Teacher Research Research Articles

하늘고등학교 학교조직기술 활용에 관한 사례 연구

The purpose of this study is to analyze cases of the use of school organizational technology at Haneul High School based on four types of organizational technology proposed by Perrow: daily technology, artisan technology, engineering technology, and non-routine technology. According to the school management policy based on the principal's educational philosophy, Haneul High School used school organizational technology for each type of organizational technology proposed by Perrow to improve the quality of teaching and learning centered on the student career-selective curriculum.
 The results of the case analysis on the use of Haneul High School's school organizational technology are as follows. The first is the use of routine technology. 1) The classroom tour, 2) the sound of bells during class, and 3) the operation of the Morning Spark program were organized into regular routines. The second is the use of craft technology. 1) Starting with the perception of the class, 2) the class consulting system, 3) the class survey and awards for class reflection, 4) the principal and the staff for curriculum reflection, and 5) the Teacher's Research Forum (TRF) for educational reflection were continuously operated. Third, it is the use of engineering technology. 1) (Standard) The Diploma system (graduation certificate) was operated as a certified engineering technology area, 2) the CNSA-net operation as an information engineering technology area, and 3) the curriculum-friendly school space was designed as an architectural engineering technology area. Fourth, it is a nonroutine technology. For the smooth operation of the school organization structure, the "consultation system for communication and decision-making" was operated. As such, school organizations need to reasonably utilize school organizational technology based on the types of organizational technology (routine technology, craft technology, engineering technology, and nonroutine technology) according to the characteristics of the task.

Pendampingan Penulisan Penelitian Tindakan Kelas (PTK) Guru Sosiologi di Musyawarah Guru Mata Pelajaran (MGMP) Sosiologi DKI Jakarta

The Community Service (PkM) activities that will be carried out with the Jakarta State University grant for the 2023 fiscal year depart from the road map of the research and community service program as an implementation of the tridarma of higher education at Jakarta State University related to the field of education, especially the development of teacher professionalism and the road map of the Sociology Education study program which aims to assist in writing class action research (PTK) for sociology teachers who are members of the DKI Jakarta subject teacher deliberation (MGMP). Through teacher communities such as MGMP, teachers can use it to improve the quality of teaching from preparation to evaluation and quality improvement through class action research. However, the problem that is currently present is that there are still few teacher communities that utilize the forum to improve their teaching capacity, one of which is experienced by teachers in the DKI Jakarta MGMP Sociology community. Therefore, in this community service activity, training on classroom action research will be carried out to improve the quality of learning by sharing experiences and knowledge related to classroom action research. This community service activity is in partnership with the Education Office and the DKI Jakarta MGMP Sociology Community. The process of activities that will be carried out by this service team with a mentoring system, mentoring activities begins with organizing focus group discussions to explore more deeply related to constraints and mapping the ability of teachers to make class action research. In mentoring, all teachers who are members of the DKI Jakarta Sociology MGMP will participate. It is expected that the output of this activity will result in a mentoring video on YouTube, teacher work, and intellectual property rights from making class action research

The reification of identity narratives in teacher–student discourse during an inquiry project

AbstractWe present a year‐long case study that documents the interactions between a teacher–research–mentor (TRM) and two 11th grade students working in their school laboratory on an extended inquiry project that is part of reformed mandatory requirements for advanced‐level matriculation in physics. Both the students (females) and the TRM (male) are Arab citizens of Israel, and the school is a public Arab school in Israel. Data were collected through videotaped participant observation of authentic working sessions and interviews with the TRM and the students. The analysis combines an ethnographic account with discourse analysis informed by a sociolinguistic approach that aims to answer the following research questions: (1) how are a teacher's identity‐narratives reified in teacher–student discourse in authentic sessions of mentoring students' inquiry? (2) how do they shape students' learning? and (3) how do they emerge from social–historical contexts? The findings problematize the challenges involved in engaging students from nondominant communities in science, technology, engineering, and mathematics learning. The analysis articulates the complexity of this challenge by showing how teachers' identity narratives shape the social construction of student–teacher discourse, generate tensions that undermine successful implementations of reformed learning experiences, and how this vicious cycle is profoundly influenced by the embedding social and historical contexts. The implications for research and practice are discussed.

Important but challenging: Chinese in-service EFL teachers' research attitudes in a graduate program.

In recent decades, the practice of involving teachers in research in degree programs is becoming popular. Yet, little is known about the impact of research experiences on teachers' behavior: whether research experiences change their teaching practices and lead to further research efforts in future careers, especially in the unique social, cultural, and educational culture of China. Thus, this study examines Chinese IETs' (in-service EFL teachers') research attitudes in a graduate program with a reasoned action approach. We used an embedded mixed methods research design to investigate a cohort of 197 IETs who completed the Research Attitudes in Vocational Education Questionnaire (RAVE-Q). The quantitative data validates the survey and shows that, in general, the IETs hold positive attitudes toward research. Next, semi-structured interviews investigating IETs and their advisors' perceptions of teacher research were conducted. The qualitative data shows a variety of research experiences among the IETs. Specifically, this study highlighted some interviewed IETs who had the desire to be reflective about their teaching and to apply research in their practices, nevertheless, the educational contexts made such efforts impossible. Thus, this study questioned the previous assumptions that positive research attitudes lead to corresponding research behaviors. This study offers implications for EFL graduate programs seeking to improve IETs' research attitudes both within and outside China.

Ethical dilemmas of teacher research in applied linguistics

Teacher research (TR) is teachers’ systematic examination of their pedagogy and/or their students’ learning within their own classrooms. Language TR presents different ethical dilemmas from other applied linguistics research due to the researcher's positioning and TR's situatedness. Teacher-researchers’ dual roles as instructor and researcher allow unique perspectives but also raise questions of subjectivity. Because TR is situated in specific contexts, teacher-researchers’ ethical decisions require special attention to interpersonal effects not captured in institutional ethics reviews. This article presents qualitative analyses of data collected during a semester-long graduate course introducing language teachers to classroom action research. We documented participants’ development as researchers through recorded class discussions and their reflective writing. We analyzed the data recursively, focusing on ethically important moments. Some ethical issues paralleled those in the TR literature while others were specific to each participant's context. Participants’ reflexivity was crucial for managing these context-specific dilemmas as some situations lacked a clear answer. We illustrate our findings with vignettes from participating teacher-researchers exemplifying these dilemmas. We conclude by discussing ongoing challenges in language TR and by recommending future directions.

IB MYP 학교 교육적 실행 양상과 과제

Objectives This study aimed to obtain educational implications for the settlement of IB public education by identifying the educational practice patterns and perceptions of teachers applying the program in IB MYP schools introduced into public education. Methods To this end, data were collected through group focus group interviews, class observations, and teachers' council visits with 16 IB MYP candidate schools and world school teachers (as of ΄21) in A region that are introducing the IB program in public education. Analyzed and organized. Results As a result, teachers' curriculum literacy improved in the process of understanding the national curriculum for the application of the IB program, and professionalism, autonomy, and responsibility increased in the composition of classes and assessments. Although the IB evaluation system was cited as the biggest factor in improving class instruction, under the current situation, they felt the burden of operating dual evaluation systems such as nice evaluation and summative evaluation, relative evaluation and absolute evaluation, and short answer and multiple choice evaluation. Most of the teachers said that systematic IB education contributes greatly to the development of teacher professionalism and the strengthening of students' competence, but it is very important to secure the research time necessary for teachers' class design and preparation. Teachers said that the ‘evaluation system’, ‘school quality management system’, and ‘structure that induces collaboration’ were attractive in IB education, while lack of research time, sense of responsibility and pressure for IB program application classes and evaluation, and individual feedback The large number of students managed and the burden as a leading teacher appeared as job stress. Teachers thought that the IB program was a very good educational device, but it should be accompanied by training support, work reduction, and changes in the form of entrance exams to secure teacher expertise. Conclusions Therefore, in this study, in order for IB education to stably settle in public education, the feasibility of introducing IB education and the formation of strong consensus among members on the educational effects, securing teacher research time, supporting IB teacher network establishment, and developing IB school teachers and student growth. Necessities such as development of measuring tools, improvement of teacher training system, accumulation of data on introductory evaluation method, and exploration of the IB program applied curriculum education implementation process were suggested.

Power, positionality and practitioner research: Schoolteachers' experiences of professional doctorates in education

AbstractThe growth, internationally, in professional doctorates over the last 25 years has been well documented, as are the forms, fields and disciplines that such doctorates embrace. Yet relatively little is known about the professional tensions teachers encounter, in relation to their positionality, when carrying out doctoral research in the schools where they work. This paper draws attention, not only to the contribution the Professional Doctorate in Education (EdD) makes to research as a whole, but also to the significance of teachers as invaluable members of the research community. Findings will be presented from interviews with 30 senior teachers from schools in England who are carrying out practitioner research as part of their doctoral studies. The paper draws attention to how power relations in the research process ferment the structural and agentic concerns of the participants in this study when discussing their researcher positionality. The scholarly significance of this study is its contribution to knowledge of how schools are increasingly becoming both sites of research and research‐rich environments. With its focus on researcher positionality the paper draws attention not just to the tensions and dilemmas these participants encounter on their doctoral journey, but also to the importance of teacher researchers and their role in research knowledge production.

A Systematic Review on ESP Teachers: Current Focus, Collaboration, and Sustainability

Since its emergence in the 1960s, English for Specific Purposes (ESP) has been a dominant subfield in language education and English language teaching. The mainstream ESP literature appears to be linguistic-oriented with less attention directed towards ESP teachers. Responding to the calls for more ESP teacher research, this systematic review aims to be a substantial starting point in scrutinising research on ESP teachers published from 2010 to 2022 in the Scopus-indexed journals to frame current research foci, explore existing pedagogical collaborations, and propose suggestions regarding the issue of sustainability. Thirty-seven empirical studies were initially short-listed, of which thirty-two were analysed. A synthesis of ESP teacher articles yields seven lines of research: teachers’ perceptions and beliefs, teachers’ identity development and agency, perceived challenges and needs, collaborative practices, teaching and innovation, teachers’ knowledge, and technology in ESP. Two distinctive types of collaboration to effective instruction across contexts are illustrated. Drawn from the twelve years of research, the sustainability in ESP is presented to depict pedagogical, administrative, and policy implications. Last, future research directions are also proposed.

Analisis Metode Pembelajaran Bahasa Arab di Madrasah Aliyah Laboratorium UINSU Medan

This research aims to determine the method of learning Arabic in the Madrasah Aliyah Labolatorium UINSU Medan by using a type of field research with qualitative research method, which is the object of research for Arabic subject teachers and the methods used in learning Arabic. The method used at the Madrasah Aliyah Labolatorium UINSU is tu use various method and adapt tu the material to be tought and also the methods that are commonly used, namerly the group discussion method, demonstration method, field trip method and translation method. The method used was implemented well an made it easier for students at the Madrasah Aliyah Labolatorium UINSU to understand the lessons conveyed by the teacher. The importence of using methods and choosing metgots that are appropriate to the material ti be taught in learning Arabic will make it easier for students to understand learning and create affective an efficient learning.

Analysis of Teachers' Research Competencies, Scientific Process Skills and the Level of Using Information and Communication Technologies

The aim of this study is to examine the research and ICT competencies and scientific process skills of teachers in different branches in Kazakhstan and the relationship between these three variables. The sample of the study consists of 258 teachers working in different cities of Kazakhstan in the 2022-2023 academic year. Teacher Research Competence Scale, Scientific Process Skills Scale and Information and Communication Technologies Competence Scale were used as data collection tools. Arithmetic mean, unrelated sample t test, one-way analysis of variance (ANOVA) and multiple linear regression analysis methods were used to analyze the data obtained. As a result of the research, it was determined that the participant teachers had moderate level of competencies in using research and information communication technologies and scientific process skills. Participant teachers' competencies in using research and information communication technologies and scientific process skills show significant differences according to their gender and branches. In particular, it was observed that teachers working in science and mathematics branches exhibited high research and ICT competencies and scientific process skills. Finally, significant relationships were observed between participant teachers' research and ICT competencies and scientific process skills. Scientific process skills were found to be the most important factor affecting teachers' research skills and competencies.

How Do EFL Students Perceive Challenges Towards Writing Short Drama Script of Narrative Text?

The present study aims to find out the dominant challenges experienced by 11th-grade students in writing short drama scripts of narrative text. One hundred six students were involved as research participants. The method used was quantitative descriptive with a questionnaire as the instrument consisting of 15 items about the students' challenges in writing short drama scripts. The questionnaire was distributed to the participants via WhatsApp group, and the teacher researcher asked them to submit it within 20 minutes after it was distributed. The researcher analyzed the participants' results of the questionnaire by using SPSS to find out the mean scores of each item. The mean scores gave information about which items on students' challenges were more dominant. The results show that the students do not experience the challenges of writing short drama scripts because of basic knowledge that the students already have. The willingness of students to read and practice several narrative texts helps increase the students' insight, the use of cooperative learning in class, as well as the readiness and sufficient background knowledge of the teacher to give to the students, are very helpful in developing and writing short drama scripts.

A Study on the Current Situation of the Development of Kindergarten Physical Intelligence Curriculum in Enshi Prefecture

Abstract: This study presents survey data and interview results from experts at Wuhan Happy Smart Beans Culture Communication Co., Ltd, a well-established children's body intelligence education and training institution in Enshi. The study investigates the current state of kindergarten body intelligence curriculum development, analyzing its policies, goal setting, activity content, organization, and evaluation of effectiveness. The findings contribute to a realistic understanding of early childhood physical intelligence curriculum research and teacher training for early childhood physical education teachers.

Development and Verification of a Survey Scale on Academic Conditions in Higher Education

This paper focuses on the teaching practice research of front-line teachers in colleges and universities, and aims to explore a scientific, standardized, operative and flexible learning situation analysis framework through the development and verification of Learning Situation Survey Scale, including the learning situation survey tool “Series Questionnaire of Learning Situation Survey” and the strategy of data statistics and analysis. According to the psychological characteristics of learners, the research contents are divided into three-level index systems from top to bottom, and specific items are generated. Among them, the first level indicators include “identity information”, “learning orientation”, “learning style” and “cognitive level” . And the first draft of the scale was predicted, the research data was statistically analyzed by SPSS, and the scale items were revised according to the results of factor analysis. The revised scale has a good structure, high reliability and validity, and can be used as an effective survey tool for Learning Situation Analysis.

The Context of Professionalism among Early Childhood Education Teachers in Indonesia

<em>The teacher is be told a professional teacher when he has basic competence as a teacher. The purpose of this research is to find out and analyze in the professional context of early childhood teachers in Indonesia. Data collection was carried out using qualitative research methods. Data collection is useful for obtaining the information needed to achieve research objectives. Data collection was carried out by distributing questionnaires to 34 early childhood education teachers in Indonesia as respondents based on length of teaching. The results of the Professional Good Teacher research in the Context of Early Childhood Teachers in Indonesia concluded that a professional good teacher can be said if the teacher fulfills, 1) the requirements of a professional teacher; 2) have professional teacher competence; 3) have good ethics as a professional teacher; 4) teachers who meet National Standards (Law Number 20 of 2003) and International Standards (National Association for Early Young Children), and; 5) teachers who are linear in their fields, for example early childhood education teachers, the linear study is early childhood education. With the existence of government standards and regulation related to early childhood education professional teachers, it can be improved and developed so as to achieve quality education.</em>

‘New localism’ in Australian schools: Country as Teacher as a critical pedagogy of place

This article reports on phasetwo of our school-based Country as Teacher research, focusing on teacher’s learning and experiences through their efforts to enact Country as Teacher curriculum and pedagogy with students in ACT schools. Cultivating their own practices of reciprocal Relating with Country (Phase 1, see Spillman, Wilson, Nixon & McKinnon, 2022) prepares teachers to enact Country as Teacher with students. A yarning circle focus group and semi-structured interviews were again used to unpack teacher’s reflections and learnings regarding their attempts to enact Country as Teacher curriculum and pedagogies through units of work. Due to major disruptions in schooling caused by a long COVID lockdown, during Term Three 2021, participation in data collection for Phase 2 of the Country as Teacher research was on a voluntary basis. Thirteen of the original twenty-six teachers offered to participate. Despite the COVID disruptions, many teachers felt that the high levels of student engagement with Country as Teacher, expressions of wellness through these experiences, and the emergence of inquiry approaches, conferred ‘permission’ to continue enacting these pedagogies in their day-to-day teaching and learning, even when perceived not to be a direct enactment of the Australian Curriculum. This flagged a clear theme in the qualitative data, of teacher’s growing desire to enact a ‘moral imperative’, to ‘do it for the students’. Teacher’s own experiences Relating with Country were also deemed essential to the motivation and courage necessary to enact Country as Teacher pedagogies. This formative research suggests that high levels of student engagement motivated teachers to reinterpret systemic accountabilities and imperatives. We propose that in this way, among others discussed below, Country as Teacher operated as a ‘critical pedagogy of place.’

The indispensable role of the goal construct in understanding and improving teaching practice

ABSTRACT Teacher research tends to focus on either teacher cognition or actions, or both. However, an understanding of cognition or behaviour that does not take multiple goals into account is incomplete. We integrate insights from self-regulation research in a goal system model and a methodology for eliciting teachers’ goal systems representations (GSRs). GSRs are personal constructs that show how people connect hierarchies of goals to actions in pursuit of tasks. The insight that multiple goals mediate the influence of cognition and context also has consequences for developing support for teacher learning. To illustrate the use of GSRs, we use the case of a biology student teacher who taught practicals in a cookbook manner and was supported to redesign her cookbook practical into a more open scientific inquiry practical. The case illustrates how GSRs can be used to understand a teacher’s practice and to develop support that bridges for the teacher the gap between current and target practices. Such support shows the teacher how they can adapt their practice to make it more in line with the target practice, and how this contributes to attaining their goals better. Additionally, we describe practical variants of the bridging approach for groups of (student) teachers.

Practical aspects of using chatbots for learning the Russian language in intercultural communication

Сhatbot based on artificial intelligence is a comprehensive research and educational tool for Russian language teachers and Chinese students studying Russian language and culture. This article is devoted to the issue of integrating a chatbot into the educational process as part of the study of the Russian language by Chinese students. The possibilities of using a chatbot in the aspect of RFL in face-to-face and remote formats are considered, and its advantages and disadvantages in acquiring specific practical skills, in particular, when studying Russian numbers, are identified. The purpose of this research is to study the possibilities of using a chatbot to identify the meaning of language units and the correctness of grammatical structures, as well as cultural characteristics in the process of teaching Russian as a foreign language. The research method is to analyze the correctness and usefulness of the chatbot's (ChatGLM) responses to questions related to the Russian language and culture. The scientific novelty of the study lies in the consideration of practical aspects of using a chatbot for studying the Russian language and culture. The results of this study show that the chatbot is a useful tool and allows you to practice language, ask questions in Russian and Chinese and receive answers from the system. To a limited extent, the chatbot can correct errors, suggest correct phrases and help students improve their foreign language communication skills. Machine learning methods and technologies, such as the chatbot, can be used to improve foreign language skills in the context of cross-cultural communication if treated judiciously. The results can be used to create methodological developments in the field of Russian-Chinese intercultural communication, as well as in the process of learning relevant languages.

Preservation of the traditional culture of the Cossacks in the scientific and creative priorities of the Department of Folk Singing and Ethnomusicology of the Saratov State Conservatory named after L. V. Sobinov

The article is devoted to the 55-year activity of the Department of Folk Singing and Ethnomusicology of the Saratov State Conservatory named after L. V. Sobinov. The focus is on one of the directions in the scientific and creative priorities of the department – the study and preservation of the traditional song heritage in the culture of the Cossacks. The author gives an excursion into the history of the study of musical folklore and the creation of a new specialty "head of a folk choir" at an academic university. The article highlights the role of prominent figures-folklorists associated with the study of the Cossack song tradition and the formation of the science of ethnomusicology at the Saratov State Conservatory – A.M. Listopadov, L.L. Christiansen, A.S. Yareshko. The article summarizes some results of the research, publishing, concert, creative and educational work of teachers and students of the Department of folklore research of the Cossack regions of Russia. The author also refers to the archive of audio recordings and theses with song notations in order to identify the earliest recordings of folklore expeditions to the Cossack regions of the Saratov Volga region, analyzing the musical, poetic and performing style of song folklore. When writing this article, the following art criticism methods were used – comparative historical (comparative) and musical-analytical research methods. Despite the fact that the Cossack song tradition has not been revealed in the territory of the modern Saratov Volga region in the form of a formed musical and ethnographic phenomenon, there are persistent stable indigenous signs characteristic of the Cossack song culture in local manifestations: both a set of song genres and characteristic musical-poetic and vocal-performing features of the Don Cossacks singing style: specific features of folk speech, diphthongs, word breaks, "entrances"-glissandings from below to the main sound, a special phonetic structure of vocal speech. Similar genre, musical style and performance features of the song folklore of the Cossack tradition in the recordings of the 70s and 80s of the twentieth century are found locally as residual phenomena. Later archival records in this region demonstrate the all-Russian late urban tradition. There are many reasons for this: both the influence of mass pop culture and the result of the lack of social ties between generations of different ages, continuity within the family, within singing groups and the "blurring" of the indigenous population by immigrants from different regions.

Physics Textbooks: the elaboration of instruments for their evaluation and choice

The selection and choice of textbooks represents an action of great teaching responsibility, because a careful and critical evaluation can enable better conditions for the work in the classroom. However, not always this activity occurs with the best conditions, because it is inserted in the already multiple and exhausting teaching actions. In order to contribute to Physics teachers in this task, this paper reports on an investigation that aimed to develop an instrument to guide the selection of Physics textbooks in a more friendly and accessible way. Taking as reference the official normative documents of Brazilian education, the results of research in Physics teaching, the Edital and Teacher's Guide of the National Textbook Program (PNLD) and relying on the proposal for evaluation of textbooks presented by Aran (1996), the instrument makes it possible to evaluate the text books in relation to textual and graphic-editorial aspects and questions related to interdisciplinarity, contextualisation, modelling, problem solving, experimentation, use of texts, information technologies, and evaluation of the content, simplifying and systematising the process for teachers.

Participatory Action Research to Develop the Teachers on Classroom Action Research

This research is proposed 1) to investigate status state, problems, and needs in doing classroom action research of teachers, 2) to guideline the development of classroom action research of teachers, and 3) to monitor and evaluation the guideline of classroom action research development of teachers. Sampling were 8 teachers of Wat Wangyang School under NakhonSawan Primary Educational Service Office Area 1which came from purposive method. This research was mixed research method and conducted during June 2021 to April 2022 by Participatory Action Research (PAR) in 4 steps: Planning, Action, Monitoring and Reflection. Tools used in data collection were status state, problems, and needs in doing classroom actionresearch questionnaire of teachers; structured interview form; supervision, monitoring record and evaluation form of classroom actionresearch; classroomaction research test; and classroom actionresearch evaluation form. Analysis of quantitative data used Percentage, Mean, and Standard Deviation. Analysis of qualitative data used descriptive statistics. Research found that, 1) teachers of Wat Wangyang School have status state in classroom action research in bottom level, have highest level in problems and needs, 2) the guideline of classroom action research development of teachers of Wat Wangyang School showed that 2.1) to organized the workshop training in formal 5 Chapters of classroom actionresearch by scholar with experienced in classroom research, 2.2) teachers are conducting classroom actionresearch follow the research steps, and) monitoring and evaluating the guideline of classroom actionresearch found that teachers have better understanding in classroom in post workshop than before workshop and have 8 classroom actionresearch with high quality of work.