Secondary Teachers Research Articles

Compressibility of liquids and hydrostatic pressure

Abstract In this study, we first identify several misconceptions regarding the concept of hydrostatic pressure, as revealed through interviews with 27 secondary Physics teachers. These misconceptions are primarily linked to the assumption that liquids are incompressible. The objective of this research is to enhance teachers’ understanding by illustrating the limitations of the incompressible liquid model. As part of a three-hour instructional intervention designed for the interviewed teachers, we introduced the relationship between hydrostatic pressure, present at any point within a liquid, and the compression or deformation of the liquid’s molecules. The responses from the participating teachers suggest that this clarification effectively addressed the previously noted misunderstandings.

Embracing queer: Possibilities for gender and sexuality expansiveness in history education

ABSTRACT Situated between Drag Story Hour and “don’t say gay” legislation, this article examines how history teachers mediate gender and sexuality content. This qualitative study examined how seven secondary history teachers from across the United States excavated LGBTQ+ content where/when such conceptualizations of gender and sexuality diversity and expansiveness do/did not exist. Each teacher depicted their practice as queer(ing) history. Theoretically, this approach requires an understanding of queer as not-yet-there and as aspirational. The findings think with queer theorists about how and where queerness arises as a disruption and an opportunity to study gender and sexuality across time and place. It found that teachers rearticulated LGBTQ+ subjects, wrestled with/through contemporary language, and inquired into time and space to engage students in discussions of gender and sexuality in unintelligible ways that allowed them to study gender and sexuality in historical contexts. Teachers’ practices raised insights about how queer(ing) history interrupted the past-present-future continuum and traced queerness between the present and past.

A Study on the Development and Validation of Generative AI Literacy Measurement Tool for Elementary and Secondary Teachers

A Study on the Development and Validation of Generative AI Literacy Measurement Tool for Elementary and Secondary Teachers

Measurement of teachers' attitudes and behaviors on applied intercultural education: A case study from Greek public schools

This study's purpose is to examine intercultural education in Greek public schools focusing on educators supporting intercultural proposals. By raising intercultural awareness and acquiring intercultural competence the ultimate goals are achieved for a more inclusive public school. A self-administered questionnaire was applied randomly to collect data from primary and secondary education teachers at public schools in West Attica. A total of 160 teachers having different specialties participated in the study. The results showed a statistically significant relationship between the level of education and the possibility of applying intercultural practices in the classroom. Furthermore, a statistically significant relationship exists between teaching experience and appropriate information on Intercultural Education. All the respondents highlighted the benefits of using intercultural practices in the classroom but they seldom include intercultural practices in their teaching sessions. More than half of the respondents consider that the curricula should be changed and the educational material should be adapted and revised. Public school teachers support for intercultural education, but they consider important a change in the curricula, the teaching material and the teaching methods. Also, a change is required on the methods of training teachers so as they will become a liaison between school and society.

Artistic expression as a property of resonant musical experience: an interview study with upper secondary school music teachers

Background The curriculum for the courses given at the music specialization of the upper secondary school’s aesthetic program in Sweden includes the concept of artistic expression (AE). Being a criterion for assessment, no definition is provided by the National Agency of Education and there exists no consensus of how to interpret artistic expression among music teachers and music teacher students. Methods In order to explore how teachers understand, teach, and assess the concept and phenomenon of artistic expression, twelve qualitative interviews with music teachers were conducted and analyzed through an open coding process. Results The findings show that the concept of artistic expression is multifaceted and evasive. The results focus on two analytic threads: (i) situatedness and (ii) entanglement. (i) AE is situated due to context-specific parameters which underpins the meaning of the concept in this particular educational setting. (ii) Furthermore, the phenomenon of artistic expression is entangled (a) with the ongoing relationship between teacher and student, and (b) in a temporally unfolding and interactive musical event. The phenomenon of artistic expression as entangled is discussed, primarily through Hartmut Rosa’s concept of resonance, which brings into focus the intersubjective character of aesthetic experience. Doing so questions understandings of – and assessment procedures surrounding – artistic expression that relies on skill-based interpretations or reductions of entanglement. One example of such reduction is assessment of recordings of student performances which limits (a) the relational perspective (if assessed by a third person) or (b) the entanglement with the musical event. The perspective of resonance brings forth the teacher’s role during a student performance as characterized by self-efficacy and active listening, thus co-constitutive of artistic expression. Conclusions The article concludes with reflections on how the findings may contribute to the continuous discussion on how scientific grounding and proven experience may inform both the music education at upper secondary school and music teacher education. The concept of resonance provides a possibility to reframe conceptions of artistic competence in art education as being grounded in intersubjective and relational terms, rather than being reified as a set of measurable skills, an understanding which in turn risks replacing learning with criteria compliance.

Research on Competency Optimization Path of Physical Education Teachers in Primary and Secondary Schools under the Background of "Double Reduction" Policy

The competence of physical education teachers in primary and secondary schools is a comprehensive evaluation standard to measure whether physical education teachers in primary and secondary schools can complete their work efficiently and produce excellent performance. Under the background of the "double reduction" policy, physical education in primary and secondary schools puts forward new requirements on teachers' competency from the aspects of education service consciousness, work initiative, teacher continuing education, psychological state adjustment, etc. In order to cope with the changes brought about by the implementation of the "double reduction" policy, this study proposes a six-dimensional optimization path for physical education teachers in primary and secondary schools, including: Strengthening the professional knowledge training of physical education teachers in primary and secondary schools; Pay attention to the training of PE teachers' professional skills; Promoting the improvement of the teaching ability of PE teachers in primary and secondary schools; Strengthen the basic professional quality training of PE teachers in primary and secondary schools; Strengthen the construction of social adaptability of PE teachers in primary and secondary schools; Improving the sustainable innovation ability of PE teachers in primary and secondary schools. In order to provide reference for the personal development and better work of primary and secondary school physical education teachers.

Religious Education (RE) as a Context: The Subcultures That Shape Teacher’s Work When Teaching This Subject in Australian Catholic Secondary Schools

Religious Education (RE) can be conceived of as a specific context within which secondary RE teachers from diverse backgrounds teach. This context gives rise to distinctive subject subcultures, characterised by a unique set of beliefs, norms, and practices that are shared by teachers who teach RE. Using micronarratives as a way to initiate further discussion and to distil some key points which can be elaborated upon, we illustrate some salient aspects of RE’s subcultures. These include a subculture of ambiguity, boundary crossings and objects, and a confusion of purpose and terms. Knowledge of these may better assist schools—and Catholic Schools’ Departments—to orient and support these teachers in their classroom practice.

An Exploration of Secondary School English Language Teachers Reflective Teaching Practices, Techniques and Challenges

The purpose of this study was to explore secondary school English language teachers’ reflective teaching practices, techniques, and challenges in Bishoftu Town, Oromia Regional State, Ethiopia. A descriptive cross-sectional case study using mixed research methods (quantitative and qualitative) is the design of this study. Primary data were collected from 43 English teachers and 6 English department heads, selected through comprehensive and purposive sampling, respectively. Data collection methods included questionnaires and semi-structured interviews. Quantitative data were analyzed using SPSS version 20, employing frequencies, percentages, and mean scores. Qualitative data were analyzed using thematic content analysis. The results revealed that the majority of English teachers had low engagement in reflective teaching and rarely used techniques such as audio-video recording, journal writing, and peer observation, while completely neglecting student feedback. The main challenges identified were lack of knowledge, skills, and experience; lack of institutional support and commitment; and absence of clear guidelines. The study recommends institutional commitment to reinforce and design tailor-made training based on clear guidelines at regional and national levels.

Physics teachers’ professional development on measurement uncertainty: A commognitive approach

In this paper, we demonstrate the fruitfulness of a theoretical framework called , developed in the context of mathematics education research, for conceptualizing and analyzing a professional development (PD) process on measurement uncertainty for secondary physics teachers. Evaluating measurement uncertainty is an important learning goal in the physics lab and is key to determining the validity of an experiment. While research has mapped difficulties students face and teaching strategies to support them, teacher PD still requires attention, both in capturing teachers’ existing perceptions and in designing PD activities that address these perceptions and support teachers in adopting a more scientifically aligned discourse on measurement uncertainty. perceives learning as becoming a participant in the discourse of a specific professional community. A discourse consists of keywords, visual mediators, narratives, and routines—and metarules that govern their use. The appropriation of a new discourse involves reconciling conflicts between the metarules of learners’ existing discourse and the new discourse (i.e., ). We adopted the commognitive framework in all phases of our PD design. First, we mapped the canonical discourse we intended our teachers to adopt versus the prevailing discourse of physics teachers in our national context. Following this mapping, we designed PD tasks intended to lead participants to acknowledge the limitations of their existing discourse on measurement uncertainty as a precursor to internalizing the canonical discourse. Finally, the commognitive framework served as an analytical lens to detect commognitive conflicts involved in collaborative sensemaking among the teachers and between them and the PD facilitators. We demonstrate this type of analysis in a case study, in which learners who hold different discursive metarules encounter implicit commognitive conflicts and discuss implications and untapped opportunities for physics teachers’ PD process on measurement uncertainty. Published by the American Physical Society 2024

Valoración de la enseñanza del inglés de secundaria en Costa Rica: una visión desde la perspectiva docente

The study focused on the vision of secondary school English teachers regarding the evaluation process of this language in Costa Rica. A qualitative approach was developed by applying a questionnaire to 72 English teachers from public educational institutions in Costa Rica using Google Forms and an in-depth interview to four teachers from different secondary education institutions in person and virtually through video calls. It was found that, in general, teachers have a negative view of the evaluation of English teaching with percentages between 60% and 100%. There is evidence of concern on the part of teachers about relevant aspects that affect the quality of teaching and its evaluation, such as the lack of continuity in English learning between primary and secondary school, the evaluation methodology, the number of students per group, and the lack of motivation of students to learn English. It is concluded that it is necessary to reflect on the need to implement significant changes, both in the way English is taught and in the way students’ knowledge and skills are evaluated.

INTERACTION STYLES OF TEACHERS WITH CHARACTERISTICS OF THE DARK TRIAD

Objective: The objective of this study is to investigte a relationship between the dimensions of the dark triad (Machiavellism, Psychopathy, Narcissism) and the individual interaction styles of a teacher (Leadership, Helpful, Understanding, Student-teacher responsibility, Uncertain, Dissatisfied, Objecting, Strict) Theoretical Framework: The dark triad is a set of three personality traits, namely narcissism, machiavellianism, and psychopathy, which are associated with manipulative and exploitative behaviors in interpersonal relationships. This paper examines the relationship between the dark triad and teachers' interaction styles. Specifically, it explores how teachers with high levels of dark triad traits may interact with students in ways that are detrimental to the students' academic and social development. Method: The battery of questionnaires used contained demographic questions at the start, concerning age and gender, teaching profession (preschool/primary teacher, lower or higher secondary teacher, teaching assistant, school principal). The preferred interaction styles of teachers were measured via the Questionnaire of teacher interaction style – self-evaluation, which leans of the teacher interaction behaviour model according to Wubbels et al. (1987) stemming from Leary´s personality model (Leary, 1957) and it measures eight sectors of teacher behaviour: Leadership, helpful, understanding, student-teacher responsibility, uncertain, dissatisfied, objecting, strict. To measure the presence of the so-called dark triad in the personality of the participants we used the Dark Triad Dirty Dozen questionnaire (Jonason, Webster, 2010). Results and Discussion: We found that all three dimensions of the dark triad – Machiavellism, Psychopathy and Narcissism show a medium strength negative relationship to the interaction styles Leadership, Helpful, Understanding and Student-teacher responsibility. All the dimensions of the dark triad – Machiavellism, Psychopathy and Narcissism had a medium strength positive relationship with the interaction styles Uncertain, Dissatisfied, Objecting. A weak positive relationship between the dark triad dimension Machiavellism and the interaction style Strict. Between the dark triad dimensions Psychopathy and Narcissism and the interaction style Strict, no relationship was found. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of education. In relation to this, researchers emphasise the importance of prevention and interventions aimed mainly at the development of emotional intelligence, communicational skills and the creation of positive relationships. This can help minimise the negative influence of the dark triad on teacher interactions and relationships to students. Originality/Value: This study contributes to the literature by showing correlations between the dimensions of the dark triad and teachers' preferred interaction styles. In addition to the importance of prevention, we also highlight issues in the selection of candidates for the teaching profession.

Secondary pre-service teachers’ visual literacy: instructional strategies in social studies

While visual literacy pedagogy in teacher preparation programs has been a recognized body of knowledge the past few decades, limited research centers upon secondary teachers who are responsible for integrating visual literacy into content instruction. This study explored how 32 secondary English language arts and social studies pre-service teachers (PSTs) utilized visual displays to teach content in their classrooms. PSTs were tasked with developing instructional strategies based on five commonly used visuals in social studies texts: photographs, images, maps, tables and flowcharts. Through a qualitative analysis of the PSTs’ prompts, three themes emerged: (1) teacher-led activities, (2) writing activities and (3) student-centered activities. Teacher-centred activities were more prevalent, with a majority of PSTs proposing lectures, guided prompts and activities involved comparing and constrasting elements of visuals. Writing activities included reflective writing and writing from a perspective of a historical figure. In contrast, only a few PSTs designed interactive, student-centered activities, such as using student-created visuals, student-lead discussions and student-created presentations. To foster active learners and critical consumers in the 21st century, we propose implications for teacher education programs to promote visual literacy.

Using artefacts as a research method to explore effective mentoring in teacher education

ABSTRACT This article outlines the use of artefacts as a creative and effective qualitative research method when exploring impactful approaches to the mentoring of student teachers in Wales. It’s based on a project involving participants from a range of contexts; both primary and secondary Mentors and student teachers who were given autonomy to choose an artefact which represented effective mentoring. All participants engaged with the process and articulated this well; this led to a wide range of examples and approaches across the Open University in Wales PGCE Partnership. Using artefacts as a tool for research engaged the participants in a richer discussion and enabled them to speak with freedom and clarity, with a real focus on individual experience. It revealed more about the Mentor or mentees and their thoughts and feelings about the relationship and the process of mentoring and was often the most relaxed aspect of the interviews. Artefacts were unique to the participant’s experience and the metaphorical link to this enabled them to discuss their views with insight. Using artefacts in research is a useful and creative approach to data collection which can be applied to a range of contexts, echoing literature in this field.

The Implementation of Active, Bodily Experience Mathematics Learning Activities: the Perspective of Italian Primary and Secondary School Mathematics Teachers

Abstract Despite the growing emphasis on embodied education in mathematics research, it remains unclear how extensively these ideas permeate schools. Through an exploratory survey, we pinpoint common traits and differences in beliefs among a convenience sample of Italian primary and secondary school mathematics teachers, searching for contextual and individual factors that could influence the active, bodily experience mathematics learning (ABM) activities implementation. Teachers refer to the insufficient availability of suitable spaces and resources as the primary obstacle to implementation, while lack of familiarity and guidance is another significant challenge. Secondary school teachers, and in particular those who reported to integrate fewer such activities in the classroom, express concerns about time constraints, leading to diminished belief in the efficacy of ABM activities. Transfer of learning is reported by teachers as the greatest difficulty for students. Providing specific training, along with concrete examples of resources, is hypothesized to be a key supportive strategy. The impact sheet to this article can be accessed at 10.6084/m9.figshare.27151194.

Education of lower secondary mathematics teachers in Denmark and France

Education of lower secondary mathematics teachers in Denmark and France

Developing a Performance-Based Assessment to Measure Pre-Service Secondary Teachers’ Digital Competence to Use Digital Mathematics Tools

AbstractDigital competence is an increasingly important component of teacher competence. So far, self-reports are a commonly used, efficient, but potentially problematic assessment method. Standardized and valid assessments to measure digital competence for teachers—particularly of a concrete subject—and proximally to performance are lacking. To address this, we developed a performance-based assessment for pre-service mathematics teachers based on the TPACK and DigCompEdu frameworks, both widely used in teacher education. The test focuses on digital competence related to mathematics tools such as computer algebra systems, dynamic geometry, and spreadsheet software, where technical-mathematical and pedagogical competences are required. This report presents the assessment design and provides validity evidence regarding the internal structure of the test, its sensitivity to intervention, and the relation of the scores to external variables, like affective-motivational aspects or prior experiences with tools based on a study with N = 118 pre-service teachers. First, we confirmed a two-dimensional structure of technical-mathematical and pedagogical aspects of digital competence through a confirmatory factor analysis. Second, expectations regarding the relation to external variables were partially confirmed. Third, we identified the sensitivity of the assessment to an intervention. Especially as expected, the relations between scores and self-assessment results were mixed. Our results indicate that the assessment is suitable for measuring pre-service mathematics teachers’ digital competence in two aspects close to performance. We discuss possible uses to evaluate learning opportunities in teacher education.

Stage directions: Evidence-based professional development in improvisational drama for foreign language teachers

A significant body of research supports the affective benefits of drama activities in foreign language (FL) learning, yet little is known about how to train teachers to implement such activities. In this study, we tested a professional development program (PDP) aimed at galvanizing FL teachers to integrate improvisational drama techniques (IDTs) into their repertoire. IDTs are defined here as activities which place pupils in a fictional situation and stimulate spoken interaction. Nineteen Dutch secondary school FL teachers participated in the PDP. The goal of this research was to discover the extent to which (1) teachers implement IDTs according to the study’s definition, (2) the techniques become integrated into the teacher’s repertoire, and (3) teachers develop the self-efficacy to execute IDTs. All three areas were met with positive results as evidenced through questionnaires, logbooks, observations and interviews. Teachers demonstrated that they could inspire the fictional artistry of drama while simultaneously stimulating FL speaking. Frequency of implementation also increased after the training. Self-efficacy furthermore improved widely, both in implementing IDTs and speaking activities in general.

The Identity of a Storyteller in Teachers’ Facebook Status Updates

This paper explores how teachers discursively construct the identity of a storyteller when posting Status updates on Facebook Timelines. Data were generated using participant observation where 29 Timelines belonging to Malaysian secondary school English language teachers were observed throughout a six-month period. A total of 178 teaching-related Status updates were recorded and then analyzed using a discursive analytical approach combining ‘broad discourse analysis’ and Edwards and Potter's (1992) discursive psychology. The analysis shows that most of the Status updates fit the structure of a narrative genre and the teachers use various storytelling and discursive psychology strategies to engage readers. This paper argues that teachers' Status updates are more than just an account of mundane teaching-related experiences but serve as a mechanism for them to construct desirable identities.

FOSTERING ESL STUDENTS’ MOTIVATION IN WRITING THROUGH THE INTEGRATION OF ICT: A FOCUS ON TEACHERS AND STUDENTS

This study investigated the motivation in English writing by using the ICT in secondary school. The objectives of this study are to examine the impact of using ICT on ESL students’ motivation to engage in writing skills, and to explore how teachers incorporate ICT into ESL writing instruction to enhance motivation among students. This study used qualitative approach as the main approach by implemented semi-structured interview and open-ended questionnaire as the instruments. The total eight respondents including two secondary school English teachers age 31 and 46 years old meanwhile 6 secondary school students age 13 to 16 years old were participated in this research. The result reveal that ICT significantly enhances student motivation and engagement, making the learning more enjoyable and less monotonous, helping students clarify doubts and develop ideas more quickly especially in writing lesson. Implications of the study are where it enhanced student engagement and motivation, and improve learning and understanding in English writing lesson. Future research for this study is recommended due to the fact that majority of secondary schools in Malaysia such as rural area might need a better ICT implementation especially in English writing lesson. Addressing these issues could involve exploring how to improve ICT infrastructure, provide targeted professional development for teachers, and develop strategies to incorporate technology into curricula more effectively.

An Analysis of Common Errors Made by Grade 7 Students in Writing English Paragraphs at a Secondary School in Hanoi, Vietnam

Error analysis is a technique that identifies and classifies the inappropriate forms that foreign language learners produce (Crystal, 1987), and it is considered a useful tool for helping them improve their writing skills. The study investigated the secondary students' common errors in writing English paragraphs. During the first term of the school year 2023-2024, 43 grade 7 students from a secondary school in Hanoi participated in a descriptive quantitative research project. The participants were asked to complete three writing tests at three different times to generate their written errors based on Ferris’ (2014) model of error analysis. The findings indicate that the types of errors that grade 7 students made are lexical errors, syntactic errors, morphological errors, orthographical errors, and paragraph errors. Lexical, syntactic, and orthographical errors are greatly committed by the students. Accordingly, it comes to the conclusion that secondary students in general and 7th graders in particular struggle with writing English paragraphs. The results of the research would also give the secondary teachers of English some implications, such as focusing on grammatical patterns, emphasizing irregular instances, offering adequate practice opportunities, implementing explicit instructions, and engaging students in interactive exercises, visual aids, collaborative activities, authentic materials, etc. to mitigate the students' written errors.