Inexperienced Teachers Research Articles

Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students' Disruption in Khyber Pakhtunkhwa Province, Pakistan.

Looking through the lens of ecological system theory, this paper used a mixed-method approach, based on 20 interviews and 208 Early Childhood Education (ECE) teacher questionnaires, to elaborate the position of ECE in Pakistan. The study indicates that ECE is between a rock and a hard place in Khyber Pakhtunkhwa, Pakistan. The findings further show that ECE is provided by less qualified and inexperienced teachers, who give less attention to the physical and psychological needs of the students. The classrooms are overcrowded and lack relevant teaching–learning materials. Moreover, the single-teacher policy and overcrowded classrooms hinder students’ motivation, the delivery of quality education and the development of good behaviors. These challenges are also the main causes of students’ dropouts. This paper increases people’s understanding of ECE and its challenges in Pakistan. For ECE development, the paper recommends separating ECE from primary schools and giving it a budget to purchase adequate and relevant resources.

Confusion of the Use of Been and Being by English as Second Language Learners in Nigeria

English language teaching in Nigeria is faced with numerous challenges resulting in negative academic performance of students at various levels of education. Some of the challenges include unqualified and inexperienced English language teachers, inadequate space allocation for English language on the school timetable, improper teaching methods, lack of English language specialists to teach the various aspects of English, giving emphasis to some aspects of the language than the other among others. The paper takes a look at the confusion of the use of been and being by English as second language learners which might be due to less emphasis given to that aspect of the language during the teaching/ learning process. A test containing 30 questions was administered on two groups of schools- public and private. In each of the schools, some SS3 and JSS3 students were sampled for the study and the results show significant error margins of more 50% in the two sets of respondents. Tables and pie charts were used to show the findings. The major findings of the study show that: the verb forms, ‘been and being’ are confusing to English as second language learners especially at secondary school level; there is significant difference in the level of confusion in the use of been and being by students in public and private secondary schools in Minna metropolis and there is significant difference in the level of confusion in the use of been and being by senior secondary school students in public and private schools among others. Some of the recommendations offered are: the teaching of language forms should be accompanied by numerous real life examples; Language teaching should progress from known to unknown; it is essential to use substitution tables to provide the learner with enough practice on language use; and that qualified English language teachers should be employed to teach English language. These findings and recommendations are expected to improve the teaching and learning of English as second language.

The Use of PowToon As Media to Reduce Teacher’s Anxiety in Teaching EFL Class

In improving the quality of teaching, several factors must be to pay attention to. One of the factors at issue is anxiety, which is a significant problem in the classroom. Anxiety often occurs in inexperienced teachers. It makes teaching ineffective in terms of providing information to students. The consequences of anxiety in learning have an impact on discomfort in learning. With today's developing technology, this problem can be reduced, especially on the anxiety factor in the learning process. This study aimed to identify the effectiveness of using the PowToon application in reducing teacher anxiety in teaching EFL classes. This literature study used eight papers studying the effect of the use of PowToon and similar E-media in teaching. The findings of this study indicate that PowToon provides many advantages in learning. Because PowToon is one of the media that can make it easier for teachers to teach and explain. With the help of PowToon, the application can also make students innovative because learning does not feel bored with monotonous learning situations. The findings show that using media with PowToon can reduce anxiety, increase teacher confidence, and make learning more enjoyable. Thus, this research can provide information for teachers who has less confidence in teaching

An Empirical Study on Motivation to School Teachers in the Maldives during the COVID 19 Pandemic

The COVID 19 pandemic has affected all walks of life; as a result over 100 million children are away from school. The mass university closure and a forced transition to online teaching are to minimize disruptions to the academic year. Many inexperienced online teachers are expected to find the rapid shift from in-person to online teaching hard, and it is a "great experiment" that has to be studied. The study looked into the motivations of Maldivian instructors who were compelled to shift to remote online teaching as a result of the COVID-19. Teachers' self-efficacy refers to their capacity to handle responsibilities and problems in the workplace, and it has an impact on academic achievement. During the COVID-19 epidemic, this study intended to offer an in-depth investigation of the influence of intrinsic and extrinsic motivation on self-efficacy in teachers. The author is attempting to adopt more effective strategies to improve teachers' professional identity and job satisfaction in order to increase the efficacy of teachers, ensure the effectiveness of online teaching, and maintain sustainable development during the epidemic by collecting data from Maldivian schools.

Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers

AbstractThe teachers’ fundamental role in the success of the students is inevitable. Thus, knowing the various traits and personality characteristics of effective teachers can be used as guidelines to foster inexperienced teachers’ teaching quality. Among the required teaching qualities, empathy and classroom environment set up are two vital concepts emphasized by researchers. Accordingly, through relying on mega planning, the present study was conducted to find the patterns of empathy and classroom environment utilized by effective teachers. The participants were 50 teachers and 300 language learners. Three instruments were employed, namely teacher effectiveness questionnaire, classroom environment questionnaire, and teacher empathy questionnaire. The results showed that the contributions of each sub-construct in teacher effectiveness in order of their priority are as follows: empathic concern, perspective taking, fantasy, and personal distress. Results from calculating frequency and percentage for classroom environment construct showed that the contributions of each respective sub-construct in teacher effectiveness in order of priority are as follows: participation, personalization, investigation, independence, and differentiation. The findings of the present study can enlighten policy makers and administrators to plan efficient courses of action and take useful steps in training novice teachers.

Studying Usage of EFL Dictionary at Graduate Level in South Punjab

This research aims to study the dictionary using habits among the learners of English asa second language in the South Punjab region of Pakistan, their reference skills, and look-upbehaviours. Literate people usually keep and consult a dictionary for negotiating with meaning, and in the case of dealing with the lexis of a foreign language, dictionary usage assumes far greater importance. Dictionary using skills in the EFL context assume considerable significance in ELT classrooms where dictionary skills are emphasized as the bedrock of learning the English language with an optimal level of proficiency. Lexicographers take into view the factors such as lack of dictionary using skills, behavioural factors, L1 background, and desired goals for command of L2 as key variables in compiling dictionaries. It is questionnaire-based research that employed a mixed-method approach. The objectives were set to explore the effects of basic dictionary skills and suggesting better strategies to exploit the monolingual EFL dictionary to the maximal potential. The theoretical framework of this study was based on Tono (2001). Data was collected through a questionnaire having close-ended as well as open-ended questions. 240 learners of English, both male and female, at the graduate level in public as well as private universities and colleges of Multan, Dera Ghazi Khan, and Bahawalpur divisions, were involved in the study as respondents. Data were analyzed quantitatively and qualitatively. Findings showed that L1 background, L2 proficiency level, students’ behavioural factors, and untrained and inexperienced teachers were the cause of faulty dictionary use and lack of references of skills among EFL learners.

An analysis of four instructional strategies used by secondary school music teachers in Uganda

This paper provides an analysis of how secondary school music teachers (N = 10) in Uganda apply instructional strategies (peer teaching, practical music-making, modeling, and feedback) in their music lessons. Analysis was undertaken to establish if there were any similarities or differences amongst the urban, suburban, and rural music teachers and between experienced and inexperienced teachers in ways they employed instructional strategies. Data were gathered through videotaped classroom observations and analyzed via SCRIBE (Simple Computer Recording Interface for Behavioral Evaluation). Results showed that practical music-making was the most observed strategy while negative feedback (disapprovals) was the least observed strategy. Experienced teachers provided more feedback in form of approval and engaged their students more in practical music-making activities. Results from the study are discussed in terms of implications for improved teacher preparation. The strategies discussed in this study should be encouraged through teacher professional development, and through greater emphasis in teacher preparation courses.

How Finance Reform May Alter Teacher and School Quality: California’s $23 Billion Initiative

Gains in school spending helped to lift achievement over the past half century. But California’s ambitious effort—progressively distributing $23 billion in yearly funding to poorer districts—has yet to reduce disparities in learning. We theorize how administrators in districts and schools, given organizational habits and labor constraints, may fail to move quality resources to disadvantaged students. We identify the exogenous portion of California’s post-2013 reform, finding that schools receiving progressively targeted funding tended to hire inexperienced teachers and disproportionately assign novices to courses serving English learners. New funding expanded the array of courses in high schools, as access to college-preparatory classes by English learners declined. These unfair mechanisms operated most strongly in high-needs schools serving larger concentrations of poor students.

Analysis of the opinions of academists in the field on the applicability of distance education in preschool education

The goal of this study is to examine the views of academicians working in the preschool teaching department on the applicability of the distance education model in preschool education. The study was carried out in a ‘phenomenological’ pattern, which is a qualitative research pattern. The research group comprised eight academicians working in preschool teaching departments of state/foundation universities in Istanbul during the 2020–2021 academic period. The study results indicate that participants expressed more limitations than positive aspects of applying the distance education model in preschool education. It is observed that participants agree that children will face some limitations in socio-emotional development fields, but might be supported in the cognitive development field when the distance education model is applied in preschool education. It is also understood that participants do not have a common view on language development, motor development and self-care skills. Inner-service training for inexperienced teachers on distance education to inform them about distance education practices in preschool education is suggested.
 
 
 Keywords: Preschool education, distance education, academician, child, opinions.

Digital Assessment Literacy: The Need of Online Assessment Literacy and Online Assessment Literate Educators

Creation of reliable online assessments have always been a concern by educators, this research article provides an idea for providing professionals training development for creating online assessments for the inexperienced assessment literate teachers. The research has placed the importance on the training of the educators in the assessment literacy with a proposed model of utilization of Educational framework to create digital online assignments using IT integrated tools. This paper uses mixed method research and examines the need of training for the creation of reliable assessments and assessment literate educators which will caters to the different students’ abilities. To further explore and understand the training needs of the assessment literacy, this research provides an insight of the year 2020 result analysis, as it might add a new dimension towards the professional development for the online assessment literacy skills. The collected data was used as descriptive, inferential data which was further analyzed and compared to the pretest and the current collected primary data. The purpose of this study shows the importance of the online assessment literacy and the need of assessment literate trained educators who might support in identifying the training needs of online assessment with help of Bloom’s Model in connection with the digital Bloom’s taxonomy. As some experienced educators lack the need of literacy training skills in the online assessments, this proposed model would be beneficial for the educators, and could prepare them as future trainers.

Assessment of Information and Communications Technology Skills Possessed by Teachers in Technical Colleges of Kano State, Nigeria

Purpose: The main purpose of this study is to assess of information and communications technology skills possessed by technical teachers in technical colleges of Kano State, Nigeria. Approach/Methodology/Design: A descriptive survey research design was adopted for the study. The population of the study was 157 which consisted of 86 experienced and 71 inexperienced technical teachers of Technical Colleges in Kano State. The instrument used for data collection was a structured questionnaire titled: Assessment of Information and Communications Technology Skills Possession Question (AICTSPQ) developed by the researchers. The instrument was validated by three experts and a reliability coefficient of 0.78 was obtained using Cronbach Alpha reliability method. Mean and standard deviation was used to answer the research questions while z-test was used to test the null hypotheses at 0.05 level of significance. Findings: The finding of the study revealed that Technical teachers are unskillful in ICT operation such as MS excel, Photoshop, database, animation, forum and Corel draw; and have a low level of ICT utilization. Practical Implications: The findings of the study have implications for concerned authorities. The Government should provide ICT infrastructure in the State’s Technical Colleges in order to have conducive environment for teaching of the trade subjects and enforce integration by regular supervision among others. Originality/value: The technical teachers were unskilful in the following; MS excel, Photoshop, database, animation, forum and Corel draw, video conferencing, instructional game, interactive whiteboard and online teaching as the utilization of ICT facilities was low among technical teachers in Technical Colleges of Kano State.

Impact of Information and Communications Technology Integration on Electrical Installation and Maintenance Work Trade Teachers in Technical Colleges of Kano State, Nigeria

Purpose: The main purpose of this study is to assess the impact of ICT integration on Electrical Installation and Maintenance work trade teachers in technical colleges in Kano state, Nigeria. Approach/Methodology/Design: Descriptive survey research design was adopted for the study. The population of the study was 57 which consisted of 26 experienced 31 inexperienced teachers of Electrical Installation and Maintenance Works Trade. No sampling technique was employed as the entire population was used. The instrument used for data collection was a structured questionnaire titled: Impact of ICT Integration on Electrical Installation and Maintenance Work Trade Questionnaire (IICTIEIMWTQ) developed by the researchers. The instrument was validated by three experts and a reliability coefficient of 0.89 was obtained using Cronbach’s Alpha reliability method. Mean and standard deviation was used to answer the research questions, while z-test was used to test the null hypotheses at 0.05 level of significance. Findings: The finding of the study revealed that the level of ICT integration in teaching electrical installation and maintenance trade is low; the impact of ICT on the performance of electrical installation and maintenance trade teachers indicated negative impact. Practical Implications: The study has practical implications for teachers. Based on the findings, Electrical Installation and Maintenance Work Trade Teachers should engage themselves in group discussion and idea sharing among them on improving ICT integration in teaching electrical installation and maintenance trade among others. Originality/value: The performance of ICT users will improve as there are several platforms available for the ICT.

Challenging Rural Stereotypes

Rural and remote students, schools and teachers are placed in stereotypical ‘boxes’ in ways that suggest they have problems that need fixing. The language that surrounds these problems are metrocentric biased and perpetuate persistent negative discourse (Ledger, Masinire, Delgado & Burgess, 2021). For example remote First Nations students in Australia are often described as ‘disadvantaged’, ‘behind’ with ‘poor’ academic outcomes (Roberts & Guenther, 2021). Rural schools face ‘obstacles to success’ (O'Keefe, Olney, & Angus, 2012) that city schools do not. Staffing is often described as an ‘issue’ to be fixed: “Australia’s rural schools are still staffed with younger, inexperienced teachers, who do not appear to stay long” (White, 2016, p. 41). And parents are sometimes blamed for a lack of engagement with their children’s schooling (Lea, Wegner, McRae-Williams, Chenhall, & Holmes, 2011). While the metrics of the metropolis might support these views, the measures that determine the problematics of rural and remote education tend to place a veil over the ontological reality of what it means to be a teacher, student or parent engaged with issues of schooling for rural and remote students.

Активные методы обучения как средство развития творчества учащихся

In the article, you can get an answer to such questions as the place of a lecture in education and on the basis of this concept about the content of a lecture, what can and cannot be talked about. You cannot give all the material in a lecture. In fact, both an inexperienced teacher and a teacher with vast experience can make one methodological mistake: they want to include all their knowledge in the lecture. The teacher, trying to have time to present all the prepared material, lectures quickly. This of course reduces the effectiveness of the lecture. This note provides specific suggestions and discusses the didactic and psychological conditions for organizing the lecture. This article is recommended for university professors for use in lectures.

Examination of issues related to basketball instruction in elementary school physical education classes:Focusing on faculty members during the first term and inexperienced teachers

Examination of issues related to basketball instruction in elementary school physical education classes:Focusing on faculty members during the first term and inexperienced teachers

A dialogue system for identifying need deficiencies in moral education

Moral education refers to the cultivation of ideals, moral quality, culture, and discipline. One of its main tasks is to analyze students’ problem behaviors and identify their underlying need deficiencies. Previous psychological research has focused on studying how distinct factors affect psychological needs and problem behaviors. However, these findings have provided only scattered guidelines for identifying students’ need deficiencies, which are difficult for inexperienced teachers and parents to apply systematically. To address these issues, we attempt to answer two key research questions in this work. First, how do we define a theoretical framework so that the psychological research findings can be systematically applied to identify students’ need deficiencies? Second, can the latest AI technologies be employed to identify such need deficiencies automatically? To answer these research questions, we first build a theoretical framework to summarize all the factors relevant to the students’ problem behaviors and need deficiencies. After that, we propose and develop a task-oriented dialogue system that can properly inquire about different aspects of students’ information and automatically infer their need deficiencies. We conduct comprehensive experiments to evaluate the system’s performance with real-life cases. The results show that the built dialogue system could effectively serve as a diagnostic tool to identify the students’ need deficiencies.

The Distribution of School Resources in The United States: A Comparative Analysis Across Levels of Governance, Student Sub-groups, And Educational Resources

Levels of governance (the nation, states, and districts), student subgroups (racial and ethnic mi-noritized and economically disadvantaged students), and types of resources (expenditures, class sizes, and teacher quality) intersect to represent a complex and comprehensive picture of K-12 educational resource inequality. Drawing on multiple sources of the most recently available data, we describe inequality in multiple dimensions. At the national level, racial and ethnic minoritized and economically disadvantaged students receive less K-12 expenditures per pupil than White and economically advantaged students (between $400 to $1,200 less per pupil). At the state and district levels, racial and ethnic minoritized and economically disadvantaged students receive more K-12 expenditures per pupil than white and economically advantaged students (between $200 to $400 more). The notable exception is Hispanic students, who receive no additional funding per pupil than white students, on average, at the state level. Among districts, minoritized and economically disadvantaged students have smaller class sizes than their subgroup counterparts, but these students also have greater exposure to inexperienced teachers. About 20 percent of additional teacher hires favoring traditionally disadvantaged student subgroups is for novice teachers. We see no evidence that district-level spending in favor of traditionally disadvantaged subgroups is explained by district size, average district spending, teacher turnover, or the size of the special education population.

(Don’t) lean on me: the micropolitics of caring educational leadership

ABSTRACT Recent studies of caring school leadership have focused on the way that caring leaders support teachers and influence the school environment. Though caring is understood improve educational outcomes, questions about the interpersonal and organizational enactment can lead to significant disagreements- micropolitical contests. Using case study data, this study examines how leaders’ vision of caring leadership shapes micropolitical contests concerning problem-solving and decision-making. The data indicate that schools whose leaders emphasize structured, uniform ideas of caring place pressure on veteran teachers to offer greater support for novice teachers, and cause stress for more inexperienced teachers. At schools where leaders prefer more variable, responsive approaches to care, reduced emphasis on cooperative problem-solving may lead to greater tension around persistent schoolwide problems. The implications of these trade-offs are discussed.

The challenges faced by english teachers in Bogotá during the pandemic in the Colombian context

This article presents the reflections and considerations from the voice of a novice English teacher, in the context of a remote teaching practice carried out in a public institution, in times of pandemic derived from the Covid 19.
 The effects of this situation on the educational environment have become a major concern as teachers and students have become involved in this new home school dynamic. Thus, attention must be paid to the effects that both the unexpected shift to online teaching and learning and the quarantine have had on teachers, students, and parents.
 This article aims to provide a perspective of a novice English teacher, highlighting the challenges faced by him/her in this pandemic circumstance in Bogotá. To develop it, a qualitative and interpretative look was adopted by the researcher, who used the teacher’s diary as a tool.
 Finally, the successes and failures of this experience in which the inexperienced teacher made an incursion mediated by technology are presented, highlighting, by way of conclusion, the commitment required from the family, the educational community and above all the student, who have developed a crucial role in the advancement of this remote education.

Can Assistant Principals’ Years of Experience Make a Difference in School Suspensions? A State-wide Analysis of North Carolina Assistant Principals

School discipline disparities within the U.S. P-12 public schooling system have been a staple issue for over four decades. The enforcement of out-of-school suspensions, in particular by inexperienced teachers, have traditionally impacted Black and Latinx students more than White students. Yet teachers are not the final decision-makers regarding student discipline which rests primarily on the shoulders of assistant principals and principals. While researchers have clearly linked teacher experience to discipline disparities, more research is needed to fully explicate the tenure of assistant principals; who often are the final decision-makers when it pertains to suspending a student. Utilizing human capital theory, this study examines school discipline data and North Carolina personnel data from the 2015–2016 school year to determine if assistant principals’ years of experience in the current role, and their years of experience as teachers could predict out-of-school suspensions by gender and race. The findings suggest that Black males’ suspension could be predicted by assistant principals’ years of experience as a teacher; and Latinx females’ suspensions could be predicted by assistant principals’ longevity in their current position and in their roles as classroom teachers. Interestingly, the findings illuminate that assistant principals are relatively inexperienced within the state, with most having less than one-year worth of experience in these positions.