Secondary Education Teachers Research Articles

Teachers’ Professional Identity Construction: A review of the literature

The construction of teachers’ professional identity (TPI) is a key issue in current research, so a wide range of scholars has focused their interest on that topic. Its construction and evolution are influenced by a wide range factors (personal, professional and contextual) along the initial training period. This review aims to know how TPI within initial training among Secondary Education teachers evolves, how teacher training programs approach it and which elements may influence its development. Therefore, a meta-analysis was used to examine the existing literature between 1990 and 2019. A total of 35 research studies were analysed showing an increase temporal tend coinciding in the definition of the main term (TPI) and the need to train it within initial training as well as the influence of determining factors in its construction, so they develop their commitment with future career. To conclude, this work makes a useful and updated contribution to the field and it brings insights regarding where investigation should go further in order to meet educational needs and societal demands.

Reverberations of a Previous Career as Reflected in Personal Blogs of Career Switchers into Teaching

Those who choose teaching as a second career bring with them a “dowry” from their former career including: work experience, distinctive organizational culture, professional knowledge, competences and skills, and experience working under managers. These skills and competences may play a distinctive role in the professional socialization process of second career teachers. Qualitative research was used to perform content analysis of 1,298 reflective blogs’ posts written by 98 second career teachers during their first year of teaching in secondary education in Israel. The findings yielded two main themes: (1) Reverberations of the former career in the second career including two sub-categories: (a) Former career as a teaching benefactor and (b) Former career as a hindrance to successful shift to teaching; and (2) Expressions of parenting as a former career. The discussion section presents some practical implication for teacher educators and high-schools’ principals for a quality professional integration of second career teachers in to teaching.

Botanical education for vocational training students and primary and secondary teacher

A domain of practical learning over the theoretical is provided in this work, for this several places of natural interest have been studied (Natural Parks), a quality pedagogical training is obtained, through which the students of Vocational Training and Primary and Secondary Education Teachers obtain competences in the management of natural spaces, which are of interest for con-servation, competences in flora, plant communities, habitats and interpretation of the landscape. The learning is eminently practical, which allows trained personnel to enter the labor market. The study of natural spaces has been carried out using direct observation techniques, with the partic-ipation of specialist teachers in various fields, because the interpretation of vegetation, habitats and landscape requires multidisciplinary techniques. For this, teaching methodologies in Botany are used, how have the phytosociological sampling techniques been; Geology, Edaphology, and Climatology, in the latter case creating future predictive models that allow the student to make decisions about the management of a territory; this study has made it possible to carry out a com-prehensive interpretation of the natural environment, with a notable pedagogical improvement in learning.

Emotional Intelligence, Psychological Well-Being and Burnout of Active and In-Training Teachers.

The main activating variables of psychological well-being and Emotional Intelligence that influence teachers include the process of evaluating well-being, their motivation, and their ability to perceive and regulate sources of stress and burnout. The relationship and influence of psychological well-being and emotional intelligence was analyzed with the adequate regulation of burnout. Those who participated included 386 active teachers (55%), and teachers in training (45%), studying for degrees in Pre-School and Primary Education, and Master’s degrees in Secondary Education Teacher Training of which 71.5% were women. The following were used: Psychological Well-Being Scales, Trait Meta-Mood Scale and the Spanish Burnout Inventory. Pearson’s correlation analysis and multiple regression analysis were performed. The results showed that enthusiasm for the teaching job is related to psychological well-being, especially domain of the environment and personal growth. Multiple regression analysis made it possible to establish a predictive model of well-being, showing that psychological well-being is the main adjustment predictor and/or the mismatch in the work of the teaching staff in both samples, through an adequate regulation of positive relationships, mastery of their environment and having a purpose in life.

Achieving professional agency for school development in the context of having a PhD scholarship: An intricate interplay

In this multiple case study, we investigated teachers professional agency in relation to school development in the context of having a PhD scholarship, and the interplay of personal and social resources. Semi-structured interviews were conducted with 11 Dutch secondary education teachers with PhD scholarships. Teachers are achieving bounded, restricted and extensive agency, and performed informed actions aiming to influence curriculum development and research culture. The interplay between personal and social resources we found influences teachers achieving of professional agency. Implications for future research include more in-depth analysis of this interplay of resources in achieving agency.

Teaching in Secondary Education Teacher Training with a Hybrid Model: Students’ Perceptions

The exceptional situation experienced on the planet during the last two academic years has forced teachers to adapt their teaching. They had to pass their face-to-face teaching methodologies to online teaching. This study analyzed the perceptions of students in a master’s degree in secondary school teacher training, who have experienced the transition to bimodal teaching during the 2020–21 and 2021–22 academic years carried out by professors with high digital teaching competence. Data from two academic years are available, with a total of 207 students. The results indicate that the experience has been positive, and no significant differences were found in the follow-up of the contents when the class was followed online. However, the feeling of belonging to the group is lower in online classes than in face-to-face classes, and the perception of online teaching is more favorable in the academic year immediately developed after the COVID crisis. The bimodal modality has become a useful solution as long as the conditions of the equipment and networks are guaranteed as well as the training of teachers in digital teaching competence. In addition, the students’ perception of this modality is that it can continue once the exceptionality of the pandemic has been overcome.

Curriculum reform in Wales: Physical education teacher educators' negotiation of policy positions

AbstractThis paper reports on research that explored the experiences of secondary Physical Education Teacher Education (PETE) professionals' simultaneous negotiation and implementation of the new Curriculum for Wales (CfW) Health and Well‐Being (HWB) Area of Learning and Experience (AoLE) and policies focused on the transformation of Initial Teacher Education (ITE) in Wales. The study was an exploratory case study of PETE professionals working within one university's ITE programme. Data were generated through documentary analysis of PETE and ITE programme materials and semi‐structured interviews with staff involved in programme management and delivery. Data analysis employed Ball and colleagues' conceptualisation of policy actors and contexts to critically examine the varied policy positions that PETE professionals adopt in navigating and negotiating enactment of the HWB AoLE within their ITE provision. Attention is drawn to the significance of historical and culturally situated dimensions of secondary physical education and PETE in Wales, and significant changes to the professional culture of ITE, in shaping PETE educators' engagement with the HWB AoLE. The paper concludes by contending that ITE institutions in Wales need to further consider how PETE (and other) educators can be actively supported to engage in sophisticated policy work within their institutions and across policy and professional networks.

Comportamentos de cidadania organizacional em educadores de infância da rede pública e privada

Several studies have identified the nature and characteristics of organizational citizenship behaviors (OCB) in primary and secondary education teachers, but research in the field of preschool education is almost non-existent. Empirical evidence of the impact that this type of behavior has on the functioning of any organization and the particularities of the roles of preschool teachers in relation to those of other teachers, justify conducting studies on this topic with early childhood education professionals. This paper presents the conclusions of a qualitative study carried out with public and private preschool teachers. The organizational citizenship behaviors performed by these professionals are identified, as well as personal and contextual factors that influence them. The data was collected in interviews with preschool teachers and was analyzed following the Grounded Theory procedures, in particular the constant comparison technique (Glaser & Strauss, 1967). In a second moment, the data was discussed with different participants in a focus group. Data analysis indicates that although preschool teachers tend to view most of the activities they develop as central dimensions of their specific professionality, therefore not describing them as OCBs, it is possible to identify some forms of OCBs specific to preschool teachers, either at the professional level (pedagogical and/or organizational) and at the interpersonal level (activities focused on the relationship with children and families). Major divergences were identified in the dimension of providing care.

Mentoring Across Disciplines and Educational Levels

Many professions are trained in a college or university setting. This training is entry level and provides the basics of what must be known to be successful. For many professionals to include primary and secondary education teachers and college and university faculty members, a mentor is needed to assist with overcoming obstacles associated with the early years in the profession. Many times, there are not sufficient mentors available within a department or school for the new professionals. The new professional should not be afraid to look outside of the normal avenues for locating a mentor. Mentors do not necessarily need to be within the same educational system or professional specialty.

Digital competence in secondary education teachers during the COVID-19-derived pandemic: comparative analysis

PurposeContinuous training in professional teaching competencies has become one of the challenges of the school of the 21st century, especially if we refer to the mastery of digital competence. The aim of this study is to analyze the degree of digital competence of secondary school teachers of different areas of knowledge during the global pandemic of COVID-19 in the Galician autonomous community and obtain data that allow us to infer whether there is an association between individual variables such as age, gender, degree, work experience and their mastery of digital competence.Design/methodology/approachA cross-sectional descriptive quasi-experimental study is performed using an accidental sample of secondary school teachers from different fields of knowledge.FindingsThe different results obtained determine that the level of knowledge and use of digital media and tools is low. There are no significant differences depending on the variables analyzed, but it is necessary to establish specific continuing education plans for the improvement of digital competence in secondary school teachers to enable the effective use and management of information and communication technologies in future professionals.Originality/valueTherefore, the findings of this study allow the development of educational interventions focused on increasing the digital competence of teachers, taking into account their individual characteristics.

Teacher Reflection on a Teaching-Learning Situation Regarding the Concept of Relation in Secondary Education

This study is part of the research in didactics of mathematics on teacher training. In particular, the study focuses on the knowledge of mathematics teachers, taking as a reference the theoretical approaches of the Mathematics Teacher’s Specialized Knowledge (MTSK) model and teacher reflection as a professional competence. The study corresponds to a descriptive-qualitative research, based on an instrumental study of cases, whose purpose is to describe and analyze the manifestations of mathematics teachers of Secondary Education when they observe a teaching-learning situation that shows a teacher of mathematics teaching the concept of relation. For this, narratives written by seven Secondary Education mathematics teachers in service were used, which indicate some aspects identified by them as relevant from the observed situation. The analysis of the gathered information was carried out by defining categories, subcategories, and analysis units based on the components of the MTSK model. The results indicate that participating teachers accentuate, in their manifestations, attributes mainly associated with didactic knowledge of mathematical content. The reflection of this group of teachers is characterized by three specific aspects of the MTSK model: teaching, learning, and knowledge of the topics. It is interpreted that teacher reflection has been influenced by the professional experience of the teachers participating in the study.

Languages of Power and Resistance

This research assignment asks preservice undergraduate secondary education teachers in an applied grammar class to engage in a two-prong research project: a multimodal, interactive “poster” and a research paper that together explore the pedagogical possibilities for engaging with World Englishes in middle and high school classrooms. The prompt invites students to consider social justice and equity at the level of language. The assignment draws on both antiracist and queer pedagogies and examines the relationships among language, power, and resistance to linguistic oppression in the classroom. As students work through the assignment, they enact real-life stories of historical and contemporary figures from around the world who were forced to speak a colonizer’s language and resisted linguistic oppression. They then read articles focusing on Black Language, Indigenous languages, and World Englishes, which serve as touchstones for their own research. Although designed for a grammar pedagogy class, the assignment can be modified for multiple disciplines; at the end of the article, I provide several examples of how teachers outside English might modify the assignment for their own disciplinary contexts.

Identifying factors and inspiring practices for preventing early school leaving in diverse Spain: teachers’ perspectives

ABSTRACT Early School Leaving (ESL) is a challenge that concerns countries all over the world. This is because it directly affects both the lives of the students who drop out and society in general. This study investigates Primary Education teachers, Compulsory Secondary Education teachers, and Baccalaureate teachers’ perspectives of school dropout factors and the perceived inspiring practices to prevent ESL. The study is based on qualitative methods and included interviews with 15 teachers and 3 focus groups. The results indicate that the factors considered most related to the ESL are those linked to individual and family characteristics (exogenous to the educational system such as national origin, ethnicity, social class, etc.). To a lesser extent, teachers’ activities and attitudes and potential school-related causes (endogenous) are considered factors associated to ESL. Regarding inspiring practices, teachers reported mostly experiences at the instructional and relational level (micro level). However, teachers seem to be less aware of the institutional/systemic level of prevention of ESL (macro level). The study further argues the need to implement practices addressed to all students to retain more children at school rather than special programmes for special students (migrants, gypsies, students with special capacities, etc.). Teacher training that considered all the variables that can contribute to ESL is discussed.

Challenges and Best Practices of Teaching and Learning among Islamic Education Teachers during the COVID-19 Pandemic in Malaysia

<span lang="EN-US">Online learning (e-learning) has become a norm since the Covid-19 pandemic struck the world. The global health crisis has forced teachers and students to drastically adapt to a new method of teaching and facilitation (PDPC), i.e. online. However, teachers living in rural areas face various challenges teaching online due to poor Internet access. There are still many teachers who are less skilled in information technology to deliver teaching materials online. This study uses a qualitative approach by interviewing three secondary school Islamic Education teachers as the study participants. The findings reveal that the teachers utilise social media such as WhatsApp and Telegram to convey various information, instructions and training. The learning mediums used also vary, from the Zoom app to Google Meet and video calls. In addition, teachers employ other online learning tools such as Google Classroom. Teachers also employ flexible online teaching and learning schedules to overcome issues such as parents who have many school-going children but lack the funds to purchase gadgets for each child. A flexible schedule enhances online learning as the school-going children in each household can use devices but not simultaneously. Other major challenges include students’ lack of cooperation (whether in an online or offline class) and the failure of parents to monitor their children’s progress. As a result, educators need to be more creative and ready to acquire new skills to meet the current challenges. Educators need to adapt online teaching and learning methods in line with the concept of 21st Century Learning (PAK21). Therefore, the use of appropriate and creative technology in a remote learning environment encourages students to focus on learning and prevents dropouts.</span>

Development of Financial Education Training Module for Secondary School Mathematics Teachers: Design and Development Research

This is developmental research with the purpose of elucidating the methodology used to design a financial education training module for secondary school mathematics teachers. Currently, the Ministry of Education Malaysia and Bank Negara Malaysia have entered into a partnership to integrate financial education into the school curriculum. However, there is a lack of specialised modules on teaching financial education for secondary school mathematics teachers. Appointed mathematics teachers need to have specific training modules to enable them to perform quality teaching strategies. Thus, this study proposes a design research approach, Design and Development (DDR), that is, a research approach to multi-method development. Using DDR, this study will go through three phases of study and use several different study tools in each phase. The involvement of study participants from expert groups and user groups can provide a variety of inputs and take into account the needs of the module. Therefore, the findings provided useful evidence of potential in designing and developing a financial education training module for secondary school mathematics teachers.

The Press as a Resource for Promoting Sustainability Competencies in Teacher Training: The Case of SDG 7

Given the seriousness of the socio-environmental situation we are facing, this study aims to contribute to the involvement of teachers in education for sustainability through the use of non-formal education, particularly the press. The main objectives of the present study are to analyse the use of the press in science education, as well as the design, implementation and evaluation of tools aimed at teachers and trainee researchers in order to encourage and promote attention to the Sustainable Development Goals (SDGs) and more specifically SDG 7 (clean and affordable energy for all) in science education. The proposals are carried out using a constructivist methodology in sessions structured in small collaborative groups. The initial results show that attention to the press is still insufficient, but that, nevertheless, the strategies designed contribute to raising awareness of the importance of SDG 7 and to the classroom treatment of the energy issue among the participants in the study who attend a Master’s degree program in secondary education teacher training (specialising in physics and chemistry) and a Master’s degree program in research in specific didactics (specialising in experimental sciences).

Проблеми сучасної музичної педагогіки у підготовці майбутніх учителів музичного мистецтва

The article considers topical problems of modern music pedagogy in the process of professional training of future teachers for general secondary education. The discipline of the curriculum “Problems of modern music pedagogy” has a prominent place in the educational-professional program Secondary education (Music art) of the second (master's) level of higher education in the specialty 014 Secondary education (Music art) in the field of knowledge 01 Education / Pedagogy. It is envisaged that after mastering the discipline the students will get the competence to generalize the provisions of modern music pedagogy as the science; to determine the basic laws and principles of modern music education, tendencies of its development in Ukraine and abroad; to study methodological approaches and principles that should be used in the educational process in general secondary education. The acquisition of the discipline should contribute to improving the level of methodological, performing, researching and music-educational activities of the future teacher of music; develoing creative, methodical and researching abilities of students of the second (Master's) level of higher education. These abilities are the key for the formation of musical and pedagogical competences of the future teacher of musical art. The article defines the criteria for assessing the knowledge, skills, abilities and competencies for higher education students in the implementation of the educational and professional program. The peculiarities of the discipline are outlined, including the purpose, tasks and content of the learners’ education. The possibility of deepening knowledge, skills, abilities and competencies of students at the second master's level of higher education for a worthy implementation during teaching is also considered; of forming in students the ability to research and implement modern innovative musical and pedagogical achievements into their own practice of teaching disciplines of musical art; of forming the ability to critically comprehend new trends in music art, to use professional knowledge for analyzing the sociocultural situation and identifying problems of music art in education, which in combination represents a new approach to organizing the educational process and improves its quality and efficiency.

Augmented Reality in the Secondary Education classroom: Teachers’ Visions

The advancement of emerging technologies in the classroom is a reality, however, the vision that teachers may have of them is essential in order for these to be incorporated. Using this as a foundation, this article’s main objective is to know the vision that secondary education (SE) teachers have of the use of Augmented Reality (AR) in teaching at that educational level. Through a descriptive correlational quantitative study, an ex-post facto design, and an ad-hoc questionnaire of 39 items, (N=350 teachers), this objective has been corroborated. The main conclusion that has been reached is that SE teachers consider AR as an element that will cause a change in the student’s learning methodology making it more autonomous and experiential. In addition, the teachers will need more training with AR, lower costs, and greater availability of resources to carry out the teaching process with greater ease.

Safe space(s), content (trigger) warnings, and being ‘care-ful’ with trauma literature pedagogy and rape culture in secondary English teacher education

ABSTRACT Drawing on data from a larger feminist study that explored how secondary English teacher candidates responded to a sexual trauma text set and pedagogy for teaching such narratives with Canadian adolescents, this paper examines how caretaker discourses emerged in response to these stories and learning. This especially manifested as emerging teacher participants discussed and troubled the notion of ‘safety’ in schools altogether, searched for ways to cultivate ‘safe-er’ classroom spaces, and critically considered triggering and content (trigger) warning practices. With the aim of thinking about how educators might build radical classrooms prepared to address Tarana Burke’s Me Too movement, the pervasiveness of sexual assault, and the insidiousness of rape culture through literacy learning, this paper details the sometimes precautionary but overall promising ways in which teacher candidates considered tackling difficult subject matter in English Language Arts.

The Contribution Professional Codes of Conducts on Secondary Education Teacher’s Professionalism: A Case of Bukoba District Council, Kagera Region, Tanzania

The main purpose of this study was to examine The Contribution of professional codes of conducts on secondary education teacher’s professionalism: A Case of Bukoba District Council, Kagera Region, Tanzania. The study was guided by deontological and utilitarianism theories. The research employed a mixed research approach under convergent parallel research design. The study used a population of 238 with the sample size of 149 comprising of 1 DSEO, 13 WEOs, 13 Head of Schools, and 122 Teachers. The sample was obtained by simple random sampling and purposive sampling technique, and data were gathered by using questionnaires and interview guide. What’s more, cronbach alpha coefficient approach was used to ensure the reliability of the instruments. Obtained finding were analyzed using Statistical Package for Social Sciences (SPSS) version 20 computer package. Data was analyzed by using descriptive statistics and the findings were presented by using frequency tables and pie-charts. Also, part of qualitative data wascodedand categorized by thematic analysis of which description were employed to present data in chapter four. The findings indicated that in teaching professionalism there is ethical and moral practice, moral development and moral values which are caused professional codes of conducts to teachers.In addition, it was found that professional codes of conducts raise the standards of teaching professionalism, brings about respect, integrity and obedience to laws. The study recommended that the government and other educational authorities to put more emphasize on the moral development to teachers because it is one of the important that contribute to ethical practice.