Support Teachers Research Articles

Strategies for Supporting Teacher’s Professional Development and Retention in Parayao Centro Elementary School

Strategies for Supporting Teacher’s Professional Development and Retention in Parayao Centro Elementary School

‘Get a butt like a rock’: cultivating adolescents’ critical consciousness of physical self-concept through a physical education intervention

ABSTRACT Background Adolescents frequently struggle with body-related concerns, making Physical Self-Concept (PSC) a crucial component of their overall self-concept. Prior research in Physical Education (PE) has suggested various physical training programmes aimed at improving PSC. However, these studies often overlook the underlying sociocultural influences to PSC, such as social media or peers. Therefore, the present study examines the role of critical PE in addressing the sociocultural influences on PSC during adolescence. Purpose The purpose was to examine the effects of a critical PE unit designed to enhance students’ PSC and their critical consciousness of it. Research questions included the effects on students’ PSC, the relationship between PSC and their critical consciousness of it, and the students’ perceptions of the critical PE unit approach. Method The research design followed a mixed methods approach. A single-case intervention was conducted which involved 70 students aged 14–15 in a Spanish high school. The intervention comprised a 9-hour critical PE unit focused on fitness, emphasizing the exploration of body issues prevalent in social media and fitness culture. Data were generated before and after the unit using the Physical Self-Concept Questionnaire (PSCQ) to evaluate changes in PSC. Post-unit ad-hoc questionnaires offered insights into students’ perception of improvement in PSC and critical consciousness, reflections on the unit's content and overall evaluation. Qualitative insights came from ad-hoc questionnaires, a focus group, field notes and assessment activities. Reflexive Thematic Analysis was used for the qualitative data analysis. Findings No significant changes were observed in PSC after the unit. However, students expressed heightened awareness of sociocultural influences on PSC, particularly concerning gender-based beauty ideals, though discussions were often limited to physical attractiveness. Many students did not critically examine how biomedical knowledge shapes cultural perceptions, as seen in their proposal of body mass index as a criterion for body validation. For a few students, learning new concepts was transformative, enabling them to challenge dominant body-related narratives. Despite this, many maintained neoliberal individualistic self-empowerment narratives without adopting a more politicized perspective on PSC. Moreover, the unit received positive feedback, especially from girls, with Instagram facilitating critical discussions and amplifying students’ voices. A supportive teacher created a safe space for meaningful dialogue, though some concerns were raised about the emphasis on reflection over physical activity. Conclusions This study underscores the complexity of developing PSC in adolescence and highlights the need for critical PE to address it effectively. Future research should expand the focus of PSC beyond physical attractiveness to examine how biomedical discourses shape cultural perceptions of the body. Additionally, greater emphasis should be placed on encouraging students to challenge neoliberal narratives that influence body perceptions.

The promise and peril of Coding & Robotics education in South Africa: A scoping review of teacher preparation and generative artificial intelligence's potential for delivering equity

Integrating the Coding & Robotics (C&R) subject in South African schools signifies the nation's commitment to Fourth Industrial Revolution preparedness. However, challenges like inadequate teacher preparation and limited technological infrastructure must be addressed to ensure equity. Although Generative Artificial Intelligence (GenAI) may not address the infrastructural deficiencies directly, in this scoping review we examine its potential to complement existing resources and support teachers in delivering C&R instruction. Following Arksey and O'Malley's framework, we conducted a systematic literature search in numerous databases, followed by a screening procedure: 10 of the 61 eligible papers satisfied the inclusion criteria. Our findings reveal that GenAI can optimise C&R teacher development through personalised learning, content generation, feedback on teaching methods, and fostering collaboration with other teachers. Despite its potential, issues including equity, ethical concerns, technological fluency gaps, and overreliance on GenAI tools, must be navigated to enhance equitable C&R instruction and prepare learners for the digital era.

Teachers’ Mixed Implementation of Mindset Mathematics Practices During and After a Novel Approach to Teacher Learning

Supporting teachers to transfer their learnings from innovative professional development settings to the classroom is challenging. In this paper, we investigate a novel approach to teacher learning, in which teachers from seven US districts taught in a mathematics summer camp using a research-based curriculum centered on student reasoning and mindset messages. We examined the practices teachers did and did not implement in their camp and school-year classrooms, as well as the possible reasons for the greater or lesser changes in practice. Through analysis of classroom video, teacher artifacts, and teacher interviews, we found that teachers implemented several important practices in both camp and school-year classrooms, namely posing open tasks, giving students ample time to collaborate, and asking questions that pushed students to reason. Interview analysis revealed that the act of centering students’ reasoning and witnessing their subsequent engagement seemed to motivate teacher uptake of these practices. At the same time, however, teachers less frequently integrated mindset messaging directly into their teaching and gave space for the exploration of students’ mistakes and struggles. These findings suggest implications for innovative professional development efforts outside of the school year, as well as incremental approaches.

“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners

ABSTRACTThis paper examines a professional learning (PL) program for upper elementary teachers focused on developing instructional practices to support multilingual learners (MLLs) in science. The PL sought to support teachers' praxis, which we describe as their sense of agency to critically analyze and take action against barriers to MLLs’ opportunities to learn. We analyzed pre‐PL interviews with teachers to identify the ways that they framed MLLs from asset‐ and deficit‐based perspectives and the barriers that they identified that undermine MLLs' science learning. Then, we analyzed the extent to which the teachers' participation in the PL shifted their framing of MLLs and fostered their sense of agency to challenge the barriers faced by MLLs. We found that teachers shifted toward more asset‐based views of students' existing language resources and deepened their sense of agency to employ scaffolds that engage these resources in their own instructional practice. However, teachers continued to surface barriers in their organizational contexts, including the emphasis placed on standardized language assessments and the misalignment between English language instruction and science learning. Our analysis shows that the PL did not adequately support teachers in navigating these particular institutional barriers. Based on our analysis, we argue that teachers and science education researchers should expand their focus beyond teachers’ instructional practices and work together to remove barriers for MLLs in the larger organizational systems of schooling.

Countering Holocaust Trivialization: How Educational Resources Support Teachers in the Context of Political Extremism

In this study, we used Terrance L. Furin’s concept of transformational countering to examine six Holocaust education resources designed to address Holocaust trivialization and antisemitism. While academic comparisons are useful to helping students understand challenging content, superficial Holocaust analogies for political purposes are identified as Holocaust trivialization. Given that the current context consists of a growing white nationalist movement characterized by authoritarianism, antisemitism, and conspiracy theories, we enter the study understanding that Holocaust trivialization and far-right extremism must be understood together. We, therefore, examined the type of support teachers receive from Holocaust and human rights organizations in countering extremism and Holocaust trivialization. After analyzing the six resources, our findings demonstrate that resources produced to counter Holocaust trivialization become quickly outdated given the rapid evolution of extremism. Also, findings indicate that teachers receive stronger support in countering extremism and Holocaust trivialization from organizations that focus broadly on supporting human rights compared to the organizations that focus exclusively on Holocaust education.

Enhancing science achievement through inquiry activities: the critical role of perceived teacher support

ABSTRACT In science education, scientific inquiry is crucial for developing inquiry skills and constructing scientific knowledge. However, the impact of scientific inquiry activities on student achievement continues to be debated. A number of counterintuitive findings highlight the need to explore the underlying factors influencing the effectiveness of inquiry-based learning. This study employed hierarchical linear models (HLM) to investigate the role of students’ perceived school teacher support in moderating the relationship between inquiry-based science activities and science achievement. The sample used in this study was drawn from Beijing, Shanghai, Jiangsu, and Guangdong in mainland China (B-S-J-G-China). These four provinces participated in the 2015 Programme for International Student Assessment (PISA) as a collective group. The dataset comprised 9,592 students (4,543 females and 5,049 males) from 261 schools. Results revealed a negative correlation between inquiry-based activities and science achievement, indicating that a higher frequency of inquiry-based activities was associated with lower science achievement. However, this association was positively and significantly moderated by the extent of school teacher support. These findings highlight the pivotal role of students’ perceived school teacher support in enhancing the effectiveness of inquiry-based practices and shed light on optimising inquiry-based educational strategies. This suggests that the effective implementation of inquiry-based activities requires the backing of supportive teachers, with broader implications for curriculum design and teacher development in science education.

Teachers as first responders in marginalized, urban communities: Stress and coping during unprecedented times for public education

The present study examines workplace priorities, challenges, and experiences of burnout and coping among teachers in marginalized urban communities, where structural barriers elevate job demands and minimize job resources. Specifically, we amplify the voices of public elementary school teachers in an urban hub of Florida during a time of unprecedented stressors (COVID-19, staff shortages, racial injustice, school shootings) to identify possible avenues of support. Participants (N = 12) were teachers in grades 3 through 5 from one large urban district; six participants served predominately Black or African American students, and six participants served predominately Hispanic students. All teachers self-identified as female and from a racially and/or ethnically minoritized background themselves. Semi-structured interviews (conducted remotely by the first author) were organized around five questions. Qualitative content analysis highlighted two core priorities (support students holistically and address interconnecting social emotional skills and academic success) and two core challenges (mismatch between administration expectations/supports and teacher needs/values, and difficulty managing student behavior). Teachers attributed the ubiquitous experience of burnout to factors at levels of work (e.g., responding to student stressors and traumas on top of curriculum demands), organization (e.g., poor compensation, excessive work demands), and society (e.g., school shootings, COVID-19), and they offered concrete recommendations for improving their work conditions. Altogether findings inspire opportunities to reevaluate supports for teachers serving as first responders for youth in marginalized urban communities.

EFFECT OF LEARNING ENVIRONMENT ON STUDENTS ACADEMIC PERFORMANCE IN GEOGRAPHY IN PUBLIC DAY ADVANCED SECONDARY SCHOOLS IN RWANDAA CASE OF NYARUGURU DISTRICT

The study aims to explore the effect of learning environment on students academic performance in geography in public day A Level secondary schools in Rwanda, specifically the case of Nyaruguru district. The study has three specific objectives which are the following: To identify factors of the learning environment that influence students academic performance in geography in public day advanced level secondary schools in Nyaruguru district, Rwanda, to determine the influence Classroom seating arrangement on students academic performance in geography in public day advanced level secondary schools in Nyaruguru district, Rwanda, to determine the relationship between the school teaching environment and students academic performance in geography in public day advanced secondary schools in Nyaruguru district, Rwanda.This research was grounded on environmental psychology theory.The researcher employed a descriptive survey design for this study to collect numerical and correlational research design for evaluating the relationship between variables.The respondents of this study were consisted of 401 participants including 375 students, 10 headteachers, and 15 teachers selected from various day public advanced secondary schools in Nyaruguru district.Data was collected through questionnaires and structured interview guide. Questionnaires were used to collect date from students and teachers, while interview protocols were used to get qualitative information from school Headteachers.The findings reveal mixed perceptions regarding factors affecting students academic performance in geography. While 41.7% of students find the classroom environment conducive, 48.1% disagree. Resource availability is a concern, with 52.4% reporting inadequacy in geography materials like textbooks and maps, and 59.9% strongly disagreeing about practical learning opportunities like field trips. However, seating arrangements are viewed positively, with 66.3% strongly agreeing they enhance visibility and 48.7% supporting peer collaboration. Strong teacher support is evident of teaching environment and performance, but concerns about infrastructure and discipline remain, with 57.8% finding infrastructure inadequate. Finaly, the study recommended that educational planners should enhance school infrastructure and integrate technology, especially in rural areas. Policymakers should ensure equitable resource allocation and support teacher development. School leaders, teachers, and stakeholders must collaborate to create engaging, student-centered learning environments.

Video-feedback intervention to promote positive parenting and sensitive discipline in early elementary education (VIPP-School): a randomized controlled trial

ABSTRACT The VIPP-SD (Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline) program has been shown to promote positive interactions between parents and children with behavior problems. This study evaluated an adapted version for teachers (VIPP-School) through a parallel-group randomized controlled trial involving 58 teacher–child dyads from kindergarten to second grade. Teacher–child dyads were randomly assigned to VIPP-School (n = 28) or an active control group (n = 30). Intention-to-treat analyses showed improvements in teacher sensitivity (d = 0.87) and supportive teacher classroom interactions (d = 0.53) in the VIPP-School condition compared to the control condition. VIPP-School had no significant effect on teachers’ observed sensitive discipline (although changes were in the expected direction), nor on reported child externalizing behavior, overall relationship quality, school happiness or teacher self-efficacy. These findings show that the intervention, originally developed for families, could be effectively applied to early elementary education. The limited number of sessions increases the feasibility of VIPP-School.

The Effect of Learning Environment on Students' Motivation in Learning

This study investigates the relationship between the learning environment and students' motivation through qualitative analysis of interviews and focus groups. Key themes emerged highlighting the influence of various environmental aspects on motivation. Participants emphasized the importance of supportive teacher relationships, noting that teachers who demonstrate genuine interest and provide constructive feedback foster higher motivation levels. A positive classroom climate characterized by respect, collaboration, and inclusivity was also identified as crucial for engagement. Peer interactions, particularly through collaborative learning experiences, enhanced motivation by creating a sense of belonging and accountability. Additionally, access to diverse resources and learning tools was vital for maintaining motivation, with students expressing a desire for engaging materials. The physical characteristics of learning spaces, such as seating arrangements and lighting, significantly impacted motivation, with flexible and organized environments contributing to comfort and engagement. While many students appreciated technology's role in facilitating interactive learning, concerns about distractions underscored the need for balanced integration. Overall, the findings align with existing literature, offering new insights into factors influencing motivation across educational levels. The study underscores the necessity for educators to foster supportive relationships, promote a positive classroom climate, provide diverse resources, and thoughtfully integrate technology, ultimately enhancing student engagement and success. Future research should further explore these dynamics, particularly in the context of evolving educational practices and technological advancements.

Academic Leadership of Educational Institution Administrators under the Jurisdiction of Saraburi Primary Educational Service Office Area 2

Background and Aims: Education is a process that enhances knowledge and skills in individuals. To be able to live effectively in society It is a tool that promotes learning for everyone from birth and throughout life, through a variety of formats suitable for each age group. Educational institution administrators need to have academic leadership qualities. which is considered an important factor in the management of educational institutions Because educational institutions have unique characteristics that are different from general organizations. This research therefore has the following objectives: (1) To study the academic leadership level of educational institution administrators under the Saraburi Primary Educational Service Office Area 2. (2) To compare the academic leadership level of educational institution administrators according to various characteristics such as gender, age, and size of the educational institution. And (3) to study the possibility of developing the academic leadership of educational institution administrators under the Saraburi Primary Educational Service Office Area 2. Methodology: The sample used in the research consisted of 317 personnel from the Saraburi Primary Educational Service Office Area 2, which was obtained by stratified random sampling. The tools used in the research are a questionnaire with 5 rating scales, with IOC values ​​between 0.80 and 1.00. And had a confidence value of 0.76. In addition, a structured interview was used as an additional tool. Statistics used in data analysis include frequency, percentage, mean, and standard deviation, T-test (t-test), and F-test. Results: The results of the research found that: (1) The academic leadership of educational institution administrators under the Saraburi Primary Educational Service Office Area 2 was overall at the "high" level. When considering each aspect, it was found that the academic leadership of Executives is at a "high" level in every aspect. (2) The results of the analysis of the comparison of opinions on academic leadership of school administrators according to various characteristics, including gender and age, found that there were no statistical differences. But when classified according to the size of the educational institution It was found that there was a statistically significant difference at the .05 level. (3) Guidelines for developing academic leadership of educational institution administrators under the Saraburi Primary Educational Service Office Area 2 found that: administrators should establish a committee to evaluate and monitor the implementation of the curriculum. Including internal supervision creates an environment that is conducive to teaching and learning. Support teachers to receive academic training that is consistent with the goals of the educational institution. There is a meeting of teachers to jointly consider the educational progress of the educational institution. Conclusion: Administrators have the knowledge and ability to lead educational institutions to progress. Must have knowledge and ability in academic work. Promote a teaching and learning atmosphere within educational institutions. Evaluate and monitor the progress of staff and students for maximum efficiency.

Program Evaluation of Pancasila Student Profile Strengthening Project Using the CSE-UCLA Model

The research aims to evaluate the program of the Pancasila student profile strengthening project in elementary schools in Semarang Regency, Indonesia. This research method used the CSE-UCLA evaluation model with a qualitative approach that included the aspects of program assessment, program planning, program implementation, program improvement, and program certification. The data sources came from the school principal/curriculum teachers, classroom teachers, students, and the parents of students at Pangudi Luhur Ambarawa Elementary School and Tlompakan 1 Tuntang Elementary School in Semarang Regency. Data collection was through interviews, document studies, and observations. The data analysis technique used qualitative descriptive methods. The research results showed that in the Assessment program, P5 was implemented in accordance with the vision, mission, and objectives. The theme and project options were chosen based on environmental issues and the needs of the students, and the project was also supported by the parents; Program planning, both schools had goals to be achieved in P5 so that the project ran with a clear direction and purpose; Program implementation, teachers have good strategies in carrying out P5 but improvements were needed in the socialization of the P5 program; Program improvement, there needs to be enhancements in the documentation of monitoring and supervision results; Certification program, the goals of the P5 program were achieved and all parties were satisfied with the existence of the P5 program, which had a positive impact on the students. The P5 program was running well, and all stakeholders were satisfied. However, there was a need for improvement in documentation and communication with students' parents. In addition, it is necessary to broaden project options, support teachers, and encourage them to prioritize character development over tangible results.

A Preliminary Analysis of a Prosocial Intervention to Support Teachers and Staff Implementing Behavioral Interventions in a Specialized School Setting

A Preliminary Analysis of a Prosocial Intervention to Support Teachers and Staff Implementing Behavioral Interventions in a Specialized School Setting

Creating an Exhibition Space to Attract Students in the University Library of Ukraine in Times of Crisis

Crisis times caused by the COVID-19 pandemic and the martial law in Ukraine have actualized the creation of various exhibitions in academic libraries to reach and attract users. In particular, to overcome social isolation, anxiety, and emotional and mental exhaustion. This study discusses the authors’ practical experience of building a partnership between the academic library and the Graphic Design Department of the Kyiv National University of Culture and Arts (Ukraine). The cooperation aims to create a physical and online exhibition space to reach and attract students to the library. The study provides examples of the joint creation of a library thematic exhibition space with students and teachers for interaction and moral support, formation of common values, self-realization, and motivation, as well as examples of using the exhibition space to hold exhibitions of students’ artwork as part of the library’s engagement program in times of crisis. The examples confirm that the university library, in times of crisis during martial law, positions its exhibition space as a place that unites the university community, inspires, promotes cultural development, supports successful initiatives, and presents the achievements of university students and teachers. The results of this article complement previous research on library exhibitions as a means of reaching, engaging, highlighting collections, and educating students. It also informs practitioners about the Ukrainian experience of creating an exhibition space to attract students to the academic library in times of crisis. This article may be helpful to library practitioners looking for ideas and experience organizing exhibitions in academic libraries.

STEM career expectations across four diverse countries: motivation to learn mathematics mediates the effects of gender and math classroom environments

BackgroundWe tested the broad generality of a model for predicting 9th–10th grade students’ STEM career expectations by age 30, focusing on hard science, mathematics and engineering professions only, known for driving innovation, research and development. The model’s predictors included motivation to learn mathematics, gender, and math classroom environments (disciplinary climate, teacher support and instructional strategies fostering conceptual understanding).MethodsWe used data from the Programme for International Student Assessment (PISA) 2022. Four countries were selected based on the percentage of students expecting STEM careers, representing high vs. low groups (Qatar and Morocco vs. Czech Republic and Lithuania, respectively). Analysis began with computing correlations between the variables, followed by path analyses for each country to determine both direct and indirect effects of the predictors on students’ STEM career expectations.ResultsWe found that motivation to learn mathematics not only directly predicted STEM career expectations but also mediated the influence of the remaining variables: gender (boys show higher motivation to learn math), and math classroom environments (students in well-disciplined math classes with supportive teachers who employ instructional strategies fostering math reasoning also demonstrate higher motivation to learn math). Remarkably, our model consistently demonstrated robustness across all four countries, despite their significant economic, ethnic, and religious diversity.ConclusionsTheoretically, the model reveals that 9th–10th grade students’ transitory long-term STEM career expectations are shaped by their interest in mathematics, their perceived importance of the subject, confidence in their self-efficacy to succeed in math tasks, perceptions of classroom disciplinary climate, teacher support, and their exposure to instructional strategies aimed at enhancing math reasoning. Practically, it suggests widespread potential for informing interventions aimed at increasing student motivation to pursue STEM careers through improved mathematics education practices.

ARTIFICIAL INTELLIGENCE IN THE EDUCATION SECTOR OF KAZAKHSTAN: OPPORTUNITIES AND PROSPECTS

This article examines the potential for implementing artificial intelligence (AI) technologies in the education system of Kazakhstan. It focuses on how AI can contribute to the individualization of learning, improve the quality of education in remote regions, support teachers, and develop digital literacy among students. Key areas of AI use are analyzed, such as the automation of routine tasks, the creation of personalized educational programs, distance learning, and the development of educational materials in the Kazakh language. It also discusses the challenges associated with the use of AI and predicts its long-term effects on the development of the country's educational system.

Стандартизация методики «Климат в классе» в Республике Беларусь

<p>The concept of "Classroom climate" has a broad semantics. It covers the quality of interaction not only between students and teachers, but also with classmates at the managerial, social, emotional and academic levels. It is shown that students' subjective perception of the classroom climate carries their behavior, psychological well-being and success in teaching students, as well as their personal characteristics, the development of abilities and giftedness. The use of an evidence-based approach in education improves the quality of psychological tools used in different regions of the Russian Federation and other countries. The article reflects the standardization of the questionnaire "Climate in the classroom" in the Republic of Belarus. The study sample consisted of 425 school students from different regions of the Republic of Belarus (Minsk, Rogachev and Zhlobin) aged 10-18 years (54,35% female). The average age was 15±1 years (median=15 years). Using confirmatory factor analysis, the six-factor structure of the questionnaire was statistically validated, and its structure demonstrated satisfactory alignment with the empirical data. The Cronbach's alpha coefficient confirms the internal consistency of the scales, with their mutual correlations being at a moderate level. The magnitude and direction of the relationships are consistent with the expected outcomes. The convergent and differential validity of the questionnaire scales has been tested on the scales of the Multidimensional Life Satisfaction Scale (SHUJI) and academic performance. The questionnaire is recommended to school psychologists and teachers for psychological and pedagogical support of students from different age groups to create a favorable school environment.</p>

DIGITAL LEARNING SUPPORT ELEMENTS IN THE ONLINE TEACHING OF GERMAN AS A FOREIGN LANGUAGE

In recent years, pedagogical design and practice have undergone a forced transformation that has brought many innovative methods and tools to the implementation process. The transition to online education has demanded new infrastructural solutions that have temporarily replaced traditional classroom practices. Most teachers seem to have adapted well to these new challenges. Learning support platforms and online teaching elements had to be harnessed by teachers who, in many cases, acquired this knowledge on their own, in awareness of their importance. Our study examines the need for digital learning support elements in primary schools of the German national minority in Hungary. Our research tools comprised an online questionnaire survey conducted in 2022. The goal of our study was to identify the problems that teachers faced in the transition to online teaching during the period of distance learning introduced due to the COVID pandemic in 2020 and since; the forms of support teachers received nationwide; and the measure of success in their work as language teachers. We also looked at the factors that influenced the digital elements being used. Finally, we examined whether teachers are still willing to use online learning support tools when returning to face-to-face teaching.

How Professional Learning Networks Can Support Teachers’ Data Literacy: In Conversation with Experts

In the last decade data-based decision making has been promoted to stimulate school improvement and student learning. However, many teachers struggle with one or more elements of data-based decision making, as they are often not data literate. In this exploratory study, professional learning networks are presented as a way to provide access to data literacy that is not available in schools. Through interviews with scientific experts (n = 14), professional learning networks are shown to contribute to data-based decision making in four ways: (1) by regulating motivation and emotions throughout the process, (2) by encouraging cooperation by sharing different perspectives and experiences, (3) increasing collaboration to solve complex educational problems, and (4) encouraging both inward and outward brokering of knowledge. The experts interviewed have varying experiences on whether professional learning networks should have a homogenous and heterogenous composition, the degree of involvement of the school leaders, and which competencies a facilitator needs to facilitate the process of data-based decision making in a professional learning network.