultural and identity affirmation, and negatively impact student wellness and academic performance. Forged in this polarized environment, two longtime community organizers and educators, an indigenous person living away from her ancestral lands and a multiracial descendant of Japanese Americans interned during WWII, whose identities, experiences, and personal narratives shape the course of their work in and outside of the physical classroom, call on fellow educators to exercise y (2018) component of the archeology of self, a “profound love, a deep, ethical commitment to caring for the communities where one works”, by adopting a framework to encourage this profound love in students, acting not just as a teacher, but as a sensei. The word sensei is commonly understood in reference to a teacher of Japanese martial arts. The honorific sensei, however, in kanji means one who comes before, implying intergenerational connection. Sensei is an umbrella expression used for elders who have attained a level of mastery within their respective crafts—doctors, teachers, politicians, and spiritual leaders may all earn the title of sensei. The sensei preserves funds of knowledge across generations, passing down and building upon knowledge from those who came before. The Student Empowerment through Narrative, Storytelling, Engagement, and Identity (SENSEI) framework provides an asset-based, culturally affirming approach to working with students in and beyond the classroom. The framework builds on tools and perspectives, including Asset-based Community Development (ABCD), the Narrative Theory, Yosso’s cultural community wealth, cultural continuity, thrivance, community organizing tenets, and storytelling SENSEI provides a pedagogy that encourages students to explore, define, and own their identities and experiences and grow funds of knowledge, empowering them to transform their own communities from within. The SENSEI framework begins by redefining a teacher as not simply one who teaches in a classroom but rather one who teaches valuable life lessons that transcend colonial conceptualizations of the teacher. In colonized contexts, teachers function to maintain hegemony and assert dominance over marginalized populations. In the SENSEI framework, teachers are those who disrupt colonial patterns and function to reclaim the strengths and voices of the communities they serve. In the SENSEI framework, students are not relegated to those enrolled in classrooms. As with a sensei, a student exists to counter hegemony by embracing and enacting their cultural wealth Educators must help counter harmful narratives and encourage students to identify the strengths that lie within themselves and their communities. Collective forms of narrative that value identity can ensure the continuity of a community or a people. The stories of students’ histories, traditional practices, and resilience can help disrupt harms, many that have lasted for generations, so they may not just survive, but thrive.

Attuning to Children’s Layered Life-Making Through Relational Learning and Assessment

Interweaving my thinking with childhood stories of schooling, familial narratives, and experiences as a teacher alongside children, this article makes visible how my pedagogical approaches and desires for children to experience belonging shape my intentional work to recraft marginalizing curricula and assessment practices. In sharing my learning, unlearning, and continued growth, I endeavor to prompt a rethinking of how we, pre-service teachers, fellow educators, and school leaders, support children’s life‑making and wellbeing on school landscapes and offer approaches for all children to be centered as knowledge holders.

Pedagogies of possibility: Case studies from using foresight tools in the social work classroom

ABSTRACT Social workers engage across sectors to advocate for social justice, empower individuals and communities and work toward more equitable futures. Foresight practice, or the systematic scan of past and future possibilities to analyze complex problems and situations, offers social work mechanisms for sensemaking and impact that is presently missing from the field. In this article we offer four examples of using foresight strategies and tools in the social work classroom. We illustrate how foresight can benefit and enhance social workers’ values and competencies, as well as invite our educator colleagues to adapt these strategies for their own. The article concludes with recommendations for further exploration for social work educators who would like to employ foresight tools in their classrooms (and beyond).

On the Positive Impact of China’s Ancient Poetry and Art Songs on Vocal Music Education

Since introducing China’s ancient poetry and art songs into vocal music classes these years, the author has increasingly perceived their positive impact on vocal music education. The author is willing to record these feelings and share them with fellow educators. It is hoped that China’s ancient poetry and art songs will positively influence various fields and, on a broader scale, play an even more profound, positive and far-reaching role.

The Effects of Project-Based Learning on Student Behavior and Teacher Burnout in an Emotional/Behavioral Support Classroom

Teaching is one of the most stressful occupations in the United States. This is especially true for teachers who are responsible for meeting the complex needs of students with disabilities, particularly those with emotional and behavioral disorders (EBD). In fact, EBD teachers have a higher risk of experiencing burnout than their special education and general education colleagues. This burnout leads EBD teachers to leave the specialization of EBD, leave the field of special education, or leave the teaching profession as a whole. One way to mitigate this exodus of EBD teachers is to provide a broader pedagogical opportunity. Project-based learning (PBL) is a pedagogical methodology that is not often used by EBD teachers. The current study examines the use of PBL teaching to support students behaviorally and its impact on EBD teacher stress and job satisfaction. PBL was shown to improve student classroom and personal behaviors as well as increase job satisfaction for EBD teachers.

Tutor Competence in Realizing the Success of Japanese Language Training Participants (Case Study at LPK Proklamator Padang)

This research is motivated by the unique phenomenon in Japanese language training at LPK Proclamator, which is the number of training participants who graduated and participated At LPK Proclamator. This is influenced by the competence of a tutor. This study aims to determine the tutor's competence in Japanese language training at Padang Proclamator LPK.This study uses a qualitative approach, with a case study research method. The data sources in this study are managers, tutors, Japanese language training participants. Data collection techniques conducted in this study are observations, interviews and documentation. Data analysis techniques used are data reduction, data presentation and drawing conclusions. Data validity techniques are by using source triangulation, triangulation of theoretical methods and triangulation.The results of the research show that (1) The pedagogical competence of LPK proclaimer tutors is mastering the characteristics of training participants, mastering learning theory and principles of educational learning, developing a curriculum related to Japanese language training, organizing an educational learning process, utilizing information and communication for the benefit of learning, facilitating the development of the potential of training participants to actualize the various potentials they have as well as carrying out assessments and evaluations of the learning process and results. (2) Personality competency of the LPK proclaimer tutor to act in accordance with the rules, presenting oneself as an honest, wise person and displaying an authoritative personality. (3) The social competence of proclaimer LPK tutors is to be non-discriminatory, communicate effectively, empathetically and politely with fellow educators, education staff, parents and the community in the environment, and adapt to the environment where they work in order to increase their effectiveness as educators. (4) The professional competency of the Proclaimer LPK tutor is to master the material, learning objectives, structure, learning concepts and develop creative learning materials in Japanese language training at the Proclaimer LPK.Keywords: Tutor Competency, Training, LPK

Blue Sky Thinking: Physician Assistant Accreditation and the Potential Impact on the Programs, Faculty, and the Profession.

Blue sky thinking references the opportunity to brainstorm about a topic without limits… to consider what things might be like if creative thoughts were unconstrained by current philosophies or other boundaries. This article is a call to our fellow educators to consider how blue sky thinking applied to physician assistant (PA) program accreditation might further advance programs, faculty, and the profession. To develop and maintain a PA program, institutions must voluntarily undergo evaluation by the Accreditation Review Commission on Education for the Physician Assistant. Compliance with accreditation encourages sound educational practices, promotes program self-study, stimulates innovation, maintains confidence with the public, and focuses on continuous quality improvement. In addition, accreditation "can hold institutions accountable for desired outcomes and professional standards." Indeed, while the PA profession has promulgated across the globe, the 50+ years of graduating PAs educated with the highest quality education assures that the United States remains a gold standard. As the 5th edition of the standards are implemented and planning for the 6th edition is underway, in the spirit of continuous quality improvement, we encourage stakeholders of the PA profession to contemplate ways in which accreditation might continue to purposefully advance a desired future state for the profession. In this article, we draw on examples from other health professions which might inform a discussion around the future of PA accreditation. Specifically, the topics of a unified profession title and degree, a specific title and position for program leadership, a modification to how PA programs receive medical direction, and efforts to advance scholarship are addressed.

Pendidikan (Peningkatan Kompetensi) Guru

The teacher's competencies are as follows: 1) Paedagogic Competence, is the teacher's understanding of students, designing and implementing learning, evaluating learning outcomes and developing students to actualize their various potentials. 2) Personal competence, is a personal ability that reflects a solid, stable, mature, wise and authoritative personality and becomes a role model for students and has noble character. 3) Social Competence, is the teacher's ability to communicate and interact effectively with students, fellow educators, educational staff, parents/guardians of students and the surrounding community. 4) Professional Competence, competency in mastering learning material broadly and in depth which includes mastery of curriculum subject matter in schools and the scientific substance that overshadows the material. Competency development efforts are the ability of a teacher to carry out obligations in a responsible and appropriate manner to achieve effective and efficient learning outcomes. Efforts to develop teacher competence are as follows: 1) certification program, 2) increasing teacher competency and professionalism, 3) participating in teacher upgrading, 4) attending teacher deliberations in subject areas, 5) attending courses, and 6) increasing knowledge through mass media or the media electronic.

The Contribution of Moral Knowing, Moral Feeling and Moral Action to Social Competence of Educators in Fakfak District

Field facts show that in Fakfak Regency there are still many problems of pros and cons between fellow educators. Based on field facts, it can be concluded that the level of social competence of educators is still very low. Social competence itself can be influenced by three factors, namely moral feeling, moral action, and moral knowing. The aim of this research is to find out whether there is a contribution between moral knowing and the social competence of educators, to find out whether there is a contribution between moral feeling and the social competence of educators, to find out whether there is a contribution between moral action and the social competence of educators, to find out whether there is a contribution between moral knowing, moral feeling and moral action on the social competence of educators. This research uses a quantitative approach with multiple linear regression analysis techniques. The population used in this research were educators at Fakfak Regency Elementary Schools. The data collection techniques used were observation, interviews and questionnaires using Google Form. The results of this research are that there is a partial contribution, namely between moral knowing towards the social competence of educators, moral feeling towards the social competence of educators, and moral action towards the social competence of educators. Next, namely the simultaneous contribution of moral kowing, moral feeling and moral action to the social competence of educators. Key words : moral knowing, moral feeling, moral action, social competence.

Creating evidence-based engaging online learning resources in neuroanatomy.

Online anatomical resources are rising in popularity since the COVID-19 pandemic, but the pedagogical principles and effectiveness of their use remain unclear. This article aims to demonstrate evidence-informed ways in which fellow educators can create engaging online learning resources in clinical neuroanatomy and compare the effectiveness of text-based and online learning resources. Data were analyzed from the Soton Brain Hub (SBH) YouTube page. Separately, a cross-sectional study comparing the learning gain of using text-based and video resources was done. The knowledge gain and retention were compared between groups using a pre-teaching and post-teaching multiple choice questions. YouTube analytics showed the average time a viewer spends on a video was found to be highly correlated to the length of the video, r = 0.77, p < 0.001 (0.69-0.82). The cross-sectional study indicated a significant difference in mean normalized learning gain of video resources 61.9% (n = 53, CI 56.0-67.7%) versus text resources 49.6% (n = 23, CI 39.1-60.1%) (p = 0.030). However, there was no difference in retained learning gain between video resources 39.1% (n = 29, CI 29.2-49.0%) versus text-based 40.0% (n = 13, CI 23.9-56.1%) (p = 0.919). Students engage most with short videos less than 5 min which reduces the intrinsic load of learning. Online resources are as effective as text-based resources in providing learning gain and retention. In the future, the continued rise in popularity of online learning resources may result in further reduction in traditional face-to-face teaching.

Racelighting in Utah education: counterstories across contexts

PurposeThe authors suggest strategies for addressing and combating these attempts at racelighting.Design/methodology/approachThe authors of this article– five anti-racist educators working in various educational settings in SLC– employ the Critical Race Theory counter-story methodology (Delgado and Stefancic, 1993) to confront resistance to educational equity in Utah. They do so by first providing a historical context of race and education in Utah before presenting four short counterstories addressing the racelighting efforts of students, fellow educators and administrators when confronted with the complexities of racial injustice.FindingsThese counterstories are particularly important in light of the recent increase in color-evasive and whitewashed messaging used to attack CRT and to deny the existence of racism in the SLC school system in K-post-secondary education, and in the U.S. as a whole.Originality/valueThese stories are set in a unique environment, yet they hold national relevance. The racial and religious demographics in Utah shed light on the foundational ethos of the country – white, Christian supremacy. They reveal what is at stake in defending it and some of the key mechanisms of that defense.

English language proficiency standards aligned with content standards: How the Next Generation Science Standards and WIDA 2020 reflect each other

AbstractThe Next Generation Science Standards (NGSS) provide a vision for contemporary science education with all students, including the fast‐growing population of multilingual learners in the United States K‐12 context. The shifts heralded by the NGSS have resulted in significant changes to English language proficiency (ELP) or English language development (ELD) standards so they better align with content standards and support all students, including multilingual learners, to engage in language‐rich disciplinary practices (e.g., arguing from evidence). The purpose of this article is to describe ELP/ELD standards aligned with content standards. Specifically, we describe how the policy initiatives of the NGSS as science standards and WIDA 2020 as ELP/ELD standards reflect each other in terms of conceptual foundations and architecture of the standards guiding classroom practices. By becoming more explicitly aware of how science standards and language standards present “mirror images” of each other, science educators will be better positioned to collaborate with their language education colleagues. As this article is intended to engage science educators who are generally familiar with the NGSS but likely new to ELP/ELD standards, we describe WIDA 2020 in detail and in ways accessible to a broad audience. In doing so, we aim to ensure the science education and language education communities are coordinated in their efforts to promote equitable science learning for all students, including multilingual learners. We close with implications for research, policy, and practice through collaboration between science education (as well as other content areas) and language education.