Teachers Plan Research Articles

Special Education Teacher Attrition: Graduate Study, Public School, Private School

ABSTRACT Special education teacher attrition is a persistent and complex issue that has a negative impact on students with disabilities. We conducted an exploratory study about where special education teachers (SETs) plan to go or move to when they leave their schools, the answers to which may help address shortages in school districts. Specifically, as a part of a larger study, we identify factors associated with SETs’ intent to stay in their positions, pursue further education, move or transfer schools, or move to private schools. Results indicated a vast majority of special educators reported intent to stay in their public-school positions, while more complex factors such as race/ethnicity, having attended alternate pathway programs, or age predicted attrition for some groups in the sample. Results for future research and practice to address special education teacher attrition are discussed.

구글 크롬 뮤직랩을 활용한 초등학교 예비 교원의 AI · 디지털 매체 역량 강화 방안 연구

The purpose of this study is to provide basic data to prospective elementary school teachers to strengthen their teaching and digital media utilization capabilities in the field of music creation using AI · digital media, and to help them research on improving the curriculum of pre-service elementary school teachers. Based on this, the 2022 revised music curriculum, and current music textbooks were analyzed and 4 sessions for pre-service elementary school teachers using Google Chrome Music Lab were developed. The significance of this study is that it presented a curriculum plan for pre-service elementary school teachers that focused on Google Chrome Music Lab among various AI · digital media for music education. It is also significant that the 2022 revised music curriculum, current textbooks, and achievement-based music creation were analyzed to consider the connection between digital media and the educational field. To make suggestions through this study, first, it is necessary to discover various cases of music teaching methods using AI · digital media. Second, music creation training using digital media should be actively conducted not only for pre-service teachers but also for teachers. Finally, it is necessary to create an educational environment with digital literacy in accordance with the changing times by sufficiently establishing AI · digital-related equipment in the educational field. It is hoped that this study will help improve elementary school music creation classes and pre-service teacher curriculum using AI · digital media.

Exploring the Link between Transformational Leadership and Teacher Innovation

Transformational leadership is a shared belief between academic leaders and their followers. Studies support the significant and progressive influence of transformational leadership behavior on academic followers, especially teachers. The close relationship between transformational leadership in the university and teachers’ organizational commitment paved the way for a proposed theoretical analytical model to understand how university leadership affected teachers’ organizational commitment. The technological demand, the innovation of teachers, and transformative leadership in the educational system are also faced in China. In the university context, Chinese university professors’ innovative work behavior is found to be directly linked to their transformational leadership and trust. For this reason, the study on transformational leadership and innovation was conducted for its influence on the university teachers’ enhancement plan in China. Through quantitative descriptive comparative design, the evaluation, experiences, and behaviors of university teachers across different areas of specialization were compared between transformational leadership and teacher innovation. This study was anchored on the elements of transformational leadership theory specifically the intellectual stimulation element of transformational leadership theory which was focused on innovation. Results revealed that teachers’ assessments regarding perceptions of transformational leadership “expects excellence” was more evident than “respect others.” While teachers’ innovative work behavior was generally average, teaching content was viewed as most favorable, and challenges/issues were the least. Since transformational leadership was positively correlated with the assessment of the innovative work behavior of teachers, recommendations were noted in designing the enhancement plan for university teachers to strengthen the link.

SỬ DỤNG CÂY QUYẾT ĐỊNH ĐỂ XÂY DỰNG CÔNG CỤ ĐÁNH GIÁ KẾ HOẠCH BÀI DẠY NHẰM PHÁT TRIỂN NĂNG LỰC HỌC SINH

This study explores the application of decision trees - a machine learning technique in the development of a tool for evaluating lesson plans. This is a new approach to conducting educational evaluation tools. The goal is to enhance the lesson design skills of student teachers and instructors through self-assessment and adjustment of their lesson plans. Decision trees are used to simulate the decision-making process, providing accurate and consistent evaluations of the descriptions of appropriate teaching aids and materials in line with educational objectives. The paper describes the construction of a teacher's lesson plan evaluation tool with six criteria, and the initial use of this tool to improve the quality of lesson plans for teachers and student teachers. Initial results indicate that the ability of student teachers and instructors to construct application activities and articulate objectives has been enhanced.

ENGLISH LANGUAGE IN PUBLIC SCHOOLS

The teaching of English, historically centered on structural paradigms, faces challenges with the rise of digital technologies in social interactions. Augmented Reality (AR), by integrating virtual elements into real environments, offers transformative potential. The present work, "English in Public Schools: Augmented Reality Applications and Social Language Practices," explores the integration of AR in English language classes. Based on teacher plans in Sergipe, data from a teacher training course conducted in 2021 are analyzed through Freeman's Teacher Research (1998). Results highlight the potential of augmented reality in public English teaching, emphasizing the importance of teacher training courses in the effective implementation of educational technologies.

The Impact of the Pirie-Kieren Theory on Developing Fraction Understanding in Third-Grade Students

This study aims to examine the impact of applying the Pirie-Kieren theory to enhance third-grade students' understanding of fractions in Kosovo. Fractions are a foundational concept in mathematics, essential for both mathematical competency and general education. However, comprehending fractions remains a major challenge for students, educators, and parents worldwide, including in countries with well-established traditions in mathematics education. By incorporating the Pirie-Kieren theory into the design of instructional programs and textbooks, the content is structured in a coherent and logical progression. This method ensures that each learning unit builds on previously acquired knowledge, thereby transforming present learning into a strong foundation for future understanding. In Kosovo, where the introduction of fractions begins in the third grade, our study utilized an experimental design with a control group, involving a total of 148 students - 80 from experimental classes and 68 from control classes - across three schools in different regions. We started by conducting a detailed analysis of curriculum components and textbooks related to fractions, identifying several didactic-methodological shortcomings, including disorganized content, inadequate visual representations, and material that was not age-appropriate. In the experimental phase, we created detailed lesson plans for teachers and worksheets for students in the experimental groups, ensuring they were in accordance with the principles of the Pirie-Kieren theory. These materials were refined with input from experts and reputable organizations such as UNESCO, the State Department, NCTM, and OECD. The study also designed a specialized test to evaluate outcomes in both the experimental and control groups. The results were analyzed using various statistical methods to compare the performance of the two groups. The study findings reveal that teaching and learning fraction-related content through the Pirie-Kieren theory/model is significantly more effective than traditional instructional methods.

A A corpus-based study on the use of cohesive devices in the lesson plans of pre-service teachers

This study explores the use of cohesive devices in lesson plans (LPs) prepared by pre-service teachers across various subjects, specifically focusing on English, Math, and Biology majorships in a state university in the Philippines. The research highlights the prevalent use of personal references among English pre-service teachers, who favor the word "you" for its role in maintaining a second- and third-person perspective. In contrast, Math and Biology pre-service teachers predominantly employ nominal substitutions and conjunctions to enhance coherence in their LPs. The study also notes the absence of ellipsis in the analyzed LPs and identifies the predominant use of nominal substitution and extension conjunctions across subjects. By comparing the frequency and types of cohesive devices used, the research underscores the variations in linguistic strategies employed by pre-service teachers of different disciplines. The findings suggest a need for greater awareness and training on the effective use of cohesive devices to improve lesson planning and instructional clarity.

Research on the Construction of Innovative Model of Integrated Teacher Education in Island under the Background of 'Strong Teacher Plan' - A Case Study of Zhanjiang City

Research on the Construction of Innovative Model of Integrated Teacher Education in Island under the Background of 'Strong Teacher Plan' - A Case Study of Zhanjiang City

가르침에 대한 중국 유아교사의 개념도 분석

This study aimed to analyze the teaching concepts of Chinese early childhood teachers using concept map analysis. Twelve teachers were selected to generate and categorize focus statements, while 110 teachers rated the importance of these concepts. The analysis revealed 52 key statements, categorized into dimensions of ‘Essence-Method’ and ‘Content-Relation’ and further grouped into seven types, including ‘teacher's planning and practice,’ ‘children's learning,’ ‘interaction with learning,’ ‘environmental support,’ ‘teacher's guidance,’ ‘variety based on standards,’ and ‘sustaining children's interest.’ The study found that ‘sustaining children's interest’ concepts were rated as highly important, while ‘teacher's planning and practice’ concepts were considered less significant. These findings provide a comprehensive and in-depth understanding of the current perceptions of teaching among Chinese early childhood teachers and offer insights for teachers to reflect on their educational practices.

Deciding on “next steps” together: Using progress guides to better differentiate feedback for all in diverse middle school math and science classrooms

While researchers and practitioners have long known that differentiating formative feedback (FF) is a requisite for creating more equitable learning opportunities for students, less is known about how teachers plan for, enact, and reflect on differentiated FF dialogues with students individually, in small groups, or as a whole class—a lens on practice we refer to as “configurations”. This empirical, qualitative case study used a new FF framework to explore how middle-school math and science teachers engaged in FF dialogues with students in different configurations, modalities (written, spoken, nonverbal feedback), and directionalities (teacher-driven, peer-to-peer-driven, self-driven feedback). Findings from analyses of classroom videos, transcripts, and reflections on the use of criterion-referenced assessment tools, including a tool called a “progress guide”, found participants engaged in differentiated FF conversations with students more frequently when using scaffolds/tools. Teachers reported more confidence when using progress guides to launch one-on-one and small-group discussions of “first-draft” responses to tasks. The use of progress guides in student-driven self-assessment protocols also increased teachers’ sense of self-efficacy in providing differentiated feedback during class time. Results showed that equity-oriented feedback exchanges in high-needs schools centred on visible boundary objects such as progress guides helped teachers and students plan “next steps” with purpose and intention.

Challenges in pre-service teachers’ reflective practice

Reflective practice is evident in how pre-service teachers plan, design, implement, and evaluate their teaching approaches. Engaging in reflection can help pre-service teachers appreciate the value and passion for teaching, which is reflected in their professional practice. However, students often encounter challenges when writing reflections. This article explores the difficulties associated with reflective activities and suggests ways to enhance reflective practices.

THE EFFECT OF LESSON STUDY ON THE EFFECTIVE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION: RESULTS OF RESEARCH ON SECONDARY SCHOOL STUDENTS IN GREECE

The main purpose of this paper is to present the results of the research, which aimed to investigate the effect of lesson study on the way teachers plan, implement, and understand differentiated instruction in the context of teaching the Modern Greek language course of 2nd class of the Lyceum. The research was qualitative and in the context of its implementation, grounded theory data collection and analysis techniques were used. The research was carried out in three schools in two municipalities of Eastern Attica, with the participation of four teachers and eighty students in a lesson study cycle. Data were collected before, during and after the lesson study cycle and included classroom observations, interviews of participating teachers, protocols for planning, observing, revising and reflecting on the research lesson as well as transcripts of teacher meetings and the teaching of the research lesson, diaries, which were kept during the implementation of the lesson study, students' assignments as well as their interviews after the teaching. The results of the research showed that lesson study helped teachers to develop flexibility in planning their teaching, encouraged them to implement new differentiation strategies and techniques, and pushed them to manage differentiation actively and successfully implement it, addressing the needs of students and the challenges of teaching, influencing their existing beliefs and practices. In addition, from the research, it emerged that the teachers' goals for the lesson study were realized, as well as the teachers planned the learning goals of the research lesson and created activities for formative assessment.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0762/a.php" alt="Hit counter" /></p>

The Implementation of Senior High School Alternative Learning System: Basis for a Proposed Professional Development Plan for Teachers

The study assessed the Alternative Learning System (ALS) in Bulacan, focusing on learning delivery, resources, environment, and assessment to propose a professional development plan for teachers. Utilizing a mixed-methods approach, data were collected from 342 ALS implementers and learners through surveys and interviews. Findings revealed a diverse teacher demographic, predominantly female and single, with most having less than five years of experience and no recent seminar attendance. Most teachers held Bachelor's degrees, with some possessing Master's degrees, and a majority had passed the LET exam. Respondents rated ALS implementation as “fully implemented,” except for learners who rated the learning delivery and learning resources as “implemented”. As for significant differences among the respondents, ALS implementation has no significant differences among the four learning domains. Challenges included limited interaction, ineffective communication, curriculum mismatches, resource constraints, and high workloads. Overall, there was consensus on ALS implementation across respondent groups, highlighting strengths and areas needing improvement to enhance the program's effectiveness and teacher support. To effectively address the challenges the ALS program faces, it is essential to enhance instructional delivery through increased face-to-face interaction between students and teachers, alongside providing targeted training on ALS pedagogy for educators. Developing effective learning materials, ensuring adequate facilities, creating a separate ALS curriculum, and establishing clear assessment policies will help minimize distractions, support student engagement, and improve overall learning outcomes.

Acceptance of artificial intelligence in education: opportunities, concerns and need for action

The spread of AI text generators such as ChatGPT in education has reached an enormous reach in a short period, which has led to various questions regarding the acceptance of artificial intelligence among teachers and student teachers. This study examines the acceptance of AI among teachers and student teachers. In particular, it considers crucial aspects for planning teaching and teacher training. The results show that despite fundamentally positive attitudes towards AI applications, there are concerns regarding data ethics and legal standards. The correlation between the intention to use AI and trust in AI is significant. The findings should help gain a more comprehensive understanding of the acceptance of AI in the education sector and help teachers plan training and further education accordingly.

Challenges of teaching skills (student teachers) in the kindergarten practical education process from their perspective

Practical education is a significant part of the educational and psychological tools represented by vision and practice. This has a positive impact on teacher preparation The second semester is devoted to practice in kindergartens, lasting six weeks. This is a real training opportunity for student teachers to demonstrate their skills and learn many teaching and kindergarten skills that will become a teaching experience in the future. The aim of this study is to identify the obstacles of student teacher teaching skills in the process of practical education in kindergartens in central Sulaimani, all of which were female. Utilizing a descriptive research method, the researcher employed a measurement tool consisting of 33 items categorized into six areas to identify obstacles to teaching skills among basic education students. The research sample comprised 82 student teachers. Statistical treatment of data was conducted using the SPSS program, facilitating the analysis of collected information and percentage weight. Finally, the researcher came to several conclusions: Level of obstacles to teaching skills Practical education among teacher students is generally high. The field of teaching materials, educational supervisors and kindergarten staff is generally at a weak level among student teachers, but the fields of planning, personality and teaching methods of teachers are at a high level.

A collaborative approach to help future teachers plan their teaching: the Prep.AR tool

ABSTRACT The planning of lessons holds a significant place in the training of future teachers, but it also presents various challenges, such as the integration of innovative pedagogical practices advocated in the training programme and the resulting cognitive overload. Differences among trainers regarding preferred practices create uncertainties for prospective teachers. To address these issues, we conducted a collaborative three-year research project. The group, dubbed GCEO, consisted of trainers, teachers, students, and researchers. The research led to a consensus on the practices to be incorporated into teacher training, while recognising the diversity of perspectives and contexts. This consensus, following the research-development principle, materialised through the co-construction of a tool to guide future teachers through the planning stages. We’ve called the tool, Prep.AR. Prep.AR is an acronym that stands for Prepare Action Reflection. It contains various parts. These parts are part of a whole that considers all planning to be based on three types of knowledge: the context, the classroom environment and the learners themselves. Although the tool represents a significant advancement, challenges remain, including its adaptation to different educational contexts and the assessment of its actual impact. Nevertheless, the collaborative approach adopted establishes a crucial link between theory and practice in teacher education.

Mathematics teachers' opinions about their professional development and lesson planning: Lesson study perspectives

The lesson study is a teaching model that emerged from the needs for teachers’ developments in their professions in Japan. This method allows teachers to work collaboratively in line with some common goals, (i) to plan their lessons, (ii) to eliminate their professional deficiencies, and (iii) to gain different perspectives by contributing to their professional development. In this context, the aim of the study is to determine elementary school mathematics teachers’ opinions on how the lesson study activities contribute to their professional developments. In addition, determining how teachers plan the lessons with respect to lesson study activities is another goal of this study. The method of the research is action research, which is one of the qualitative research methods. The study, carried out in the form of three lesson cycles, was completed in six weeks. Content analysis method was used to analyze the data in this study. The coding process of the data is based on constant comparison method. The research results indicated that the collaboration among mathematics teachers using the lesson method contributed to their professional development in various ways, and that teachers prepared lesson plans by paying attention to different factors related to geometry lesson before instructions. Consequently, some suggestions were made on the results obtained.

Retention of teachers in special education schools and special education classes: The importance of social support and psychological empowerment

AbstractThe current study examined what makes special education teachers remain in the profession. We will examine this, uniquely, separately among teachers in special education schools versus special education classes in general education schools. Participants were 212 special education teachers in special education schools and 257 in special education classes. Teachers completed questionnaires on social support, psychological empowerment, job satisfaction and future occupational plans. Results revealed significant associations between social support, psychological empowerment, job satisfaction and teachers' future plans. In addition, teachers in special education classes experienced lower levels of perceived social support and psychological empowerment compared to those in special education schools. A non‐significant moderation effect was found for the association between social support, psychological empowerment and satisfaction, with the occupational plans of teachers in both contexts. These findings demonstrate the importance of providing support for and strengthening the sense of psychological empowerment of special education teachers, particularly those who teach in special education classes in general education schools.

L1 LESSON PLANNING: INVESTIGATING THE EXPERIENCES, PRACTICES, AND PERSPECTIVES OF GREEK TEACHERS

The aim of this research is to investigate the extent to which Greek primary school teachers plan the L1 (first language) lesson, the teaching approaches they use as well as the teachers’ opinions regarding ways to strengthen the students’ interest in the lesson. For this purpose, an individual questionnaire was created and distributed to teachers at primary schools in order to research the way in which they plan the L1 lesson and the criteria they use for the selection of the teaching objectives and teaching content. The analysis of the data obtained shows that teachers plan their lessons based on the everyday life and the needs of their students and, to a lesser extent, on the teaching objectives of the Curriculum. The inclusion of both their teaching identities and those of their students is considered an important factor in lesson planning. Digital literacy, constructive collaboration, interdisciplinarity and experiential learning emerge as crucial aspects that contribute to strengthening the students’ involvement in language learning.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0701/a.php" alt="Hit counter" /></p>

School-Based Professional Development (SBPD) Model: School Principals' Opinions and Suggestions

The School-Based Professional Development (SBPD) Model is a program developed by the Ministry of National Education (MoNE) to address the individual and professional needs of principals and teachers by providing them with specific competencies. The Regulation on In-Service Training for Ministry of National Education Personnel, published by MoNE in 2022, introduced three new approaches: School-Based Professional Development, Professional Development Communities, and Teacher Mobility Program. School-based professional development activities have recently gained importance as a crucial component of the in-service training plan for teachers. Given that school principals are primarily responsible for planning and implementing these practices in schools, it is important to consider their opinions, suggestions, and needs in the process. This qualitative research involved in-depth interviews with 18 school principals using a semi-structured interview format, and data analysis was conducted using content analysis. The results indicated that school principals generally viewed the SBPD Model positively and expressed a need for expanding its implementation.