Teaching Profession Research Articles

Sometimes a science, sometimes an art: Cross-institutional collaboration to create an institutional language of transferable skills

This article proposes two models and four principles for creating taxonomies of transferable skills that reflect and enable cross-institutional partnership between academic and professional services colleagues. Such language or taxonomies provide a shared focus for all institutional stakeholders in support of students’ development and future employment outcomes. An anonymised UK university case study demonstrates the models and principles in practice through a cross-institutional collaboration between the Careers Service, other student services teams, and academic departments. Universities, subject/programme teams, academics, careers services, extra-curricular programme teams, and teaching and learning professionals can use the principles and models in this article to create transferable skills taxonomies for their students that can be owned by all university stakeholders, and are relevant to the graduate workplace.

The Influence of Teacher Professionalism on the Alignment between Syllabus Content and Classroom Instruction: A Case Study of Selected Secondary Schools in Mvomero District, Tanzania

This study determines the impact teachers’ professionalism on alignment between syllabus content and classroom instructions. Syllabus alignment is critical in ensuring that the content taught in classrooms meets educational standards and prepare students for assessments. Effective alignment guarantees students receive a coherent education and teachers can deliver lessons that support learning goals. The topic is significant as it explores how teachers’ skills, knowledge, and professional conduct directly influence the accuracy and effectiveness of teaching, which is essential for improving educational outcomes and policy development, The study adopted a case study research design using a qualitative approach for data collection and analysis. The study was conducted in the Mvomero District in the Morogoro region in Tanzania, and the target population was all biology teachers. The study used simple random sampling to select schools and purposive sampling techniques to select respondents. The study collected data from 19 teachers using semi-structured interviews, classroom observation, and documentary review. Findings revealed that teachers’ professionalism impact the alignment between the syllabi and classroom instructions. It is recommended that the government should enroll the students according to their learning environment. It is also recommended that the government plan for in-service training for teachers to be conducted several times. Moreover, teachers should take the initiative to develop creative solutions in their classrooms to facilitate learning.

ECONOMIC ACTIVITY OF THE UKRAINIAN PEOPLE AS A CONTINUOUS PROCESS OF DEVELOPMENT OF ENTREPRENEURIAL COMPETENCE IN THE HISTORICAL AND PEDAGOGICAL CONTEXT

In the scientific research the analysis of the economic activity of Ukrainians and their motivation for entrepreneurial activity in the historical and pedagogical contexts has been conducted. The authors have identified the factors influencing the formation of entrepreneurial initiative of modern Ukrainians, determined the reasons for their demotivation in engaging in entrepreneurship, highlighted the historical factor, which has a significant impact on the economic behavior, motivation, and self-motivation of Ukrainians. The article emphasizes the importance of incorporating an economic component into the training programs of future professional (vocational) education teachers, the necessity of developing their entrepreneurial competence, the need to enhance motivation and self-motivation for entrepreneurship.The study concludes that the entrepreneurial activity of the Ukrainians represents a continuous process of developing entrepreneurial competence. The authors propose considering the historical factor when designing national strategic programs, both during the current wartime period and in the post-war recovery phase for maintaining business activity within small and medium-sized enterprises. They substantiate the need to include an economic component and implement a motivation system in the training programs for future professional education teachers, who initially serve as recipients and later as providers of educational services. The necessity of integrating a motivation system and entrepreneurial practice into these programs has also been demonstrated for fostering the development of entrepreneurial competence, increasing motivation and self-motivation for entrepreneurship, enabling these future teachers to implement entrepreneurial competence in their subsequent work.

Exploring the mediating role of teacher identity between professional learning community and teacher resilience: evidence from Eastern China

Promoting teachers’ long-term professional growth is a critical problem in teacher education. Professional learning communities have a long-term, positive impact on teacher development, while teacher resilience gives drive for long-term improvement. However, little research indicates how professional groups indirectly affect teacher resilience through their identity, which has consequences for long-term teacher development. After adjusting for demographic characteristics, a recent survey of 2815 primary and secondary school teachers in East China discovered that professional learning communities strongly predict the formation of teacher resilience. This study explores the relationship between professional learning community and teacher resilience by establishing a multi-mediating model, and confirms the mediating role of each dimension of teacher identity. Based on these results, facilitating sustainable professional development requires constructing strong professional learning communities, nurturing teacher identity, and enhancing positive emotions and resilience. Further research should explore how specific activities within communities and forms of teacher support develop resilience over time while accounting for contextual factors. Investigating mechanisms underlying the relationships between communities, identity, emotions, and sustained growth can inform policies and programs aiming to promote long-lasting teacher development.

Equipping New English Graduates for Professional Teaching Careers: A Strategic Preparation Program

This research aims to explore the critical preparations necessary for fresh graduates to effectively engage in a professional teacher program, focusing on identifying specific challenges and enablers within this process. Employing a case study design, this research leverages qualitative interviews to capture in-depth perspectives from participants, enabling a nuanced exploration of the complexities involved in preparing for professional teacher programs. The research involved interviewing six professional teachers, including three who have participated in the in-service Professional Teacher Program (PPG) and three who have undergone the pre-service PPG. These teachers represent five different districts, which enhances the validity and generalizability of the findings. The selected participants are educators who have completed their professional teaching certification within the past three years, ensuring that the insights gained are current and relevant. The research identified six major themes: infrastructure challenges, health considerations, family support, technology mastery, financial constraints, and teacher qualifications. These themes emerged from the interviews and reflect the diverse experiences and obstacles faced by teachers in preparing for and undergoing professional development. This study provides actionable insights and can also inform the refinement of strategies for both preparation and development of targeted support systems for prospective teachers, which ultimately enhance the effectiveness of professional teacher programs for the present and the future. This study provides information that education with a well-planned and effective system can encourage better student quality and ability.

Teachers’ Quality and Students’ Academic Performance in Osun State Public Senior Secondary Schools, Nigeria

Effective and efficient quality of teachers improves the level of students’ academic performance. This study investigated teachers’ quality and students’ academic performance in Osun State Public Senior Secondary Schools, Nigeria. The objectives of this study were to establish the relationship between teachers’ academic qualifications; teachers’ years of teaching experience; teachers’ professional qualifications and teachers’ exposure to in-service training and students’ academic performance in Osun State Public Senior Secondary Schools. The study adopted a descriptive survey of correlational type. Three hundred respondents were used for the study. Teachers’ Quality Questionnaire” (TQQ) and Students’ Academic Performance Proforma (SAPP) were used for data collection. Five research questions were raised and answered to guide the study's conduct using descriptive statistics of frequency and percentages. Five research hypotheses were formulated and tested using inferential Pearson Product-Moment correlation statistics at 0.05 significance level. Findings showed that teachers’ quality has a positive and significant relationship with students’ academic performance in Osun State Public Secondary Schools, Nigeria. Based on the findings, it was recommended among others that; school management should ensure that teachers yet to register as professionals should be encouraged to do so. This will enable teachers to register with the Teacher Registration Council of Nigeria (TRCN) and be identified as qualified teachers also endeavours to motivate teachers to attend educational conferences to improve their teaching skills to be effective and efficient.

Practitioner architects who teach design: evaluative judgement and identity

PurposePractitioner architects who teach design move between their professional practice and teaching, and these different work contexts and cultures shape their identity. When teaching, they need to self-regulate in order to perform independently and develop their teaching. This paper discusses what practitioner architects who teach design say they do in design studios, their conceptions about roles in design studios, how they develop their ability for evaluative judgement and shape their identity.Design/methodology/approachThis study employs case study methodology. It relies on data collected via semi-structured interviews and focus group discussions. The audio recordings were transcribed and analysed by identifying persistent words, phrases and ideas that were grouped into themes. Each “idea” is drawn from terms used by participants (e.g. characterising aspects of their practices) and researchers’ interpretations and/or based on existing ideas (e.g. found in the literature). The “theory of practice architectures” is employed as a framework of analysis to investigate what professional architects who teach design say they do in studios and their conceptions of their roles, design teaching and development of teaching expertise.FindingsFindings show that practitioner architects who teach design employ evaluative judgement to provide constructive feedback to students and monitor the quality of their own projects. They also use evaluative judgement to assess the quality of their own teaching and hence self-regulate their professional development as design educators. Participants do not identify as teachers; rather their identity is firmly rooted in professional practice.Originality/valueThe study focuses on practitioner architects who teach design and explores how they develop their ability for evaluative judgement and shape their identity through the lens of “theory of practice architectures” which offered a comprehensive view of practices as encompassing conceptions, intentions, actions and outcomes.

The Implementation of Human Resource Management in Improving Teacher Professionalism at MadrasaJunior High School

The Implementation of Human Resource Management in Improving Teacher Professionalism at MadrasaJunior High School

Research on the Cultivation of Innovative Talents for Professional Undergraduate Finance Majors from the Perspective of Digital Economy

Along with the arrival of the digital economy, the country’s financial industry ushered in the development of the “golden period,” under this background financial services, technology and others continue to optimize and perfect. To meet the needs of social development, the relevant positions need a large number of high-quality, skilled financial professionals, but the current personnel training model has been unable to achieve the established goals. Therefore, in the context of the new era, vocational colleges need to deeply analyze the new requirements of the digital economy on the ability of professional talents, then discuss the restrictive factors existing in the current training of professional talents, and put forward effective reform measures to improve the quality of talent training and effectively deepen the reform of professional teaching.

A PROFISSIONALIDADE DOCENTE NA PERSPECTIVA INCLUSIVA NA EDUCAÇÃO SUPERIOR

This article aims to explain teaching professionalism from the perspective of inclusive education in the context of higher education, establishing dialogues with the Theory of Social Representations (TRS). In this work, we adopted a qualitative approach, through an exploratory and bibliographical study, whose content sheds light on why the perceptions, senses and meanings of university teachers, around their professionalism for inclusive education, comprise a relevant phenomenon of social thickness, decisive to be considered when idealizing a pedagogical practice that materializes the social and educational ideals of education from an inclusive perspective, in the context of a higher education institution. The research was carried out on a national and international scale in the SciELO, Web of Science, SCOPUS and Digital Library of Theses and Dissertations databases, in a time frame from 2017 to 2023 and adopting the areas of Social Sciences, Education, Arts as search criteria. and Humanities and the following key words: teacher training, continuing training, inclusive education, people with disabilities and higher education. The results indicated a fertile field of studies, given the incipient productions around the nexus of teaching professionalism and inclusive education, particularly in the context of higher education.

Scientific Article Writing Training for Teachers of State Elementary School 2 Liligundi

The purpose of this training activity is to improve the understanding and skills of teachers at SDN 2 Liligundi in writing scientific articles. The number of participants in this training is 10 people. This training activity will be carried out using a face-to-face method. The data collection method used to measure the success of this training is the training assignment method and questionnaire. While the data analysis method used is the quantitative descriptive data analysis method. The indicator of the success of this training is the increasing ability of teachers at SDN 2 Liligundi in compiling scientific articles, especially scientific articles from research they have conducted at school. The results of this training are to improve the understanding and skills of teachers at SDN 2 Liligundi in writing scientific articles, especially scientific articles sourced from Classroom Action Research that has been carried out by teachers. It can be concluded that the scientific article writing training activity for teachers at SDN 2 Liligundi has gone very well and is beneficial for improving teacher professionalism in compiling scientific articles.

The Effectiveness of Teacher Professional Development Program on Classroom and Behavior Management: A Systematic Review

Aim. This study aims to investigate the effectiveness of teacher professional development programs in enhancing classroom management and student behaviour control. Methods. Conducted through a systematic review, this research examines empirical studies published between 2016 and 2022. The focus is on evaluating the impact of professional development programs on teachers' abilities in classroom management and behaviour control. Results. The findings of the study reveal a positive correlation between participation in professional development programs and improvements in classroom management and behaviour control. Specifically, teachers' knowledge and skills in these critical areas are enhanced through such programs. Furthermore, the research demonstrates positive effects on student performance and achievement as a direct result of improved classroom management. Conclusion. This study contributes to the existing body of knowledge by providing empirical evidence of the effectiveness of teacher professional development programs in enhancing classroom management and student behaviour control. By synthesising findings from multiple studies, the research adds depth to our understanding of the relationship between professional development and teacher performance.

APLICAÇÃO DO MÉTODO DAS DISTÂNCIAS MÉDIAS DOS CANAIS RGB NA CLASSIFICAÇÃO DE AMOSTRAS COM MAIS DE UM TIPO DE GRÃO

O Brasil é o maior produtor e exportador de café do mundo, sendo a espécie arábica a mais produzida. A classificação desses grãos permite comercializar um produto de qualidade, identificando possíveis defeitos como a presença de grãos pretos, verdes ou ardidos, responsáveis por trazer prejuízos sensoriais à bebida e reduzir seu valor comercial. O uso de sistemas de visão computacional são alternativas para melhoria de processos dentro da indústria de alimentos, sendo o processo de classificação de alimentos uma das diversas possibilidades. O objetivo do trabalho foi desenvolver um programa de processamento digital de imagens aplicável ao processo de inspeção visual automática da qualidade de grãos de café arábica, quanto aos defeitos por cor. Para tal, foi realizada a aquisição de imagens adquiridos da Indústria & Comércio Café Ouro Verde LTDA, Garanhuns-PE, utilizando máquina fotográfica Nikon 5200 e aparelho celular iphone 7 e iluminador LED circular de 8 polegadas Ring Light, a fim de manter a constância de luz. O processamento de imagens foi realizado a partir da elaboração de um código a partir da plataforma Matlab®. Os grãos foram classificados de acordo com o valor da menor distância média entre os pixels dos canais RGB das imagens teste com as imagens padrão. O código utilizou o método das distâncias médias dos canais RGB (Red, Green, Blue), onde foram utilizadas quatro imagens padrão, referentes aos grãos sadios, pretos, verdes e ardidos e 60 imagens teste. O código conseguiu classificar os grãos com alto valor de acurácia. No entanto, entre os grãos ardidos a acurácia foi de 73,3%, devido à classificação de quatro imagens que foram identificadas como sendo grão verde. O método das distâncias médias dos canais RGB mostrou-se eficaz na classificação dos grãos de café arábica e pode ser utilizado para determinar se o café analisado se encontra dentro dos padrões preconizados pela legislação, ao fazer a análise grão a grão, necessitando apenas de uma boa iluminação e posição da câmera no momento de aquisição das imagens, de modo a evitar interferência por sombras.

Leveraging co-teaching in pre-service teacher education to enhance classroom management skills of pre-service teachers in China: effects and implications

PurposeThis study examines the impact of a novel co-teaching approach, involving collaboration between university instructors and school teachers, on pre-service teachers’ (PSTs) understanding of classroom management skills, addressing the practical challenges that often exceed the university classroom’s scope.Design/methodology/approachUsing a pooled cross-sectional dataset of 513 students from a Chinese teacher training university, the study employed descriptive statistics, factor analysis and ordinary least squares (OLS) regression analysis. Focus group interviews were also conducted to explore the mechanisms underlying the co-teaching impact.FindingsThe co-teaching team effectively integrates theory with practice, enhancing student engagement and learning outcomes. Most students appreciated the co-teaching format, which positively correlated with their recognition of classroom management and the teaching profession. The success of co-teaching was linked to the authenticity brought by school teachers, including exposure to real-life cases that encouraged PSTs to actively solve educational problems.Practical implicationsPre-service teacher education benefits from university-school collaboration. Inviting experienced school teachers to co-teach in university classrooms offers an efficient instructional approach, improving students’ learning experiences with less time and effort.Originality/valueThis study empirically demonstrates the utility of co-teaching in pre-service teacher education, particularly within China, enriching the literature on school-university partnerships.

What are we inducting teachers of Color into? Disrupting race-evasiveness to create responsive professional development and mentoring policies and practices

Professional development and mentorship are key supports designed to facilitate growth and acclimation to the teaching profession as well as foster the stability and success of new educators. However, both fields of study have been occupied by a normalization of whiteness and white teachers, which often neglects the experiences, perspectives, and needs of teachers of Color. As we attempt to diversify the teaching force, it is important to understand how teacher professional development and mentorship can be responsive to teachers of Color. In this article, we review literature on teacher professional development and teacher mentorship for and by teachers of Color. Through the lens of our analysis, we explore limitations in current policy, and provide case study examples of how to serve teachers of Color. We also offer policy recommendations that can better guide racially literate and culturally sustaining professional development and mentoring practices, so teachers of Color can grow, thrive, and positively impact schools towards the goals for which they are being recruited.

Collaborative strategies for designing employability curriculum in a liberal arts context

In Australian higher education, the push for curriculum innovation to enhance graduate employability is crucial but faces contention and debate. While the importance of integrating employability skills is widely recognised, perspectives on how and whether to incorporate these as curricular objectives vary, especially in liberal arts programs. This paper explores a multidisciplinary academic team’s experiences of embedding employability units into the Bachelor of Arts and undergraduate Communication and Creative Arts degrees at one Australian university. It addresses the challenges of diverse disciplinary perspectives on employability, career education, and work-integrated learning (WIL), and the design for a diverse student cohort, including career starters, career advancers, and career changers from multiple disciplinary contexts. Utilising Tuckman’s ‘forming, storming, norming, and performing’ model, the paper evaluates the team’s dynamics, offering insights and guidance for academics and institutions undertaking similar curriculum innovation projects to enhance graduate employability. This case study highlights the institutional support necessary for fostering sustainable curriculum reforms and the positive effects of collaborative curriculum design on the professional development and teaching capabilities of the educators involved.

Gender role shift: implications for balancing work and family responsibilities among female primary school teachers in Nigeria

ABSTRACT This cross-sectional survey of 1498 married female primary school teachers in Enugu state, Nigeria was used to investigate the association between work-family conflict and shifted gender roles. Gender role shift was measured as female breadwinning and shared house chores roles with husband/partner. Pre-validated work and family conflict scale, and a structured questionnaire were used for data collection. Cronbach’s alpha reliability coefficients of the instruments were 0.913 and 0.871 respectively. Data were analysed using IBM-SPSS version 23, using percentage and listwise binary logistic regression. The results showed that 37.2% of the women were family breadwinners and 18.2% reported that they shared house chores with their husbands/partners. Work-family conflict was found to be 21.6% prevalent. Being a breadwinner increased the odds (OR > 1.00) of work-family conflict, while shared responsibility for household chores decreased the odds (OR < 1.00) of work-family conflict. Breadwinners had higher odds (OR = 4.77; CI = 2.61 - 8.73) of work-family conflict than non-breadwinners. Women whose partners shared in-house chores were less likely (OR = 0.31; CI = 0.20- 0.51) to experience conflict. Gender role shift, therefore, has implications for work-family imbalances among women in the primary school teaching profession in Nigeria.

The English Teaching Style in the Merdeka Curriculum Realized through Professional Development

The purpose of this research was to investigate English teaching styles in the Merdeka Curriculum realized through professional development. The method used was a qualitative research method with a case study design. The instrument in this study is an observation of learning videos when in-service PPG students conduct PPL. The researcher found several teaching styles used by English teachers in their learning in class such as facilitator, delegator, formal, and expert teaching styles. However, whatever teaching style the teacher uses must be by the students' learning style. This research concluded that English teachers who took part in the in-service teacher professional education (PPG) program got significant improvements and teacher skills in applying teaching styles and teaching methods were more interactive and in accordance with the principles of the Merdeka Curriculum.

Why Do You Want to Be a Teacher? A Natural Language Processing Approach

Heightened concerns about the health of the teaching profession highlight the importance of studying the early teacher pipeline. This exploratory, descriptive article examines preservice teachers’ expressed motivation for pursuing a teaching career. Using data from a large teacher education program in Texas, we use a natural language processing algorithm to categorize into topical groups roughly 2,800 essay responses to the prompt, “Explain why you decided to become a teacher.” We identify 10 topics that largely reflect altruistic and intrinsic (although not extrinsic) reasons for teaching. The frequency of topics varied substantially by preservice teacher gender, race/ethnicity, and certification area. Intrinsic enjoyment of teaching and experiences with adversity predicted higher clinical teaching performance and lower attrition as a full-time teacher.

Voicing expertise: Exploring strategic use of vowel variants in the English pronunciation of Chinese language instructors

AbstractAccent often carries social implications and can serve as an identity marker, reflecting how speakers perceive themselves and how they wish to be perceived by others. This study employs a variationist approach to examine the agency of Chinese English language teachers in negotiating their professional identities through accent. Instead of a loose association between identity and accent, detailed sociophonetic analyses reveal that these teachers construct desired self‐representations through the strategic use of linguistic resources. Findings indicated that participants’ perceptions of the relationship between teacher qualifications and native‐like/first‐language‐influenced English accent can predict their pronunciation patterns. Relating to how they perceive nativeness and professional identity, participants’ use of robust DRESS–TRAP nuclei and larger tongue movements in MOUTH and PRICE can be interpreted as strategies to distance themselves from a “non‐native” identity, which is often stigmatized within the language teaching community. The utilization of stylistic resources allows participants to construct a professional teacher persona and signify expertise in language teaching.