Individual Teachers Research Articles

A case study of Japanese teachers’ self-reflection on elementary English lessons

AbstractSince 2020, English has become a compulsory subject in Japanese elementary schools, and grade three to six teachers need to teach English despite their limited knowledge of English teaching. Most teacher training programs are transmitting styles and do not always meet the difficulties of individual teachers in English teaching. This research focuses on teacher self-reflection as an alternative to support teachers’ self-development in addition to training programs. Two Japanese elementary school teachers reflected their English lessons and how their possible selves shaped their future lessons. They recorded and reflected six lessons from a textbook unit and recorded another six lessons from a different unit. The recorded lessons were transcribed, and the reflections were coded to generate theories that revealed their possible selves. Their explanations for reflection and validation were obtained from interviews. One teacher’s Ought-to self shaped his future team-teaching practices with the assistant language teacher. The other teacher’s Ideal self modified her routine activities to meet her ideal duration for the activities. The teacher participants’ self-reflection revealed their possible selves, which served as a basis to modify their future English lessons to meet their ideals. This study recommends that this mechanism of individual reflective practice be encouraged as part of the teacher development program in addition to the existing teacher training.

Academics’ Experiences during Horrible Times: Online Teaching, Learning, and COVID-19

E-Learning has become the new normal in Higher Educational Institutions across South Africa. Hence, intergration of the new learning pedagogies has initiated a shift of the norms on professional development. This paper seeks to unpack the strategies used by lecturers in the face of adversities experienced during the E-learning space pre & post Covid-19. There are strategies advised by teacher autonomy which need to be explored. It might have been better if teacher autonomy was merely being against pressures exerted on the individual teachers. But, it is a means for teachers to advance their personal and professional capability to adapt to the rapidly changing conditions and situations in learning spaces. This paper seeks to unravel an unacquainted new path on the drive of lecturers in their professional development that has not been evident in their training. In socio-politically transforming societies such as South Africa, the absence of adequate structures to implement a range of changing policies, may leave lecturers in despair when trying to access development opportunities. This paper adopts analytic theory and semi-structured interviews to give light to the constructivist views of lecturers who have developed methods during the times of adversity. Purposive sampling of 6 lecturers and 10 students will help the generation of data for this study because even though lectures had to adjust to new methods but students were in the receiving end of all the pressure. This study argues for implementation of best practices for the successful professional development of academics in line with E-learning. The University of Limpopo will be the centre of data generation with ethical considerations requested as well as literature visited. Collected data will be thematically analysed in order to sieve and arrange the necessary information for this study. The newly shared practices will form part of the resolutions to the professional development of academic staff.

A set of pre-design exercises to stimulate imaginative thinking

One of the author's pedagogical methods is presented that stimulates creative and imaginative thinking among students studying in architectural fields. The method consists of a set of sequential pre-design exercises that help to form a figurative, emotional and symbolic understanding of the design site, the context of the place in a broad sense, and the object itself. Exercises include work on the verbal, semiotic, visual and plastic levels. The complex can be considered as the basis for the development of individual teaching methods and practical work in similar areas of creative activity.

유아교육현장에서 교육과정평가 실행 지원방안 탐색: 함께 응답하며 나아가기

This study aims to explore support strategies for implementing curriculum assessment in the field of early childhood education. Whereas curriculum focus has continuously shifted towards learner-centered, learning-centered, and competency-based approaches, evaluation practices remain rooted in approaches that emphasize educational content and subject knowledge, relying on empirical evidence and objective facts. To this end, this study conducted multiple mini-interviews (MMI) with teachers, administrators, and supervisors to identify challenges in implementing curriculum assessments and to collaboratively find solutions. The collected data were analyzed in six phases following the thematic analysis method proposed by Braun and Clarke(2006). The findings were categorized into three themes: ‘knotting early childhood curriculum and assessment,’ ‘opening the possibilities for practicing curriculum assessment,’ and ‘going along with children and parents in curriculum assessment.’ First, several years after the implementation of the 2019 revised Nuri Curriculum, the questions emerging in the field of early childhood education concern the connections of the essence of early childhood education, curriculum literacy, and curriculum assessment and implementation, which are the complex and entangled ‘knots’. Second, for assessment to be integrated into curriculum implementation, it is essential to go beyond individual teacher practices and explore the possibilities within the relational context, including the cultural and structural atmosphere of the school. Third, if implementing the curriculum in educational settings is a long process of ‘correspondence’ with all beings, it is crucial to seek ways for children and parents as the subjects of curriculum assessment to move forward together in harmony. Based on the diverse educational experiences, current positions, and educational philosophies of the participants, this study offers academic and practical implications for implementing curriculum assessment that lightens the burden of evaluation and refocuses on ‘our classrooms, children, teachers, and communities.’

PELATIHAN E-MODUL INTERAKTIF BERBASIS TEKNOLOGI INFORMASI UNTUK MENINGKATKAN LITERASI DIGITAL BAGI GURU

Mastering information technology, especially in the field of education for a teacher in the current era, is indeed a must that must be owned by each individual teacher. For this reason, professional flip pdf application training is needed to improve the ability to collaborate on more interactive learning media for students, for teachers of MI Muhammadiyah Wangon, Banyumas Regency. The purpose of this training is to provide knowledge and skills for teachers in optimizing information technology, especially the professional flip pdf application to support improving the ability to collaborate learning methods for students. The implementation method used is the Community Language Learning (CLL) method which consists of the preparation stage, implementation stage and evaluation stage. The results of this service during the training were active participant participation and the results obtained with the pre-test and post-test, then out of 15 participants, 97% of the trainees experienced an increase in their ability to use the professional flip pdf application. This activity is expected to contribute to efforts to improve information technology skills among teachers, especially in supporting teaching and learning activities for students to make them more interactive

Founder’s Syndrome

Why would establishing a business resemble starting a religion? When group relations start to break down, why might it feel like a cult? This article examines the blurred lines between religion and business through a focus on the small-scale action of individuals trying to start something that has both economic and spiritual aspects but does not neatly fit into either category. Ethnographically situated in participant observation fieldwork in Sedona, Arizona in 2013, this article focuses on an individual kung fu practitioner and teacher trying to establish a school for martial arts. A close examination of the failure of this attempt, and how many of the students became alienated in the process, leads to an analysis of structural similarities between new religions and startups. In the US, social groups that exist in capitalism will inevitably have economic aspects; those that are also religious face a double bind of this reality with cultural norms derived from a Protestant separation of economics and religion. This article seeks an analytic route beyond this double bind through examining how the corporate form of spiritual seminars shares structural similarities with startups.

Evidence-Based Instructional Practices for Twice-Exceptional Students With Autism

Academically talented students with autism, also known as twice-exceptional students with autism (2eASD), are increasingly identified in school. These students present challenges to educators who attempt to plan and implement successful instructional opportunities, as teachers’ knowledge and use of evidence-based practices (EBPs) for students identified with 2eASD vary. The purpose of this qualitative study was to identify current practices used by 10 high-school content and special education teachers who teach these students, as well as their recommendations for postsecondary institutions for these students. The findings suggest high-school teachers support the use of differentiated, strength-based individualized instruction for college-bound students with 2eASD, but are generally unable to offer specific examples of how these practices are implemented in their special education or content classrooms. In addition, they seldom focus on the strengths and talents of this population in their classrooms and fail to recommend competitive colleges for their consideration.

‘학교 안 전문적 학습공동체’ 특성 분석 및 활성화 방안 모색: 광주광역시 초등학교 중심

Objectives In this study, we analyzed effective cases of teacher professional learning communities in Gwangju's elementary schools to identify common characteristics and explore activation strategies. Methods This study used a systematic approach to explore the characteristics and enhancement strategies of PLCs in schools. It involved analyzing cases and teacher reflections through open coding, and conducting in-depth interviews with experienced PLC teachers. The findings led to strategies for improving and activating PLCs in the school setting. Results Key traits of school-based PLCs include voluntary participation, teamwork, communication, shared learning, and practical application. To activate PLCs, enhance teacher enthusiasm and awareness, and promote peer sharing. Schools should foster shared values, improve leadership support, and encourage innovation. Conclusions School-based PLCs foster a positive cycle where collaborative research and practice drive teaching changes and boost teacher engagement. For this cycle to thrive, individual teacher efforts must be supported by school-level systems and practical policies from the education office.

The long arc of learning: Perspectives and innovations from 20 years of U.S. National Professional Development Program projects

AbstractU.S. National Professional Development (NPD) grants can afford a longitudinal understanding of how teachers learn to support English learners. When NPD projects are completed successively and successfully, they can provide an even greater longitudinal arc of understanding. This article chronicles the designs and lessons learned across five NPD grants between 2002 and 2023. Each grant represents a snapshot in time, presenting a set of assumptions from the field, programmatic innovations, and insights from research outcomes. From highlighting the difference between incremental and radical pedagogical change and what it takes to move beyond individual teacher change to systemic change benefiting multilingual learners, the article outlines the succession of aspirations (capacity building, sustainability, and scalability), experiences, changing conditions, and data points framing lessons learned and new cycles of praxis. This article offers implications for theory, practice, and research. It stands as an argument for adapting, innovating, and moving beyond the status quo to inspire more innovation in teacher preparation for multilingual learners.

Disability and postsecondary fieldwork experiences in the natural sciences: A systematic review

AbstractWe present a systematic review of 29 empirical studies on disability and fieldwork in natural science, postsecondary educational settings. Undergraduate students with disabilities are underrepresented in STEM, and disciplines requiring major field components are some of the least diverse, at least in part because fieldwork has been traditionally viewed as hard, physical, and masculine. Disability Studies in Education (DSE) frames the research questions, inclusion criteria and results. Studies were coded by disability model used, barriers and strategies to accessibility in field science, and meaningful involvement of persons with disabilities in research on fieldwork education. Although most studies asserted a view of disability as a social, cultural, and political phenomenon, some deficit language and interpretations persisted. Few studies included author positionality, and even fewer disclosed author disability status. The main instructional recommendations emphasize flexibility and adaptability, presuming student competence and making small‐scale changes consistently over time. Multiple studies emphasize the need for proactive planning, including robust contingency plans, and explaining how these plans can negate the need for complex modification. Twenty‐four additional non‐empirical studies are identified as resources for discipline‐specific guides and checklists for inclusive fieldwork. We conclude that important steps are being taken to investigate and critique barriers to fieldwork participation for students with disabilities, but there is still much work to be done in addressing systemic barriers beyond the control of individual instructors.

Modeling the contribution of self‐efficacy, collective efficacy, and autonomy to professional creativity of Chinese EFL teachers

AbstractIn the modern educational landscape, teacher creativity has a vital role, especially in language education. Teacher creativity plays a crucial role in today's world, and some studies have explored the factors influencing creativity among language teachers. The present research explored the impact of psychological factors, self‐efficacy, collective efficacy, and autonomy on the professional creativity of Chinese English as a foreign language (EFL) teachers. These interconnected concepts provide a holistic perspective on motivation and performance, impacting both individuals and groups. In a study involving 542 English teachers from diverse backgrounds (varying in gender, age, and teaching experience) within Chinese educational settings, researchers administered four distinct scales: teacher creativity, self‐efficacy, collective efficacy, and autonomy. The responses were then analyzed using structural equation modeling (SEM). The analysis revealed a significant relationship between Chinese EFL teachers’ self‐efficacy, collective efficacy, and autonomy, and their creativity. Specifically, regression analysis indicated that higher levels of self‐efficacy and collective efficacy were statistically associated with better creativity among teachers (p < 0.05). The model further showed that 52% of the differences in teachers’ professional creativity can be described by their self‐efficacy, while approximately 37% of the variance is attributed to collective efficacy. Additionally, autonomy accounts for approximately 61% of the variance in teachers’ professional creativity. The results from the SEM analysis corroborate the existing literature, affirming that self‐efficacy, collective efficacy, and autonomy significantly influence professional creativity among Chinese EFL teachers. These psychological factors play a crucial role in enhancing individual teacher creativity. Educational administrators can leverage these insights to design focused professional development programs that strengthen teachers’ self‐efficacy and collective efficacy. Additionally, granting teachers greater autonomy in curriculum design and implementation fosters an environment where creative teaching strategies are more likely to flourish.

Collaborative Design Capacity for Enactment Framework: An Analytic Tool for Conceptualizing Pedagogical Design Capacity Within Social Context

ABSTRACTThis study examines an urban middle school teacher design team's capacity for creating integrated science, technology, engineering, and mathematics curricula. Using Brown's pedagogical design capacity (PDC) theory, which highlights interactions between personal and curricular resources, this paper introduces an extended framework that includes social interactions as key influences on teachers' design abilities. Findings show that individual teachers' spontaneous curriculum modifications were adopted by the team, becoming collective resources for ongoing redesign and improving their design capacity. Teachers effectively used each other as resources to address unexpected challenges in integrating science, engineering, and mathematics concepts. Three types of social interactions were identified as collaborative resources: (i) Storytelling: sharing experiences to make abstract concepts actionable for curriculum development; (ii) Protocols: structured methods to address curricular problems related to integration; and (iii) Assessment “for” curriculum redesign: using assessment tools to inform and improve the curriculum. The Collective Design Capacity for Enactment framework is introduced to describe PDC within a social context, highlighting the importance of social interactions in bridging curriculum use and development, thus extending the literature on PDC.

The Efforts to Improve Mathematics Learning Outcomes in Sequences and Series Materials Using a Problem Based Learning Model with a Differentiated Strategy

The failure to integrate differentiated learning in the classroom is the driving force behind this research. Mapping students’ learning needs is the first step in implementing individualized instruction in the classroom. Learning readiness, student interests, and learning profiles are three views on differentiated learning that can be used to map out students’ requirements. The purpose of this study is to enhance student learning experiences and results. Two devices are used for data collection: learning achievement exams and student activity observation sheets. Both descriptive statistical analysis and descriptive analysis were used to analyse the data. The average class score was 74 in the first cycle and improved to 84.4 in the second. Every student was able to meet the 75-point Minimum Completeness Criteria (KKM) set by the school. It is possible to enhance student learning activities and outcomes by combining differentiated learning with the Problem Based Learning model, according to the study’s findings. In addition to offering a learning environment that puts students’ needs first, problem-based learning activities also benefit formative and summative learning through the third step of differentiation.

유아교사들이 경험하는 세계시민교육 실행의 어려움

The purpose of this study was to qualitatively explore the challenges experienced by early childhood teachers in implementing global citizenship education. To this end, two individual in-depth interviews were conducted with five early childhood teachers who had more than five years of field experience and had been implementing global citizenship education for over a year. Concepts were derived from the interview transcripts and analyzed through iterative re-categorization, and the following findings emerged. First, the teachers described the challenge of addressing politically sensitive and controversial issues while ensuring that children do not develop prejudices or stereotypes. Second, while teachers believed that global citizenship education can be implemented in early childhood education if the content and level are appropriate, they struggled with how to deal with complex and heavy topics such as war. Third, teachers experienced difficulties when addressing certain topics or conducting activities due to concerns about negative parental evaluations and precautionary measures taken by administrators. Fourth, teachers reported difficulties with not having an adequate support system and having to rely solely on individual teacher capacity and effort. Fifth, teachers wanted to go deeper into the topic of global citizenship, but experienced difficulties in sustaining and expanding young children's interest and excitement. The findings of this study are significant in that they provide a deeper understanding of the challenges of implementing early childhood global citizenship education and provide a basis for developing teacher support measures.

Examining two different models for developing teachers new to computer science: lessons from a CS4All district

Because of the rapid expansion of computer science (CS) education, educational leaders must consider how to recruit, prepare, and support teachers who typically do not have a background in CS. This study examines two professional development (PD) approaches used to introduce CS education to non-CS teachers. We aim to understand if/how each model promoted teacher agency in CS—conceptualized as the interactions between individual teacher confidence and broader conditions of support and constraints. Drawing on both survey data and qualitative data, we found that teachers who participated in a curriculum-based PD benefited from more practical applications of CS versus focusing on the theoretical principles of CS education. These findings carry important implications for other districts aiming to develop non-CS teachers to deliver CS instruction.

Systematic Literature on the Reform Efforts in Education in the United States

Education reform aims to create equitable learning environments for all students, fostering their contributions to American society. This study explores public concerns and strategies in education reform, utilizing ethnomethodology as its theoretical framework to examine practical reasoning methods. Reform efforts emphasize social collaboration and state directives, rooted in citizens' lived experiences. Key components include high standards and accountability, authentic assessment, active learning, community building, lifelong learning, and character education. The No Child Left Behind (NCLB) and Every Student Succeeds Act (ESSA) are pivotal in American politics, driving educational and social progress. NCLB emphasizes academic growth for disadvantaged students, while ESSA aims for equitable, high-quality education for all, preparing them for higher education and careers. Future research recommendations focus on individual instruction and strategies for active student engagement.

Caring and connecting with multilingual families through the COVID‐19 pandemic

AbstractThis study uses authentic cariño to explore a care and connect model in a case study of a single district in Teachers Educating All Multilingual Students (TEAMS), funded by a National Professional Development (NPD) grant. Along with ESOL/dual language licensure coursework, teachers in five districts engage in family–school–community partnerships to develop multilingual family engagement. COVID‐19 required urgent shifts in how teachers and districts reached families and offered services. Accordingly, the research question is as follows: How did TEAMS teachers' conceptions of caring and connecting to support multilingual family engagement shift in response to the COVID‐19 pandemic? Data included three teacher focus groups per district, interviews with facilitators and administrators, and individual teacher interviews. Case study was used across districts, but focusing particularly on one district with high percentages of teachers of color and low‐income multilingual families, the population hardest hit and dehumanized during COVID‐19. Analysis employed critical authentic cariño to explore teachers' authentic and aesthetic care that shifted over time—from focus on technologies and translators, pity, depersonalized objectives, and academic goals to warmer relationships, personalismo, relaxing together, reaching out, persistence, and advocacy. Results suggest ways to transform structures to better meet the needs of multilingual families by organizing around authentic care with families.

“English Is Not Really a Subject”: Language Ideologies and Language Learning in an Introduction Program

AbstractThis paper explores the construction of language ideologies and language learning within English‐language education in a Language Introduction Program (LIP) in Sweden. LIP is an individual transitional program for newly arrived migrant students that seeks to quickly transition adolescents into further education or the job market. High proficiency in English is important in Swedish society and insufficient knowledge of English might lead to consequences for individuals, but also long‐term consequences for society regarding inequality and inequity. The methodology is based on linguistic ethnography, with observations and interviews at two schools. Data from interviews with English teachers and principals at LIP are analyzed using Foucauldian perspectives to discuss power and individualization. Our results show that LIP is organized in a manner that reduces teachers' possibilities to cooperate and assist each other in planning, assessing, and in developing teaching practices. To a certain extent, principals withdraw from their responsibility and place a significant amount of organizational responsibility on individual English teachers. Furthermore, monolingual ideologies are prominent in educational practices, and LIP is often positioned as different from the rest of the school which increases isolation.

Lessons Learned From Pandemic-Driven Remote Learning and Sustaining Best Practices in Turbomachinery Laboratory Experiences

Abstract As online educational experiences have become more common for students to engage with while earning an engineering degree, instructors must become more attuned to best practices in digital pedagogies for all courses, including those with heavy laboratory components. Despite potential resistance among faculty to the idea that a laboratory course does not require an in-person experience, pandemic-driven remote learning serves as an intrinsic data point in how, under dire circumstances, laboratory courses could be offered through a digital medium. This paper describes a collaborative autoethnography of four mechanical and aerospace engineering instructors regarding lessons learned while teaching laboratory courses online during the COVID-19 pandemic. To bolster the quality of the research design, an engineering education researcher facilitated the collaborative autoethnography and co-constructed the individual instructor narratives to elicit best practices in online pedagogy for turbomachinery educators.

Examining teacher absence from the classroom in Indian secondary schools: Power, context and inequality

Education policy in India has long included a focus on the need to address teacher absence from lessons. Using multilevel regression analysis of secondary data from Andhra Pradesh and Telangana, this paper quantifies the impact of teacher absence, finding that the most marginalised students are more likely to be affected. Yet analysis also indicates the importance of understanding teacher absence in context, with absence rates highest among those with the most power and influence and those with the least. These findings suggest that efforts to tackle teacher absence must begin at systemic levels, rather than the level of the individual teacher.