Community Teaching Research Articles

Identity Formation of a Filipino Transwoman EFL Teacher in Thailand

As a haven for the LGBTQIA+ community, Thailand has become a niche for EFL teachers from around the world, particularly Filipino transwomen. Despite gender discrimination in academia and being non-native English educators, they hold pivotal roles in connecting Thai students to the inner circle. This case study delves into the perceived and negotiated teacher and gender identities of a Filipino transwoman EFL teacher in Thailand, examining how these identities impact her teaching practices. Through a semi-structured interview, the participant’s experiences in a primary school were meticulously explored. Her narratives were captured through recordings and analyzed using Stake’s (1995) four-phase analysis framework: description, categorical aggregation, establishing patterns, and naturalistic generalizations. Results revealed predominantly positive perceived identities, such as possessing a neutral accent, versatility, and relatability, significantly influencing her EFL teaching practices. However, challenges included the absence of ELT credentials due to Thailand's lenient recruitment practices. The participant negotiated her gender identity as a woman in interactions with students and colleagues, highlighting the complex intersection of gender and professional roles. Future research should include comparative studies with Thai transwomen teachers and explore the impact of English proficiency and nationality on identity formation, offering valuable insights into fostering inclusivity in Thailand's EFL teaching community.

Application of Gibbs Framework Reflection Method in Elementary School Sports Teachers Community in Penajam, Penajam Paser Utara Regency

Application of Gibbs Framework Reflection Method in Elementary School Sports Teachers Community in Penajam, Penajam Paser Utara Regency

Examining the Impact of Teachers’ Cognitive Load on Student Engagement and Learning Outcomes in Saudi Classrooms

Background Examining the influence of cognitive load on teacher strategies, engagement of students, and the learning experience as a whole is essential in an age of educational reform and rapid technological evolution in instruction to become more effective pedagogues and positively impact student learning outcomes. This study explicates the experience of cognitive load on teachers and their ability to teach and engage students in the Saudi Arabian 21st-century classroom. Methods The study employed a qualitative research design to investigate the experiences of the 35 Saudi teachers through an essential initiative stratum of how they were selected in a randomized stratified process to ensure as much diversity as possible in the teaching community throughout Saudi Arabia. Data was collected through open-ended questionnaires and analyzed using thematic analysis to ascertain primary patterns and themes emerging from the data. Results The analysis found that (1) cognitive load significantly impacted teachers’ choice of instructional strategies. (2) Classroom performance was also impeded due to cognitive load as teachers struggled to engage and manage the learning of the students inside the classroom; (3) systemic and environmental forces devolving curriculum and integration of technology into instruction increased cognitive demand for the teachers, and (4) teachers employed various adaptive practices to manage their cognitive demands. They demonstrated tremendous resilience and adaptability in their practice. Conclusion The study findings have practical implications for educational policy and practice, primarily that educational policy and practice should focus on providing specific assistance and professional learning for teachers managing cognitive load. Finally, based on the findings, the study’s limitations and recommendations for further research are discussed.

How do we build and sustain a teacher community? The case of Korean language teachers

ABSTRACT The current study explores how teachers create, engage in, and sustain a teacher community utilizing collaborative self-study. By articulating and sharing the teachers’ experiences on the process of building and sustaining a teacher community, we aim to develop a critical understanding of what constitutes a teacher community and what factors contribute to its sustainability. Specifically, we ask 1) how do teachers describe their experiences using collaborative self-study to build a teacher community? and 2) what are the characteristics that contribute to a sustainable teacher community? The participants were four Korean language teachers in an intensive summer program at a university in the U.S. Data were gathered from group discussions, observations, reflective journals, and interviews. The findings indicate that teacher-oriented process and woori culture contributed to building a strong teacher community and are crucial factors for maintaining a sustainable practice in the field.

Teacher mobilizers: the power of leading learning and mobilizing teacher communities

Mobilizer teachers are trained and professional teachers who play a strategic role in leading learning and improving the quality of education in schools. Although teacher mobilizers have become a reference point for positive changes in education in Indonesia, their presence is still considered by many to have not contributed to schools. However, there are various different assessments regarding the existence of mobilizer teachers. A number of groups believe that the effectiveness of mobilizer teachers is still low, while others believe that mobilizer teachers have the potential to successfully advance learning in schools. Apart from that, research on mobilizer teachers is still very minimal in Indonesia so it does not provide comprehensive knowledge about the contribution of mobilizer teachers in Indonesia. This research aims to explore the role of mobilizer teachers in leading learning and driving learning communities and their impact on student learning. A qualitative approach was used in this research and a total of 13 teachers were interviewed. The findings of this research indicate that mobilizer teacher leadership is instructional leadership that effectively leads learning and mobilizes the teacher community in the school and region and contributes to student learning.

Artificial intelligence technologies in the Russian educational context: educators views

Introduction. Intelligent technologies for processing and generating natural language, machine learning and deep learning have the potential to qualitatively change both teaching methods and techniques and the education management system. Meanwhile, there is a question of whether the teaching community is ready for the conscious and effective implementation of artificial intelligence (AI) in educational programs. The purpose of the study is to examine the degree of educators’ awareness about modern intelligent technologies, to understand their attitude towards AI and their proficiency in these technologies. Materials and Methods. Data collection was carried out by means of a survey. The questionnaire was completed by 132 respondents including university professors of humanities (13%), schools teachers (15%) and pre-school and kindergarten educators (72%). Based on the survey data, the researchers conducted a content analysis of responses to open-ended questions and a quantitative analysis of responses to closed- ended questions. In addition, the chi-squared test was employed to identify the relationship between the age category and the level of AI competence. Results. The study demonstrates that the majority of respondents do not have a clear understanding of the concept of artificial intelligence and do not have the competencies and experience sufficient to effectively implement AI in the educational process, which is especially typical for respondents over 40 years of age. Artificial intelligence is perceived as something interesting, promising and useful, although complex and requiring solutions to respond to negative cognitive and emotional impact on learners. Only 11% of respondents rate their level of competence as high, while the majority consider it average (56%), below average (19%) or low (14%). Statistical analysis shows a significant relationship between the age of respondents and the level of competence (χ 2 =8.852; the critical value of χ 2 at the significance level of p=0.05 is 7.815). The younger generation (20-40 years old) is more likely than the older generation (41-60 years old) to assess their level of AI competence as high. The study shows that the use of AI in teaching practice is unsystematic and often experimental in nature due to the lack of knowledge and practical skills, which might be explained by the novelty of the AI technologies as well as the scarcity of research-based and tested pedagogical models for their implementation. Practical Significance. The results of the study will have practical application in training and professional development programs for educators, as well as in improving digitalization of education. Further research should be aimed at creating and testing methods and techniques for integrating AI into educational programs of all levels and forms.

Social Media in Collaborative Learning: A Systematic Literature Review

Adopting social media in Collaborative learning demarcates a boundary of novel pedagogy. Collaborative learning is a behaviour that can affect the teacher's and learners' cognition and, hence, pedagogical psychology. The concept can be used to facilitate a wider remote community for teaching and learning purposes. Thus, it has brought up the lacuna of a study explaining the empirical research ecosystems associated with the topic area. The main objectives of the study are (1) to investigate the existing knowledge landscape on social, collaborative learning with social media and (2) to areas where empirical research is lacking. The PRISMA guidelines followed the systematic literature review method. Scholarly journal articles published between 1980-2023 were queried through the Lens.org database, where 63 articles were selected for the final review. Bibliometric analysis was conducted using Biblioshiny and RStudio, and the VOSviewer package was used to conduct network visualization and density visualization analysis. Results revealed a relationship between social media adoption and collaborative learning. Existing knowledge was mapped and described using visualization maps to capture the extent of the existing research conducted and highlight the links between each article used in the analysis. A new qualitative tool, Word Cloud, highlighted the study areas. It was found that there could be a relationship between the psychological aspects of teachers and learners while adopting social media into pedagogy. Thus, if available, further research needs to be conducted to identify and regulate such issues. Research areas lacking empirical research must be addressed with future possible research since there is a trending incline in research. The same systematic review can be repeated with at least two research databases to minimize the change of missing possible articles in the review. However, pilot studies, at pure and applied levels, need to be conducted prior to the practice of social media adoption in collaborative learning, and they must be conducted through policy background.

Navigating English as a Medium of Instruction Practices in a Public School

The Implementation of English as a Medium of Instruction (EMI) in public schools has been connected with teachers’ competence, teachers’ professional development and teacher learning processes. The study adopts the qualitative case study to explore EMI practices in a classroom of a public school through the lenses of Vygotsky’s (1978)social interactional theory. The study looks into the experiences and practices of teachers, students, and other stakeholders in EMI classrooms. The research findings show that teachers are unable to make their pedagogy meaningful as the textbooks of private publications are entirely designed for commercial purposes; as a result, the students are quiet and passive due to the fear of EMI in the classroom. The study also reveals that newly appointed teachers have a zeal to enhance professional development and network among the teacher community to uplift students’ levels. Lastly, the paper paves the way for in-depth debate on EMI policy and practices in public schools.

ABOUT THE XVII INTERNATIONAL SCIENTIFIC CONFERENCE OF THE RUSSIAN ASSOCIATION OF WOMEN'S HISTORY RESEARCHERS

The article contains information about the XVII International Scientific Conference of the Russian Association for the Study of Women's History, which was held on September 26-29, 2024. The conference discussed the topics of women's contribution to the cultural heritage of the peoples of Russia and the world, health and lifestyle protection, traditional and modern education, women's heritage in economic and political activities. In 2024 at the conference in the section «Women's Heritage in Academic and Teaching Communities» the results of ethnographic research of the Center for Humanitarian Problems of the Kola Science Center of the Russian Academy of Sciences were presented.

On the issue of understanding the phenomenon of bullying by teachers with different levels of professional burnout

The article discusses issues of understanding the phenomenon of bullying in the teaching community. The specificity of the semantic content of the phenomenon of “bullying” is revealed among teachers with different professional experience and with varying degrees of professional burnout. It is concluded that in the semantic space of teachers with different professional experience, the concept of “bullying” has both stereotypical and specific features associated with the experience of resolving such situations, the degree of understanding of the sociocultural context due to age. The semantics of the concept of “bullying” among experienced teachers is more complete. For teachers with a low level of professional burnout, the perception of bullying is not associated exclusively with the children's community, and is not associated with a high degree of novelty of the phenomenon.

WORKSHOP E-MODULE GEOGRAPHY BASED ON QR CODE ON MGMP GEOGRAPHY IN SURABAYA

This study focuses on teaching students how to use QR Codes to present content in a dynamic, interactive, and hands-on way for both in-class and individual learning. This is a community service project of UNESA Geography education master's program to prepare 40 Geography Teacher Community (MGMP) Surabaya City to create geography e-modules based on QR codes. A Likert scale is used to evaluate the performance of QR-based module products, and the results are examined using NVivo software and percentages. The result showed, Individuals were able to comprehend and apply the outcomes of this activity, allowing 40 individuals to successfully finish the QR-based geography e-module. According to them, including QR-based geography e-modules into the classroom can boost creativity in geography education. Teachers are now become content creators rather than scavengers of internet content, which improves their capacity to create relevant and personalized lesson plans, according to the study's suggestions and implementation. Keywords: E-module, Geography, QR Code, Likert Scale

EFL Teaching and ICT Teacher Education: Spotlight on Moroccan High School Teachers

There is a scholarly consensus on the prominent role information and communication technologies (ICT) play in education, particularly in language teaching. In line with the ISTE (International Society for Technology in Education) standards for educators, the present paper probes the roles EFL teachers play as ICT learners. It also sheds light on the significance of online professional development in promoting teachers’ continual upskilling. To this end, a quantitative survey questionnaire is administered to 55 high school teachers. Participants belong to the community of EFL teachers working in private schools in Marrakesh, Morocco. Results demonstrate a general interest among participants in taking part in online pedagogical interactions that promote ICT integration in the classroom. Most teachers are also willing to incorporate innovative technology-enhanced activities into their classroom practices and test their effectiveness. In the same vein, the majority of respondents expressed interest to enroll in online professional development. As far as active participation in local e- communities of teachers is concerned, a positive attitude is clearly noted among male participants, younger generations of teachers, and better internet users. On the other hand, a reticence to engage online with colleagues at international level is particularly tracked among more experienced teachers. In view of the above results, there is an incessant need to account for online professional development as well as the use of ICT tools in structured teacher training programs. In the same mode, both prospective and in-service teachers should be trained on the use of internet-based platforms through professional meetings and demo-lessons. From another scale, Awareness should be raised among practitioners, especially veteran teachers, about the merits of enrollment in e-communities of teachers and the benefits of digitizing their teaching practices on their professional development.

A Weaponized Information Landscape during an Unprecedented Public Education Crisis in Morocco

The introduction of the new statute for education in Morocco in September 2023, officially known as decree law No. 2.23.819, unleashed a mixed feeling of utter dismay and indignation amongst the teaching community throughout the country. October 5, 2023 marked the beginning of massive teachers’ strikes that swept the country into January 2024. This article explores the involvement of teachers, syndicates and the government in the dissemination of various types of information disorder to influence the power dynamics to their advantage. Based on responses from a survey completed by teachers and a focus group discussion with 7 members of coordination committees, we present a clear perspective about the various forms of information disorder that were disseminated in social media during teachers’ strike. Our conclusion is that candid, transparent, and regular dialogues can boost trust between the three stakeholders and improve the information landscape in the country.

Foundations and frontiers in precision teaching: purpose, standards, technology, and community

Purpose This paper aims to provide a commentary to (Reagan, 2024; this issue) explore key considerations for advancing precision teaching, a data-driven approach that remains impactful in fostering educational and behavioural change. Design/methodology/approach Addressing four central topics – charting with purpose, balancing standards with expanding applications, using technology and relying on communities of practice – this paper discusses practices to strengthen and sustain the precision teaching community. Findings Charting with purpose underscores the importance of using data to guide informed, meaningful decisions. Balancing standards with expanding applications addresses the challenge of maintaining methodological rigour while adapting to new contexts. Thoughtful use of technology is presented as both a tool and a potential limitation, particularly for early-career precision teachers learning standard charting principles. Finally, reliance on communities of practice emphasises the mentorship and collective wisdom that supports precision teachers across stages of their careers. Originality/value By integrating these elements, this paper offers a framework to guide the precision teaching community in navigating emerging opportunities and sustaining its foundational principles.

Taoksia käännösviestinnän ajatuspajalta

This paper discusses the innovative theoretical thinking of Atso Vuoristo (1929–2009), a prominent figure in the history and development of translator training in Turku and Finland, and an influential pedagogue within the community of translation teachers and students in Turku from 1966 to 1993. Vuoristo did not publish his theorizations; thus, the aim of the article is to present one of his basic concepts, translational communication (käännösviestintä), and his analytical tool, layers of functionality (toimivuuden tasot). Both reflect a holistic, dynamic and non-binary, that is, complex communicative approach to translation as a human activity, connected with other human activities. Vuoristo’s conceptual tools were not only ahead of his time but they also seem still relevant today: while he may be classified as a functionalist theorist, he offers a multifaceted theoretical framework beyond the functionalist school for the exploration of the phenomenon of translation, connecting with, for example, sociological and complexity approaches to translation. The material used in this study consists of his unfinished book manuscript he was working on between 1993 and 2001 and his course material from 1982–1984.

Community-Engaged Research Projects in School Settings: Science Teachers’ Practices and Reflections

Community-engaged research (CER) is a justice-oriented research paradigm that emphasizes equitable and reciprocal knowledge co-production with community members and organizations, sharing power, benefits, contributions, and responsibilities among all participants. This study explores nine teachers’ cases of facilitating CER projects in their respective school settings, aimed to support students’ critical consciousness and action for environmental issues and injustices. This study contributes to educational research by adapting an existing framework for CER for environmental justice that can guide K-12 teaching and research on it. By analyzing data from teacher community meetings and individual interviews in the CER framework, this study articulates classroom practices that addressed the Distribution, Procedure, Recognition, and Transformation dimensions of CER, as well as the positive impacts and challenges of these implementations. The findings report teacher practices categorized by the CER dimensions they addressed (the what of the practices) and the instructional strategies they employed (the how of the practices). The findings also compare the frequency of these practices as an indicator of variation in teacher practices and illustrate this variation through three teachers’ CER cases. The findings also document the positive outcomes of CER in student empowerment, as well as the challenges related to time, resources, assessment, and stakeholder skepticism, underscoring the need for systemic support to enhance CER in school settings. The discussion focuses on the implications of these findings and ways to address the identified challenges through future research and institutional efforts.

Evaluation Of Biology Teachers' Knowledge in Sidoarjo Regarding the Concept of Poliovirus and Wolbachia Infected Mosquitoes

Biology is a dynamic and constantly developing science. The Ministry of Health of the Republic of Indonesia reported nine cases of childhood polio in East Java in January 2024. In addition, the Ministry of Health launched a pilot project to implement Wolbachia-infected mosquitoes as an innovation to control dengue fever in five big cities in Indonesia. This health problem is studied in biology lessons on viruses in senior high school. This paper aims to analyze the knowledge of the concepts of polioviruses and Wolbachia-infected mosquitoes in the biology teacher community in Sidoarjo. The respondents were 43 biology teachers in Sidoarjo. Respondents' prior knowledge was measured by pretest. After the respondent takes the pretest, the respondent gets the concept of the virus. After the material, respondents do a post-test. 11 pretest questions and 11 post-test questions are packaged in Google form. The results showed that all participants participated in the activity from start to finish, taking the pretest, listening to the material, and doing the post-test. The pretest mean score was 40.18, and the post-test mean score was 91.36. The highest pretest score was 81.81. The highest pretest score was 100. A total of 15 teachers (34.88%) were unsure that Wolbachia-infected mosquito was the best solution to reduce disease. Twenty-one respondents (48.83%) agreed mainly with society's concern that the Wolbachia-infected mosquito is dangerous for humans. Respondents' knowledge increased after receiving the concept of the virus

Students Emotion and Distraction Detection While Adopting E-Learning Approach

Currently, e-learning has changed the way students’ study by providing high-quality education that is not restricted by place or time. Mobile phones, tablets, laptops, and desktop computers are some of the products that make online learning easier. These devices were used for mandatory online learning due to the COVID-19 pandemic. However, because the e-learning approach prevents an instructor from actively observing a group of students, they may become distracted for many reasons, significantly reducing their learning potential. This paper proposes an intelligent system called the Intelligent E-Learning Monitoring System (IELMS) that helps faculty members keep track of such students and supports them in improving their performance. Convolutional neural network (CNN) techniques are utilized to detect emotions, and once the optimum algorithm for detecting emotions has been identified, it is fused into the model that detects an online learner’s distraction. The fused model produces logs of distraction and emotion. These logs will assist the teaching community in identifying underperforming online learners and facilitating counseling.

How do you trust in the midst of mistrust? A longitudinal study (2010–2021) on building trust in a professional learning community of science teachers in Chile

ABSTRACT Professional Learning Communities (PLCs) are valuable spaces for collaboration and reflection to promote the transformation of teaching practice and resilience to change. In PLCs that are sustained over time, trust-building is a key element. In Latin America, school systems and educational models are based on mistrust, which in Chile is consistent with a highly unequal, individualistic, and competitive school system, making the generation of PLCs particularly complex. Through a longitudinal study, we describe how trust is built and maintained in a Chilean PLC of science teachers who meet regularly to share and reflect on their practice. We analysed 18 group sessions, six focus groups, and four interviews conducted over 11 years of this PLC. The results show relevant elements to initiate trust, such as building an initial bond of trust between some participants, recognising one’s limitations, and negotiating common meanings and objectives. In the second stage, the free expression of experiences and emotions, reflecting on practice and validating its members’ experiences allows for the construction of a genuine and highly valued space for professional development, which promotes practice transformation.

R.A.I.C.E.S. (Roots): A conceptual framework for community‐building that connects linguistic and cultural wealth to support emergent bilinguals

AbstractProject R.A.I.C.E.S. (Reaching All Individuals and Communities to Establish Success in Language Learning) is a National Professional Development grant initiative operating at Stephen F. Austin State University. Grant objectives were designed to enhance school readiness, English acquisition, and literacy outcomes for emergent bilinguals (EBs), English learners (ELs), and multilingual learners (MLLs) through collaborative professional development events involving university, community, parent, and school district partnerships. The Spanish word raíces translates to roots in English, symbolizing the project's commitment to preserving and nurturing the cultural and linguistic diversity of the community by reframing language learning within an additive paradigm. Project R.A.I.C.E.S. creates paid professional development events to build a community of professors, preservice teachers, in‐service teachers, parents and caregivers of emergent bilingual children, and children in collaborative professional development sessions called academias (academies). Each academia positions all participants, especially parents and caregivers and their children, as key stakeholders and equal partners in the learning process to honor the community's cultural wealth, emphasizing linguistic and cultural sustainability for English language learners in educational settings. Moreover, the academias provide preservice and in‐service teacher professional development and preparation for the TExES ESL certification exam, crucial for better meeting the needs of EBs/ELs/MLLs in rural schools.