Development Of Teaching Process Research Articles

Utilizing P7 as a Model to Facilitate Language Teacher Development Program: Implication for Applied Linguistics

This research focuses on the imperative need for effective language teacher production in Nigeria to meet the growing demand for language education and applied linguistics. The study introduces the P7 Model, a comprehensive framework that encompasses seven key elements essential for successful language teacher development: Personnel, Potentials, Partnership, Process, Property, Product, and Probing. The research involves a survey of 400 practicing language teachers across various educational levels in Nigeria. The survey examines their perceptions regarding the importance of these seven elements in shaping language teacher education programs. The findings are analyzed using simple percentages. The results highlight strong agreement among respondents concerning the significance of each P7 element in the language teacher development process. Specifically, participants emphasize the need for competent, proficient, and enthusiastic teaching staff (Personnel), collaborative efforts through partnerships, research, and engagement with regulatory bodies (Partnership), admission of candidates with a genuine interest in language teaching and strong academic potential (Potentials), a curriculum emphasizing practical skills and employability (Process), the provision and optimal use of infrastructure and resources (Property), job security, remuneration, incentives, and continuing professional development (Product), and quality assurance and control throughout the teacher development process (Probing). The P7 Model offers a structured approach to guide language program administrators and policymakers in shaping effective language teacher education programs. Prioritizing these elements is crucial to ensure the availability of skilled, dedicated, and enthusiastic language teachers who can meet the demands of the 21st century, ultimately facilitating applied linguistics and language education in Nigeria.

A learning model promoting higher-order thinking skills and active citizenship with global mindedness

The objectives of this research were to study the current situation of and the needs for teacher competency development in learning management, and to develop a learning management model. The sample was 95 teachers selected by simple random sampling. Research instruments were a questionnaire and a learning management model created through the process of drafting, evaluation and verification, and improvement. Statistics used for data analysis were mean, percentage, and standard deviation. The findings indicated teachers’ opinions towards the current situation of learning management that promotes critical thinking skills and active citizenship with global mindedness at a high level. The need for developing learning management competency were also at a highest level. Components of the learning management model include: i) Basic principles and concepts; ii) Learning objectives; iii) Learning process and learning assessment; and iv) Learning outcomes. The teacher development process includes: professional learning community (PLC), guidelines for learning management, design of learning management, measurement and evaluation, teaching practicum, supervision, reflection, and lesson learned. The model showed the suitability at a highest level.

Lessons From an Urban Teacher Residency Partnership

Facing teacher shortages, urban teacher frustration, and a lack of BIPOC representation in the teacher workforce, two urban institutions, a school district, and a university partnered to design, develop and implement a year-long clinical teacher residency program. Throughout the pilot and one subsequent year, data was collected through observation and open-ended questionnaires as three resident-mentor pairs engaged with students in two of the district’s elementary schools. The Technological, Pedagogical, and Content Knowledge (TPACK) development model (Mishra & Koehler, 2006) and Moir’s (1990) Phases of First-Year Teachers’ Attitudes Toward Teaching were used to inform program design and examine the success of program implementation. While the program did not meet the goal of increasing BIPOC representation, teachers skilled in urban education successfully entered the workforce. Valuable lessons were learned about designing residency programs that foster a sense of belonging and optimize mentor and resident development. The authors conclude clinical teacher residency shows promise as an avenue for providing novice and experienced teachers responsive support as they engage with the complex process of teacher development.

프로티언 커리어 관점으로 본 전·현직 중등교사의 이직 경험

Objectives This study examines how the Protean career is revealed in the career development process of teachers in a socio-economic environment where change and diversity are pursued by exploring the turnover experience of secondary school teachers. Methods To this end, a Consensual Qualitative Research (CQR) method was applied to 8 former and incumbent secondary school teachers who had experience of job change to ensure objectivity. Results As a result of the study, a total of 252 core concepts were extracted, and 3 areas, 8 sub-areas, and 14 sub-categories were derived. Looking at 3 areas and 8 sub-areas, it was possible to confirm the perception of jobs such as ‘living as myself’, ‘living together’, and ‘economically self-reliant’. In the changeover process, it was analyzed as ‘starting change’ and ‘flexible coping with change’. Finally, the evaluation of job change was found to be ‘satisfied with life’, ‘integrating life’, and ‘continuing life’. Conclusions Looking at the experiences of various turnovers from the perspective of the whole life, it was confirmed that the challenge and flexibility to take the lead in change are opportunities for growth that newly create one's career and increase job satisfaction. This study is significant in that it explores the phenomenon of job turnover surrounding the profession of a teacher in modern society characterized by lifelong career development and borderless careers from a protean career perspective.

How school culture affects teachers’ classroom implementation of learning from professional development

A core element of almost all educational improvement efforts is an intention to improve teacher practice in order to enhance student- and system-level outcomes. To this end, a range of strategies are deployed to facilitate teacher professional learning and development, with great investments of time, financial, and human resources. However, the environments in which teachers learn and their impact on teachers’ implementation of new learning remain underexamined. By considering how the psychosocial learning environments present in schools affect the teacher development process, there is scope to enhance the impacts of professional development. This study explored how aspects of school climate and culture (that is, the learning environments that teachers experience) affect teachers’ classroom implementation of their professional learning. Qualitative data were gathered from 36 teachers in New Zealand through focus groups and analysed via reflexive thematic analysis following a latent inductive approach. Five areas of school climate and culture were identified that, according to the teachers, affected their implementation of new professional learning. These areas were: leadership engagement/actions; the change environment; relationships; beliefs and attitudes related to TPLD; and all being on the same page. Understanding the roles these five areas play provides insights into how school leaders and policymakers can seek to shape the learning environments that surround teachers’ daily classroom practice in order to facilitate learning and improvement for all.

The Readiness of Stakeholders in the Scientific Inquiry-Supported Mentoring Project

The effectiveness of professional development programs for teachers in Turkey is limited because the programs are not designed to meet individual teacher needs. Although teachers are implementers who perform classroom practices, they are in the role of students in these programs. The project supported by The Scientific and Technological Research Institution of Turkey (TUBITAK) 1001-Grant 220K080 entitled “Designing and Evaluation of the Effectiveness of Scientific Inquiry Supported by Online Mentoring (e-scaffolding) in In-service Teacher Training” aims to examine and evaluate a professional development model. The project involves various strategies, such as mentorship, coaching, peer learning, and collaboration, for prioritizing teachers’ ideas and expectations. This study intends to reveal the readiness of the stakeholders (participating teachers and mentors) in the online mentoring model supported by scientific inquiry as part of the professional development process of teachers. The prominent results of the research are that teachers have positive opinions about the importance of scientific inquiry-based learning and teaching, teachers’ expectations from professional development programs vary by their levels of experience. In conclusion, this study is important in terms of making teachers’ voices heard and designing professional development programs in line with their expectations.

Mentoring pre-service teachers in situated learning: A case study of a Zimbabwean teacher training college

Mentoring pre-service teachers on teaching practice is an important part of the teacher development process. Pre-service teachers initially did teaching practice in schools where they could put what they had learned in their teacher education institute into practice. Teaching practice is now possible in virtual classrooms. This connects mentorship to the situated learning theory, which holds that effective education necessitates learning rooted in authentic contexts of practice, where pre-service teachers will participate in activities within social communities. Two teaching practice coordinators, eleven lecturers, seventeen pre-service teachers, and ten mentor teachers who were purposefully selected to participate in the study were interviewed using qualitative research approaches. Face-to-face interviews and focus group discussions were used to gather information. In this paper, I discuss the aspects that contribute to effective TP mentoring implementation as well as the contextual learning theory. Collaboration, introspection, coaching, multiple practice, acquisition of new abilities, and authentic situations are among the factors shown in the study. The mentor teacher serves as a knowledge provider, facilitator, and mediator. In the college under study there is great emphasis on that pre-service teachers get attached to mentor teachers in their practicing schools.

The development of mathematics teacher professional competencies through social media

One of the competencies for mathematics teachers that needs to be developed continuously is professional competence. However, even if efforts for developing teachers’ competencies have been made formally by the government, it seems still lacking. This study, therefore, aims to develop mathematics teacher professional competencies through an informal development model using social media. This research used a qualitative method, a case study design, involving 19 mathematics teachers from various regions in Indonesia in the informal development process in the range of 2019-2021. The informal approach was carried out using question-and-answer techniques and guided discussions on mathematical problems. From the teacher development processes, 30 mathematics problems and their solutions were collected. As an illustration of this development process, this article presents five problems and their solutions, including solutions for two mathematics problems on conceptual understanding and three mathematics problems on problem-solving. We conclude that this informal approach is fruitful in helping mathematics teachers solve mathematics problems. This study implies that the teacher development process carried out in this study can be used as a model for informal teacher development by other higher education academics in their respective places.

Improving Teacher Competence in Questions on Google Forms Through In House Training (IHT) in the Era of the COVID-19 Pandemic at Candirejo State Elementary School, Kalibawang, Kulon Progo Regency

The purpose of this study is to improve the ability of teachers in preparing questions on google forms. Building teachers' practical ways of thinking in solving problems related to the preparation of HOTS questions, as well as increasing the professionalism of school principals in organizing In House Training (IHT) and increasing the motivation and competence of school principals during the COVID-19 pandemic. This research method is descriptive qualitative through school action research which further deepens the teacher development process related to writing HOTS questions on the google form. The data of this study are qualitative data, while the research subjects are Candirejo State Elementary School teachers, totaling 8 teachers consisting of 6 classroom teachers and 2 study teachers. The results showed that the teacher's ability to write written test questions was initially only 2 people (20%), after the research was carried out with the first cycle of activities from 2 teachers to 8 teachers (100%), while the research activities at the end the implementation of the second cycle of activities with an average score of 69.00 and an average score of 3.80, while based on presentation it reached 94.91%. As for the stage of the second cycle of meeting 1 the teacher's ability in preparing questions through In House Training (IHT) on Google Form there was an increase of 2.14% and at the second meeting of cycle II it rose to 91.79% in the "Very Good" category. And the average score increased in the second cycle of meeting 2 to 64.25 from 61.38. While the activities of IHT participants at the second meeting of the second cycle reached 22.50, the average value of the second cycle of the second meeting reached 3.75 while the percentage-based score reached 93.75% in the "Very Good" category. So that the research can be ended at the stage of cycle II for the second meeting.

The development of an Ecology of Resources for online English as a Foreign Language (EFL) teachers in a Japanese university during the COVID-19 pandemic

English language teaching in Japanese universities can be described as having a very classroom-centered approach with relatively little online presence. Therefore, the transition to emergency remote teaching in April 2020 in response to COVID-19 was particularly challenging. This paper describes how the teaching staff in one English as a Foreign Language (EFL) department at a national university in Japan came together to support one another with various online guides and the creation of peer support groups. This activity is analysed in terms of the development of an Ecology of Resources (EoR) (Luckin, 2008) and an online Community of Practice (Lave & Wenger, 1991). The four collaborative documents and the peer support group that make up the EoR are described together with examples of this teacher development process. By partaking in the creation of the EoR teaching staff learned together how to teach online in an emergency context and this collaboration can be the basis for future online teaching in an institution where it had not happened before.

Language teacher professional education:

This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.

Exploring the process of teacher development toward teaching English by using the Trajectory Equifinality Modelling approach: Elementary, middle and high school comparison

Within the education system in Japan, English classes have historically been conducted in Japanese. While the reasons for this are obvious, there are potential pitfalls, including the fact that such classes depend on translating English to Japanese and explaining grammar principles in Japanese. In 2008 The Japanese Ministry of Education, Culture, Sports, Science, and Technology introduced a major reform to the teaching of English. The policy reform specifically related to high school English classes, but in 2019 it was updated to include junior high school classrooms. This policy placed increasing pressure on Japanese school teachers to teach English in English. Despite this increased pressure to speak English exclusively during class time, a 2019 survey found that many teachers choose to ignore the guidelines. Professor Mitsuyo Toya, who is an expert in applied linguistics and TEFL and is based at the University of the Ryukyus in Japan, is part of a team exploring the process of teacher development for teaching English in Japan. By using the Trajectory Equifinality Modelling approach, the team hopes to suggest improvements that the education sector can put in place to benefit students and teachers alike.

Genres de textes en circulation dans la sphère du travail d’enseignement et dans la formation professionnelle de l’enseignant

Dans cet article, nous avons pour but de discuter des relations entre langage et travail, en focalisant sur le rôle potentiellement formatif des genres textuels dans le contexte du travail d’enseignement. Nous présenterons les genres qui circulent dans les situations de travail enseignant et ceux qui peuvent être produits à des buts formatifs, en distinguant ceux qui circulent dans la sphère de travail ceux qui ont un potentiel d’apprentissage et/ou de développement. Notre étude se base sur l’orientation épistémologique de l’Interactionnisme Social et se sert de trois cadres théoriques : celui de l’Interactionnisme Socio-discursif, d’une part ; et ceux de la Clinique de l’Activité et de l’Ergonomie de l’Activité des Professionnels de l’Education, d’autre part. Nous montrerons, de manière spécifique, une analyse d’une auto-confrontation et nous discuterons de son potentiel pour le développement des enseignants et pour la formation. Nous discuterons ainsi du rôle des verbalisations sur la situation de travail dans le processus de formation de l’enseignant, à travers des genres produits en situation de travail qui constituent une activité symbolique dans laquelle le langage devient un instrument de formation et de développement.

Teaching football-players the techniques of dribbling and stroke using digital technologies in terms of interactive training complex

Russian football players are inferior to football players from the leading European clubs in the level of dribbling and stroke mastering techniques. This drawback overcoming demands scientific search for the ways of teaching process development, taking into consideration modern achievements in the sphere of digital technologies. The aim of the research work is to create the methodology of teaching young football players the technique of dribbling and stroke using digital technologies. They are realized on the basis of an interactive training complex (ITC). The work presents the description of created by us ITC. It provides the following: an active polymedia information environment creation, which defines the direction and speed of an athlete’s movements with the ball and without a ball at a training ground; an athlete’s functional state characteristics and the training activity parameters registration. We created the methodology of ITC use. It includes the amount of new training exercises and the ways of the training activity organization. We present the results of testing the methodology. They prove its practical effectiveness. It is conditioned by the opportunities in the methodology: realization of methodical techniques of repeated, adjacent, closed up, contrast and variative tasks; control over the process and results of the training tasks fulfillment; regulating the difficulty of the tasks; training tasks fulfillment organization in terms of competitive method.

Professional Development of a Teacher Providing Special Education Support Service: Mentoring

Mentorship provided to increase special education teachers’ theoretical knowledge and to better their teaching practice is expected to positively contribute to the quality of educational practice. The aim of this research is to evaluate the mentoring process designed for the professional development of a teacher providing special education support services to students with hearing impairment in an inclusion setting. This study is action research. The participants are the researcher, supported teacher, two hearing impaired students, validity committee and general education teacher. Data has been collected from observations, interviews, researcher diary, documents, and process products. Systematic and critical analysis of data both during and after the research process. Based on research findings, one can suggest that professional development process of teachers who will work in inclusion settings be focused on their individual needs and relevant regulations be arranged in order to support their development through mentoring process.

Teacher Autonomy in Langu ages for Specific Purposes – Reflections on LSP Teacher Development Process

Teacher Autonomy in Langu ages for Specific Purposes – Reflections on LSP Teacher Development Process

Candidates Use a New Teacher Development Process, Transformative Reflection, to Identify and Address Teaching and Learning Problems in Their Work With Children

This article has two aims: (a) to offer a new model for a teacher preparation course that features reflection and teaching as integral, inseparable actions and (b) to provide empirical evidence from an exploratory ethnography to demonstrate teacher development possibilities with this model. The model, termed Transformative Reflection, was founded on principles from cultural-historical activity theory (CHAT) and empirical work on reflection. This study examines two CHAT-based mediation practices that became a focus of 12 childhood education masters students inquiry during reflection sessions: (a) posture as a tool for working with students and (b) open questions as a tool to re/orient learners. Based on analysis of observations, interviews, journals, and video, we found candidates took action individually and collectively to interrogate and, in many cases, change how they planned learning activities, how they re/oriented learners to the learning object, and how they viewed students as agents.

An Evaluation of the Self-Efficacy Theory in Agricultural Education

This research sought to evaluate the use of the self-efficacy theory in agricultural education. A total of 30 studies, published between 1997 and 2013 using self-efficacy as a theoretical foundation were compiled and analyzed. The findings of these studies were compared to expected outcomes identified by the self-efficacy theory, specifically the positive relationship between Bandura’s four identified self-efficacy building experiences and increased self-efficacy as well as the relationship between self-efficacy and career persistence. This synthesis highlights important considerations for the use of self-efficacy theory in agricultural education, including a shift from mastery experiences to vicarious experiences in the teacher development process and specific considerations for the establishment of social persuasion between cooperating and student teachers. Finally, based on the comparison of past research in agricultural education and self-efficacy theory, recommendations are made for future research that will continue the articulation of this theory in both research and practice within agricultural education.

A Study on the Development Process of Teachers’ Practical Knowledge Referencing to the Transformative Learning Theory

A Study on the Development Process of Teachers’ Practical Knowledge Referencing to the Transformative Learning Theory

PARADIGMA BARU PEMBELAJARAN BAHASA DAN RESISTENSI MASYARAKAT TERHADAP PERUBAHAN

The advent of innovation in teaching English as a foreign language has taken a long practice of ideas and concepts of classroom teaching practices. An interplay of psychology of learning, classroom management, teaching procedures responding current issues in language uses and needs has promoted itinerary of teaching models. The first role of applied linguistics is prominent to place how teaching issues and its practices are perceived contextually on the track. The psychological perspectives have put learning models are viewed from various angles from which learning theories and language contents are interrelated. First major ideas deal with development of teaching methods considered traditional, e.g. grammar translation that focuses on rules, silent way that stresses problem solving learning, and communicative language teaching that emphasizes on the uses of language for real communication. The second major ideas promote innovative language teaching involving among others quantum teaching and learning, collaborative learning, effective teaching, multiple intelligences, from which language teaching methods are exposed for practices. This way, along with the development of teaching process, teaching methods are adaptive to recent trend. The resistance of language teaching method, thus, indicates flexibility of the method to absorb new needs in context.