Perceptions Of In-service Teachers Research Articles

From virtual reality to cultural reality: integration of virtual reality into teaching culture in foreign language education

PurposeThis research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran.Design/methodology/approachThis qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews.FindingsBefore the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.”Research limitations/implicationsOne primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices.Originality/valueExtensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.

LGBTIQ+ education for making teaching inclusive? Voices of teachers from all around the world

As the protection of the rights and integrity of LGBTIQ+ people seems to be increasing in some parts of the world, discrimination and violence towards them remain a reality in many other contexts. As a result, there is a growing number of initiatives for making education LGBTIQ+-inclusive in order to enhance educational inclusiveness and train fully prepared democratic citizens. However, research is still limited when examining the perceptions of in-service teachers regarding the appropriateness of addressing topics connected to gender identity and diversity and the reality of the LGBTIQ+ community in their lessons and their training to do so. By using a structured interview distributed online, this qualitative study explores the attitudes of 89 in-service teachers from all around the world regarding the introduction of these issues in education. Findings show that, in general, participants agree with the relevance of these issues but highlight that their sensitive nature needs to be considered. Moreover, there seems to be a lack of training in this respect, which would be appreciated. Ultimately, this article intends to expand both research and reflection on the importance of making education LGBTIQ+-inclusive as a means to promote educational inclusiveness and the training of democratic citizens of tomorrow.

Pedagogy of death within the framework of health education: The need and why teachers and students should be trained in primary education

The objective of the present study is to analyze the perceptions of in-service teachers about Pedagogy of Death within the framework of Health Education (HE), with respect to the training received and their teaching experience. A quantitative method was utilized, with the design of an ad hoc questionnaire with a Likert-type response scale and dichotomous questions. The results showed that while the teachers were aware of the need to educationally address death and health, they lacked or did not have initial or continuous training for doing so, and had not thought about it as a normalized aspect throughout their teaching career. We believe it is necessary to offer more training on Pedagogy of Death in the area of HE at universities and continuous education centers, so that it can ultimately be implemented in Primary Education classrooms.

An Investigation into EFL Teachers’ Application of TPACK: Insights within a High School Context of a City in Vietnam

Researches on examining teachers’ perception on TPACK (technology, pedagogy and content knowledge) have attracted scholars’ attention for the past few decades. This model has the function of investigating teachers’ knowledge of technology and its integration to pedagogy skill or teaching approach and teaching content in instructional environment. However, most of the research put an emphasis on pre-service teachers. Not many studies have been conducted to investigate the perceptions of in-service teachers’ TPACK. Besides, the results in these studies are mainly based on the self-reported data and the interview data, whereas very few studies use observation to qualify the data. The study, therefore, was conducted with aims to explore high school EFL teacher’s level of TPACK and how they experience it in the real teaching context. The study was designed as a mixed-method study. Accordingly, questionnaire and observation were used as collecting data instruments. Quantitative data were obtained from a questionnaire survey with the participation of seventy EFL teachers working at various high schools in a city, Vietnam. Eight participants were then selected for class observation. The study found the following main results. Firstly, teachers’ TPACK were highly perceived. In particular, all six TPACK clusters, namely TK (technology knowledge), TCK (technology content knowledge), CK (content knowledge), PCK (pedagogy content knowledge), TPK (technology pedagogy knowledge) and TPCK (technology pedagogy content knowledge) were rated at above average level. TK and PCK were the most positively perceived while TPCK was the least perceived. Next, qualitative data revealed that most participants had sound knowledge of TPACK integrated various technology tools in their teaching practices. The findings provided useful information as the basis for recommendations for the process of teaching and learning English at high schools despite unavoidable shortcomings due to time limitation and research scope.

HİZMETİÇİ ÖĞRETMENLERİN WEB 2.0 ARAÇLARINI KULLANMAYA YÖNELİK FARKINDALIKLARI

The transformation experienced in the use of Internet technology in recent years has resulted in the emergence of Web 2.0 tools. These technologies have caught the attention of the educators due to their potential to enhance student-centered and technology-oriented learning by engaging students in an active and collaborative educational environment. These tools, plainly, have come into prominence lately because of the sudden outbreak of Covid-19 pandemic, which has led to a compulsory shift to distance education all over the world. Accordingly, the purpose of this study is to explore the perceptions of in-service teachers towards using Web 2.0 tools. In this study, quantitative descriptive survey research design has been employed to investigate in-service teachers’ perceptions towards Web 2.0 technologies. The data were collected through a five point Likert-type scale consisting of 22 items. The participants were 285 in-service teachers working in state schools from Isparta and Afyonkarahisar. It has been found that the overall perceptions of in-service teachers towards using Web 2.0 tools are moderately high. The findings have revealed that perception of teachers does not differ in terms of gender, subject and experience; however, it significantly differs in terms of school level, digital literacy level and distance education experience.

Approaches to History Teaching According to a Structural Equation Model

Approaches to the teaching and learning of history imply a series of changes and improvements which are adapted to the new epistemological and disciplinary contexts. This calls for a series of transformations in teaching approaches and methodological strategies in order to bring them more into line with the current model of history education. The purpose of this article is to analyse the validity of a questionnaire designed to identify the perceptions of in-service teachers regarding the teaching approaches they believe to be most appropriate for teaching history in primary and secondary/baccalaureate education in Spain. The research methodology employed was quantitative with a non-experimental design based on a Likert-type questionnaire. The sample is non-probabilistic and consists of 332 active teachers who teach history in primary and secondary/baccalaureate education in Spain. For the analysis of the data, a structural equation model was used based on exploratory and confirmatory factor analyses. The results indicate that the teachers surveyed identify three teaching approaches in accordance with the theoretical approach underlying the research. Specifically, a traditional approach based on the memorisation of content; an intermediate model in which there is interaction between teachers and students, through strategies such as discussion, and a third focused on students and the development of historical and critical thinking. These results have important implications for the initial and on-going training of teachers, especially in terms of content.

Developing global citizenship through geography education in Oman: exploring the perceptions of in-service teachers

Based on international trends, Omani education policy increasingly charges schools with fostering active citizens who have good attributes to achieve a good future. In this article, I considered the relationship between global citizenship and geography education in Oman. In particular, the study focused on how those teachers perceive global citizenship and how it is included in Omani geography textbooks. The study employed a qualitative methodology and data obtained by conducting semi-structured interviews with eight participants. The outcomes of the study showed that geography teachers defined global citizenship as a cosmopolitan perspective that focuses on common humanity. The participants believed that educating to develop global citizens is a necessary task for the Omani geography curriculum. Yet, this curriculum is currently focusing on the cognitive dimension rather than on the behavioural dimension of global citizenship.

Transformative Perceptions of In-Service Teachers towards STEM Education: The Vietnamese Case Study

Science, Technology, Engineering and Mathematics (STEM) education has attracted numerous concerns of scholars and governments. In order to implement the school curriculum on the approach of STEM education, the training of in-service teachers plays an important role. This study conducted the transformative perception of Vietnamese in-service teachers in secondary schools towards STEM education after they had participated in the teacher professional development program (TDP) on engineering designed-based approach hold on by the Second Upper Secondary Education Development Project 2. Having two separate online and offline phases, the course was designed under the format of TDP developed by Garet et al. In order to assess participants’ demographics and their perceptions on STEM education, the instrument was generated on the basis of modification from several previous studies upon engineering design-based learning and to adapt the theme of STEM content knowledge (CK) and STEM pedagogical content knowledge (PCK) for in-service teachers. Full data sets were conducted with 150 participants from 11 provinces of Vietnam who had completed all surveys with the help of Google Form at the beginning and the end of TDP’s offline phase. The data were cleaned, then analyzed with SPSS version 20 to assure the validity and reliability. Findings from this study show the positive effectiveness and suitability of the course on the in-service teachers’ attitudes towards STEM education, which consequently allow to suggest the future similar courses design.

Where the Rubber Meets the Road: Exploring the Perceptions of In-Service Teachers in a Virtual Field Experience

This study examines the experiences of teachers enrolled in an online certificate program for K–12 online teaching. Participants blogged weekly regarding their experiences developing and facilitating an online course. Qualitative analysis of the data shows that teachers face many challenges in developing and facilitating an online course; however, they found support from their colleagues enrolled in the program. Additionally, teachers found value in the authentic experience afforded them in the virtual field experience in that it gave them exposure to online learning theory coupled with the opportunity to design and facilitate their own online courses.

Exploring the Role of Creativity in the Secondary School Music Classroom: Awareness, Insights, and Perceptions of In-service Teachers

Exploring the Role of Creativity in the Secondary School Music Classroom: Awareness, Insights, and Perceptions of In-service Teachers

The teachers’ perception towards ICT integration: Professional development through Blended learning

Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators’ attention in recent years. Teachers need to be involved in collaborative projects and development of intervention change strategies, which include teaching partnerships with ICT as a tool. Teacher perceptions are a major predictor of the use of new technologies in instructional settings. Early studies have indicated that blended learning can be as successful as either online or face-to-face instruction, particularly in teacher preparation programs. Blended learning can lead to improved training, increased access and flexibility, and better cost-effectiveness. The objective of this paper is to analyse in-service science teacher perceptions towards integrating ICT in instructional design by training them using the blended learning approach. The present study is quasi-experimental in nature wherein a pre-test/post-test design was employed. The study was conducted on a sample of 60 science teachers of secondary schools in Yemen. A questionnaire was used to determine the in-service teacher perceptions towards integrating ICT in instructional design, which included 25 items. To analyse and interpret the data, t-test and ANCOVA statistical techniques were used. The findings show that there was a significant difference in teacher perceptions towards integrating ICT, especially in the group who were trained through the blended learning approach. The recommendations are, given that teachers are ready to use ICT, that Yemeni authorities in charge of education integrate ICT into programmes for in-service teachers.

An exploratory study examining the influence of the number of reading methods courses on pre-service and in-service teacher perceptions of ability to teach reading

Teacher education programmes (TEPs) are left with limited research on how the coursework they provide influences the perceptions teachers have about their ability to teach young children how to read – especially over the long term. The purpose of this study was to compare how teacher candidates rate their ability to teach reading at the conclusion of their TEP, and then again after a year of teaching. The matched participants (N = 126) were elementary education teachers representing five TEPs in one US state. Results revealed that the number of reading methods courses provided does influence the perceptions of pre-service and in-service teachers. Teachers who had two reading methods courses compared with teachers who had only one reading methods course reported statistically significant higher scores at the pre-service stage and were able to maintain higher scores at the in-service stage. Implications of these findings are discussed.

Teacher training needs for bilingual education: in-service teacher perceptions

This article presents the outcomes of a European study on the main training needs which in-service teachers consider they have in order to adapt to a bilingual education model. The investigation has designed, validated, and administered four sets of questionnaires to 706 informants (241 of whom have been in-service teachers) across Europe, which have allowed a detailed diagnosis of teachers' training needs in terms of linguistic and intercultural competence, theoretical and methodological aspects based on the new options associated with Content and Language Integrated Learning (CLIL), teaching materials and resources, and ongoing professional development. After framing the topic against the backdrop of prior investigations, the article expounds on the research design of the study and outlines its main findings in relation to the aforementioned fields of interest. A detailed diagnosis of where we currently stand in this process of preparation for CLIL models in Europe is provided.

In-service Teachers’ Perceptions Regarding their Practices Related to Integrating Nature of Science: Case Study

The purpose of this study is to investigate in-service teacher's perceptions regarding their practices related to the integration of the nature of science (NOS) in their science courses. In this case study more than one sampling method was used. Firstly, purposive sampling method was used to determine the teachers who had taken courses regarding the nature of science in their undergraduate education. Then two teachers were selected using the criterion sampling method. These teachers were selected according to their school type, and the location where they work. Both teachers work in public schools however, one of these schools was in the capital city of the country, the other was in poor village. A constant comparative method was used for the data analysis. In this study, the researcher first collected the data and then carried out the analysis based upon the data revealed by transcriptions of interviews. Different evaluators were used for triangulation. For the validity of the interview questions, the opinions of one qualitative research expert and one science educator were obtained. In addition, raw data in the form of direct quotations were given to the readers without any interpretations. To ensure reliability, the codes were discussed with a qualitative research expert and science educator. After the data were collected and analyzed, the following five main themes emerged; the integration of NOS, classroom environment, factors effecting the teacher's methodology, the measurement strategies, and the problems in the process.

The Relative Priority of Conceptual and Procedural Knowledge in University Second Language Teacher Education (SLTE) Programs: Perspectives of In-Service Language Teachers in New Jersey

Against a backdrop of critical discussion over the fundamental relevance of university teacher educator programs in general, this study surveyed 102 second-language K–12 teachers in New Jersey on their perceptions of the relative priority of conceptual teacher knowledge (i.e., theory/research) and procedural teacher knowledge (i.e., practical instructional techniques) in university Second Language Teacher Education program coursework. Likert-type scale and open-ended response survey data communicate a higher priority for procedural knowledge over conceptual knowledge. As is demonstrated in related studies, in-service teacher perspectives are nuanced on this issue. By reporting on in-service perceptions in a particular geographic and discipline area, this study enriches our general knowledge of in-service teacher perceptions seen more broadly.

Investigation of the Organizational School Climate and Attitudes towards Change: A Study on a Sample of In-service Romanian Teachers

This paper investigates and compares the perceptions of in-service teachers with respect to organizational climate. The sample consisted of 201 Romanian teachers belonging to 15 school organizations. The purpose of the research was to investigate the relationships between teachers’ perceptions on eight dimensions of organizational climate and some demographical and attitudinal variables. Results have shown that teachers have different perceptions on organizational climate depending on their length of service and attitude towards change. Teachers with high conservatism have appreciated more negative the organizational climate than teachers with low conservatism. Implications of the findings were discussed in order to develop strategies of intervention in school organization.

Perceptions of In-Service Teachers Regarding Technology Integrated English Language Teaching

Technology is changing paradigms in education rapidly and teachers are caught unguarded due to lack of professional training in this aspect. This study reflects the perceptions of nine ELT instructors with M.A TEFL degrees and with over six years of professional experience. Despite the lack of formal professional training as part of their pre-service teacher education, these instructors need to cope with the demands of this transition in daily implementation. Data were collected through semistructured interviews, open-ended questionnaires and field notes. An inductive analysis approach was used to analyze the data and emergent patterns of data were used to develop coding categories. Results indicated that respondents held positive views about the role of educational technology for enriching language instruction. However, they also acknowledged the challenges faced and emphasised the need for ICT training not only for teachers but also for students. It is concluded that participants make use of technology to teach academic and linguistic skills in an integrated skills approach, encourage students to construct knowledge, expose students to life-long learning skills and strategies, cater for different students who have different learning styles, find and create teaching materials, develop skills through exposure to existing on-line sources and create a motivating environment that is conducive for learning.

Perceptions of Teacher Transformation on Issues of Racial and Cultural Bias

This article discusses the perceptions of in-service teachers on racial and cultural bias. Teachers were enrolled in a master’s degree program centering on social justice, critical reflection, and the creation of democratic classrooms. The program incorporates arts integration, reflective practice, and work is done on deconstructing White privilege. There is evidence of transformation over the 2-year period—teachers enter the program denying connection to bias, a year later they are willing to consider that they are biased. By the time the program is over, they believe that they have surpassed society and wish to work toward deconstructing privilege.

Perceptions of Preservice Teachers Toward Integrating Science Into School-Based Agricultural Education Curriculum

Agricultural education is at an interesting point in the cycle of agriscience integration. Current preservice teachers have had the opportunity to be taught in both secondary and post-secondary programs that have fully embraced agriscience integration. This study investigates the perceptions of these budding agricultural educators toward science integration. The perceptions of 191 preservice teachers who responded to the questionnaire concurred with most perceptions of inservice teachers as reported in other studies. Preservice teachers indicate an intention to increase the amount and quality of integration in their future classrooms compared to what they perceive occurring today and that this will result in an increase in student enrollment. They also suggested increasing the number of science courses in the preservice curriculum and placing student teachers with inservice teachers who have successfully integrated science in agriculture.

Exploratory factor analysis: health perceptions of Chinese early childhood educators in Hong Kong

The aim of this study was to explore health perceptions of preschool teachers, with a view to inform early childhood practices and teacher education. Pre-service student-teachers and in-service teachers (n = 200) who were voluntarily recruited completed a 24-item health attitude questionnaire. Factor analysis identified four dimensions of health attitudes, reflecting physical, psychosocial, mental and emotional domains. Inter-correlations among the factors suggested that early childhood educators in Hong Kong embrace a holistic view of health, although they consider physical and emotional health as more salient than the psychosocial and mental health dimensions. In comparisons of the perceptions of in-service teachers and student-teachers, students placed less emphasis on psychosocial health, but teachers placed more emphasis on physical health. The findings are discussed in terms of their implications for designing health education programmes for preschool teacher education.