Experienced Teachers Research Articles

Mandatory use of only Persian in Iranian schools

This paper explores teachers’ experiences of using only Persian language in Iranian schools and its consequences. To do this qualitative method and phenomenological approach was employed. Participants included all teachers of K-12 across Sanandaj and fifteen experienced teachers (8 male and 7 female) were selected via purposive sampling. A semi-structured interview was conducted to gather data. Using the Braun & Clarke (Braun and Clarke in Cooper et al.Camic et al.Long et al.Panter et al.Rindskopf et al.Sher (eds), APA handbook of research methods in psychology, American Psychological Association, Washington DC, 2012) framework, thematic analysis was applied for analyzing the data. Despite teachers emphasizing the significance of the mother tongue in various aspects such as Cultural Identity, Sense of Belonging and Communication Knowledge and Skills, they perceive that the educational system enforces a monolingual policy (Persian) through Educational Centralization, Cultural Assimilation, and A Policy of Denying or Neglecting Linguistic Rights. They also highlighted potential consequences of this policy, including Students’ Identity and Cultural Crisis, Intensifying Cultural Duality and Hindered Learning. These findings prompt policymakers to consider language minorities in educational planning.

Utilization and Challenges of Using ICT at SPM Al-Mashduqiah: Perception of English Teachers

The use of technology in English learning is becoming increasingly crucial to achieve optimal learning outcomes. This study aims to explore teachers' perceptions regarding the use and challenges of using Information and Communication Technology (ICT) in English learning at SPM Al-Mashduqiah. Using a qualitative method with a case study type, this study focuses on the perception of English teachers in the school as the subject of the study. Data were obtained through semi-structured interviews, observations, and documentation, which were then analyzed using a descriptive approach to describe and interpret the teacher's experiences and views in detail. The findings reveal that teachers have been utilizing ICT in various aspects of English learning, including the use of learning apps, interactive videos, and online platforms for assignments and evaluations. However, teachers face several challenges, such as limited facilities, lack of technical training, and resistance to changes from traditional teaching methods. Teachers' perceptions of ICT utilization vary; most view ICT as a tool capable of increasing student engagement and learning effectiveness, while others feel burdened by the need to master new technologies in their use in English learning. The study concludes that although the use of ICT in English learning at SPM Al-Mashduqiah has great potential to improve the quality of education, further efforts are needed to address existing challenges, including increased facility support and ongoing training for teachers. These findings are expected to provide valuable insights for policymakers and education practitioners in designing effective strategies for ICT integration, making an English learning more enjoyable and effective.

School dropout, lag and repetition: strategies for inclusive and sustainable education in the framework of public policies

This study examines the structural factors that contribute to school lag and dropout in students from vulnerable areas. Factors include community violence, economic precariousness, and complex family dynamics, within the context of the post-pandemic impact. Through interviews, participatory observation, and documentary analysis, the experiences of students, teachers, and educational authorities are collected to identify patterns of exclusion. The results show that the socioeconomic context that affects students' motivation, attendance, and school performance, especially in areas with gang presence, is a lack of safe transportation, and poor access to basic services. The pandemic amplified these difficulties by affecting skills such as reading, writing, and math, generating a significant lag as well as an emotional disconnection from school. Although the Ministry of Education implements welfare programs, such as subsidies for food and transportation, their effectiveness is limited in the face of the magnitude of the needs, which generates dissatisfaction in the community. In response, alternative modalities have been explored, such as homeschooling and playful learning programs, as well as interventions in mathematics education that seek to strengthen basic and practical skills, although their impact is still uncertain. This study highlights the need for educational public policies that address the structural causes of dropout and offer early intervention strategies, safe school environments, and teaching methods that connect theory with practice, promoting quality education for all.

Caught in the rye: Novice teachers’ journeys of self-discovery and identity formation

This qualitative study explores the experiences of novice teachers as they navigate the complexities of identity formation and self-discovery during their early careers. Grounded in Transformative Learning Theory (TLT) and themes from J.D. Salinger’s The Catcher in the Rye, the research employs thematic analysis of interviews and reflective notes from eight novice teachers to uncover their emotional and professional struggles. Four key themes emerged: Alienation, identity and self-discovery, rejection of societal norms, and the search for genuine connections. Findings indicate that feelings of alienation often undermine teachers’ confidence and motivation, while self-discovery fosters resilience and adaptability. The rejection of standardized norms prompts educators to seek more meaningful teaching practices, enhancing student engagement and empowerment. Furthermore, the study highlights the significance of building authentic relationships with colleagues and students in creating a supportive teaching environment. This research underscores the need for systemic support, including mentorship and collaborative practices, to improve novice teacher retention rates. By linking literary themes to educational experiences, this study advocates for the integration of narrative inquiry in teacher training programs, ultimately contributing to a deeper understanding of the challenges faced by new teachers.

THE IMPLEMENTATION OF SINGLE NATIONAL CURRICULUM IN PUNJAB: TEACHERS' PERSPECTIVES BY EXPERIENCE AND QUALIFICATION

Education has been recognized to be an important factor in nation-building. Every student has a fair & equitable opportunity to acquire a high-quality education within one education system which includes common curriculum, medium of instruction & assessment platform. A Single National Curriculum is one step in that direction. In 2020, Pakistan's government implemented the SNC, a significant curricular reform aimed at reducing differences in the national curricula and promoting basic competencies for students. Prior to the adoption of SNC, many schools taught a diverse curriculum. The purpose of this study is to investigate teachers' perspectives on the implementation of a SNC in the province of Punjab, taking into account their qualifications and experiences. A quantitative descriptive research design was applied. The results revealed that the highly qualified teachers demonstrated a stronger commitment to the SNC objectives, while experienced teachers exhibited varying level of acceptance showing higher positivity. The study suggested the need for teachers' training and Continuous Professional Development programs in order to implement SNC effectively. The SNC's aim will only be accomplished if the proposed assessment procedure is used, hence improving the examination system.

Use of immersive virtual reality in environmental education: effects on environmental empathy, skill transfer, and attitudes

ABSTRACT Immersive virtual reality (IVR) provides sensory stimulation and immersive learning experiences, which offers a unique opportunity for individuals who are limited by geographical or social constraints to engage in environmental education. This study explores the potential of IVR for enhancing environmental empathy and facilitating environmental skill transfer and examines the correlations between enhanced environmental empathy and environmental attitudes. Herein, 50 sixth-grade students from primary schools were recruited and equally assigned to either the IVR group or the traditional learning media (TLM) group. Students in the IVR group used head-mounted devices and handle controllers to explore a self-developed, theme-related virtual reality program. Students in the TLM group used PowerPoint presentations and an educational video approved by an experienced teacher. The study found that: (1) environmental empathy improved significantly in both the TLM and IVR groups; (2) environmental empathy and environmental skill transfer of students in the IVR group were significantly higher than those in the TLM group; and (3) with IVR, environmental knowledge level and environmental empathy had the greatest impact on environmental attitudes. These findings provide insights on how IVR positively impact educational outcomes related to environmental awareness in K–12 settings.

The Communist Party of Thailand's education for young children in Northern Laos and Southern China

ABSTRACT Education is typically critically important for political movements, One important Communist Party of Thailand (CPT) policy was to make education accessible to the poor and disadvantaged, including upland ethnic minorities such as the Hmong and the Lua. Apart from expanding education for young adults outside of Thailand, the CPT also organized education for young children in northern Laos and southern China, near the border between the two countries. However, a dramatic shift in political alliances – and various other internal and external factors – resulted in the CPT having to withdraw from Laos in early 1979, and falling into rapid decline in the early 1980s. This article considers the primary education that the CPT provided along the Laos–China border, and the experiences of students and teachers. The circumstances of Hmong child students trapped in China during the 1980s, and their readjustment once back in Thailand, are also discussed. The CPT’s education policies are particularly useful for understanding their ideas regarding ethnicity and language, but ultimately the approach of the CPT to ethnicity and language was not radical, and did not differ much from the approach of the government of Thailand.

Pre-service English teachers’ beliefs about implementing digital multimodal composing in a teaching practicum context

PurposeDigital multimodal composing (DMC) has received considerable attention in English as a Foreign Language (EFL) classrooms. While empirical studies on DMC have been widely conducted, there is a scarcity of research specifically examining the experience of pre-service English teachers in employing DMC during their teaching practicum. They might be familiar with DMC concepts, yet their beliefs about implementing DMC-mediated language teaching in classroom settings is worth further investigation. To fill this gap, this study aims to investigate the perspectives of three pre-service English teachers on DMC-mediated language teaching during their teaching practicum program.Design/methodology/approachThis study employed a case study design and was conducted in a state Islamic university in East Java Province, Indonesia. A semi-structured interview was conducted with three pre-service English teachers to collect data about the beliefs of pre-service English teachers in implementing DMC in their teaching practicum. Data were analyzed through thematic analysis.FindingsFrom the analysis, the study unveils three important findings: (1) pre-service teachers' awareness of implementing DMC in English classrooms, (2) pre-service teachers' pedagogical preference for DMC projects and (3) pre-service teachers' perceived challenges in teaching through DMC.Originality/valueThe study suggests that equipping pre-service teachers with adequate pedagogical competence in DMC will enhance their capacity for technological pedagogical and content knowledge (TPACK).

SEL programs promote students' wellbeing and relationships: teachers experiences in a qualitative evidence synthesis

SEL programs promote students' wellbeing and relationships: teachers experiences in a qualitative evidence synthesis

Behind the Screens: Evaluating the Effectiveness of Zoom in EFL Learning and Teaching in Higher Education

This study examines the usage of Zoom platform features and functions in managing EFL classes from the perspectives of students and their instructors. The study used a mixed-method approach. Quantitively, a questionnaire was distributed to undergraduate EFL students enrolled in advanced English courses (B2) in the first semester of the academic year 2023/2024 in a Palestinian university. The questionnaire was complemented by interviewing nine EFL instructors who have utilized the Zoom platform in their EFL classes. The quantitative data were subjected to statistical analysis whereas the interview data were analyzed thematically to obtain qualitative insights. The findings of the study revealed that Zoom features and functions significantly boost the online language learning experience in the EFL classes according to the students’ views. The students highly appreciate the features of recording, raising hands, screen-sharing, mute/unmute controls, file-sharing, and chat box while learning the English language. The results also indicate that both male and female students have similar views on the efficiency of Zoom features and functions. The analysis of the qualitative data reveals that EFL instructors largely utilize Zoom features and functions in their EFL classes and appreciate the benefits of these tools. Nevertheless, the results demonstrate that the instructors encounter some challenges primarily related to technical issues. The findings provide valuable views to the field of language learning and teaching through building on the experiences of undergraduate students and instructors with the context of EFL.

Reading between the Lines: Unveiling Online Distance Learning Experiences in Philippine Public High Schools

This qualitative phenomenological study explores the experiences of reading teachers from public junior high schools in Silang, Cavite, Philippines, who have adopted online distance learning (ODL) for teaching reading. The study aims to understand the challenges and strategies involved in ODL reading instruction. Using Moustakas' (1994) transcendental phenomenology, data were collected through in-depth semi-structured interviews with seven teachers. The analysis revealed that teaching reading via ODL requires meticulous planning, interactive activities, and multimedia materials. Teachers faced challenges such as technical difficulties, limited time, and ensuring assessment authenticity, but also noted benefits like accessible learning materials and engaging online applications. The study concludes that comprehensive training and support for teachers are crucial for effective ODL implementation. It recommends future research to explore the perspectives of students and parents to gain a more thorough understanding of ODL's impact on reading instruction. These insights are vital for educators and policymakers to optimize ODL practices.

Pedagogical Competence of General English Teachers in Teaching English for Medical Purposes in the KSA: Myth or Reality

This study investigates the gap between General English Teachers' (GETs) assumed ability to teach English for Medical Purposes (EMP) and their mismatched qualifications in Saudi Arabia. It explores the underdevelopment of the EMP sector, where GETs often lack proper training and resources. The research employs a qualitative case study approach, utilizing semi-structured interviews and open-ended surveys. The participants include three medical professors (MPs), five experienced EMP teachers (EMP Ts), and twenty-one GETs. The focus is on uncovering the pedagogical needs for GETs to teach EMP effectively. The findings reveal a significant discrepancy between assumed competence, preparedness and actual performance of GETs. This highlights the need for professional development programs focusing on the pedagogy of ESP and EMP, along with curriculum and instructional design, to equip GETs with the necessary skills and knowledge for successful EMP instruction. The findings also highlight the need for curriculum revision and improved needs assessment. By identifying these needs, the research aims to contribute to improved EMP teaching in Saudi Arabia. This study will assist policymakers and educators in creating a more effective system, for preparing future healthcare professionals with the essential English language skills required for success.

Lateral violence and its effects on the health of sexual minority pre-service teachers in township schools in South Africa

Research has identified teaching as a high-risk occupation for lateral violence in the form of harmful covert or overt acts of verbal or non-verbal behaviour carried out by one employee against another who holds an equal or lower position of power. The goal of this study was to explore and describe experiences of lateral violence and its impact on the health of sexual minority pre-service teachers in township schools in South Africa. There is a paucity of research on the experiences of sexual minority teachers in South African schools. A phenomenological approach was adopted, in which eight sexual minority pre-service teachers took part in in-depth interviews to capture their day-to-day experiences during teaching practice. Findings from the study revealed that sexual minority pre-service teachers experienced incidents of lateral violence, predominantly from school management and in-service teachers. These actions exist in tension with the Constitution of South Africa, which prohibits discrimination against citizens based on sexual orientation. Pre-service teachers in this study reported negative mental, physical and social health consequences arising from incidents of lateral violence in schools. Professional development for school management and both pre- and in-service teachers on issues of sexuality and gender diversity in South Africa is needed.

Navigating With Experience: Twice-Exceptional Educators Guiding and Teaching Twice-Exceptional Students

Scholars have devoted increased attention in recent years to students identified as twice-exceptional (2e), those who have a concurrent federally recognized disability while also identified as gifted. However, there has been little if any study of how the lived experiences of teachers who themselves are identified as 2e inform their practices with 2e learners in the classroom. In the current qualitative study, five educators who self-identified as twice-exceptional shared how their lived experience as a 2e learner informed their lesson planning, teaching practice, and their interactions with students and colleagues. Findings suggest these teachers drew upon their own experiences as a person with dual exceptionalities to design lessons focused on mastery learning and engage multiple learning modalities, to modify instructional practices for all learners in ways that addressed the needs of 2e learners without singling them out as different, and to create learning environments where all students thrive.

Unveiling the Essence: Exploring the Lived Experiences of Essu-Guiuan Instructors Using Modular Distance Learning as Mode of Instruction: A Phenomenological Study

This study explores and develops a phenomenological understanding of the lived experiences of instructors using modular distance learning (MDL) as a mode of instruction. It aims to examine their views on MDL, the challenges they encounter, and their coping mechanisms. The study utilized a phenomenological inquiry approach, conducting in-depth interviews with nine selected instructors from ESSU-Guiuan. The collected data underwent thematic analysis to identify key themes and sub-themes. The findings reveal that instructors generally view MDL as a flexible and convenient mode of instruction, offering practical solutions for accessible education, reaching a wider range of learners, and integrating new instructional technologies. However, concerns regarding the quality of education and issues related to academic integrity are raised. Challenges faced by instructors in MDL include developing effective course materials, limited internet connectivity and technological resources, managing heavy workloads, and addressing communication barriers. To cope with these challenges, instructors employ various strategies such as collaboration, time management, engaging in unwinding practices, and maintaining professionalism when dealing with challenging student behavior. The study emphasizes the need to address the quality of education in MDL, promote academic integrity, and support instructors in managing their workload and communication barriers. Recommendations include enhancing training and support for instructors, improving access to technology and internet connectivity, establishing guidelines for academic integrity, fostering collaboration and support among instructors, and implementing effective time management strategies.

Virtual Reality Based Executive Function Training in Schools: The Experience of Primary School-Aged Children, Teachers and Training Teaching Assistants

Executive function (EF) is a set of higher order cognitive processes through which learning and everyday goals are realised. They comprise the fundamental building blocks of how we plan, execute, monitor and regulate tasks, and impact our cognitive, socioemotional and behavioural responses. An important question to consider is how we can support children to develop effective EF skills through motivating and age-appropriate training. Virtual reality (VR) offers an interesting avenue to enhance motivation due to the experience of presence and immersion, however, whether children experience presence and immersion similarly to adults is unknown and could impact the educational utility of VR over other media. In order to understand whether VR is suitable for an educational setting we must understand the experience of key stakeholders, such as school-aged children and adults that will be facilitating use in the educational context. Therefore, the current study aims to understand the experience of key stakeholders using EF training delivered in a VR environment, to enable reflection on the feasibility and usability of the technology. This study aimed to explore the qualitative experiences of 8 primary school-aged children, 5 teachers and 13 training teaching assistants, after playing an EF training game, Koji’s Quest, on a VR head mounted display. Firstly we found that most teachers and trainee teachers gave good ratings of usability, but in their subjective descriptions of use focused on hedonic experiences, whereas, children focused on pragmatic experiences. Results also indicate that adults may favour ‘being’ definitions of presence, whereas child participants appear to incorporate both ‘being’ and ‘doing’ definitions into their accounts. This research has implications for how VR based EF training can be maximised within an educational setting.

Reflections from a Blended Professional Learning Network for Japanese Teachers of English

Over the years, the problematic issue of teacher isolationism has been well documented by researchers. In the Japanese public school system, many English as an international language (EIL) educators find teaching to be a lonely and frustrating endeavour as they have limited interactions with colleagues and face increasing job demands. This paper highlights a research project that aims to provide Japanese junior and senior high school EIL teachers with emotional and practical support. The pedagogical strategies and lesson ideas that are dis-cussed in this paper emerged during a series of interactive teacher-directed professional development (TDPD) workshops and informal online conversations that took place over an 18-month period during the COVID-19 pandemic. The researchers utilized Chen and McCray’s (2012) Whole Teacher (WT) conceptual framework for in-service professional development to establish the online and face-to-face training sessions that were part of a blended community of practice. In our current post-COVID-19 world, the growing popularity of video conferencing platforms (e.g., Zoom) coupled with concerns about cost, time, and environmental issues means that virtual workshops will become increasingly commonplace (Zimmermann et al., 2021). Unfortunately, many virtual training sessions are beset with a host of technological and logistical problems. This paper also highlights five strategies that workshop leaders can utilize to facilitate successful interactive digital learning experiences for pre-service and in-service teachers.

Teacher Professionalism: Opportunities and Challenges in the Education Delivery System

The study set out to characterize the professionalism of teacher preparation programs offered by islamic schools and institutions. This kind of research combines a review of the literature with qualitative methods. They gather data by locating and compiling information from various sources, including books, journals, and previous studies. Meanwhile, data analysis was done using data triangulation techniques, member checking, and auditing, as well as Miles & Huberman's data analysis methodologies, which include data reduction, data display, and conclusions. The professionalism of teachers is a good indicator of the quality of education, according to research findings. Several activities are conducted to enhance teacher professionalism, such as workshops, seminars, M.G.M.P., and training. They are improving the calibre of teachers by organizing, carrying out, and monitoring changes. Professional teachers in schools are beneficial in improving the quality of education, one of which is by conducting training related to experienced teachers in schools. Skilled teachers are applied by meeting the tools of teaching needs, attendance, making academic calendars, and having work meetings with other teachers. They are also proven by attending professional teacher improvement training in schools. Teachers must be competent to carry out the learning process utilizing the current I.T. systems since teacher professional education presents both opportunities and obstacles. Teacher quality is achieved by mastering learning supported by understanding their duties and responsibilities.

Investigating self-rated health and wellbeing among teachers in Finland from a salutogenic perspective

The teaching profession is among the most stressful occupations associated with high workloads and stress. Teacher wellbeing has received increasing attention, as it is a key factor not only to the wellbeing of the teachers, but also to their students, as well as to the prosperity of the schools and communities alike. The present study aimed to investigate teacher wellbeing from a salutogenic perspective emphasizing positive health, wellbeing, and health promotion principles. A survey was sent to members of a trade union for Finnish teachers in spring 2020. In total, 1,312 teachers responded to the Salutogenic Health Indicator Scale (SHIS), the main measurement used in this study. About 81% of the respondents were women and the majority of the participants (91%) were over 30 years old. Findings from this cross-sectional study reveal that older teachers and teachers with longer work experience reported significantly better perception of energy, cognitive ability, and expression of feelings, compared to younger teachers with more limited work experience, as well as a decrease in perceived stress. In conclusion, older, more experienced teachers were seen to be better able to cope with workplace stressors compared to their younger counterparts, which presumably is linked to a stronger sense of coherence.

Exploring the Experiences of Physical Education Teachers in Implementing Individualized Education Programs in Special Schools for Students with Developmental Disabilities

Exploring the Experiences of Physical Education Teachers in Implementing Individualized Education Programs in Special Schools for Students with Developmental Disabilities