Experienced Teachers Research Articles

Facilitating regular Physical Education for students with disability-PE teachers' views.

The objective of this study is to describe how Physical Education (PE) teachers work to facilitate participation for students with disability in compulsory, mainstream inclusive, secondary school. Inclusive school-based Physical Education (PE) is an important context for students to share the benefits of physical activities with peers, especially for students with disability whose opportunities for participation in extracurricular physical activity are limited. Two focus group interviews were performed with eight experienced PE teachers who teach students with disability in regular PE. Qualitative content analysis was used to analyze the interviews. Two themes emerged, the importance of having a structured and welcoming environment and the need to adapt the PE environment. Student mastery experiences is emphasized and achieved by teaching approaches encouraging peer collaboration before physical performance and competition. Key aspects to participation for students with disabilities are inclusive mindsets, proper preparation, and adaptations. Special arrangements when participation in-class is not possible require regular and close teacher-student communication and, when needed, additional support. Experiences of participation are important matters for further advancement of equality and social inclusion for students with disability. Schools need to develop support structures to provide students with disability with "real-life" experiences that optimize participation.

Factors associated with teachers' intention to leave their profession: teacher portraits from two European countries.

Turnover of teachers is an mportant factor that impedes building and maintaining sustainable positive pedagogical practices to facilitate students' adjustment. The aim of this study was to elicit a portrait of teachers wanting to leave their profession. The research sample comprised 784 teachers from two European countries, namely 357 teachers from Latvia and 427 from Lithuania. Teachers were surveyed on their perceived stress, burnout, and intentions to leave their work alongside socio-demographic variables (age and work experience). It was found that although teachers in both countries reported moderate stress and burnout levels, Lithuanian teachers indicated higher levels of two burnout dimensions, namely exhaustion and inadequacy. However, Latvian teachers indicated significantly higher turnover intentions. The portrait of teachers who intended to leave their profession was different in both countries. An unexpected finding was that Latvian teachers with a higher desire to leave their profession indicated lower stress and burnout rates. They were mostly 45-64 years old and had more than 25 years of work experience. In Lithuania, teachers' intention to leave their work was reported by older and more experienced teachers experiencing higher stress and burnout. The findings highlight the need to consistently support the professional well-being of educators, both for committed teachers who want to stay in their profession and for those who might experience some detachment from their work at school.

Continuation of Learning During COVID-19 Situation in Nepal

This study explored the obstacles and ways of continuation for learning faced by school teachers during and after the COVID-19 situation. The quantitative cross-sectional survey research design was adopted. All the school teachers of Nepal were the population for this study and the sample size was 226. The online survey method was adopted for the data collection tools. A set of closed and open-ended questionnaires were distributed to respondents and data was collected using Google Forms. The study seeks the relationship between the independent variables (age, experience of teaching, school location, teacher’s residence, access to the internet, access to digital devices, knowledge about ICTs interest in online teaching) and dependent variables (continuation of online teaching). It was found that the community teaching and homework/ assignment methods were applicable to the rural areas. Continuing online teaching would be inconvenient for the students who had no internet access. According to the teacher's response, it was found that about 90% of students had no access to the internet. Although online teaching was suitable for the COVID-19 situation, it was biased for the maximum number of students. The teacher's interest and the obstacles in the online class and continuation of learning are significantly co-related (0.003 and 0.000 respectively). There was no significant difference between male and female teachers in continuation for online learning but a greater percentage of males are involved in online classes than females. The experienced teachers equally continued their learning of digital skills. There was a problem with the internet/ wifi/ 3G/ 4G network in rural areas. Teacher adjusted their teaching and learning activities even if they had no access to a laptop. The study concludes that teachers are ready for online classes and they regularly update their digital skills with changing times but digital divides created a serious problem with conducting online classes. So, the Government of Nepal should pay attention to teacher training, integration of digital skills in the curriculum, and proper allocation of budget for infrastructure development.

Symposium 5: Design for networked learning: A case study in health science

Higher education (HE) institutions have been transforming dramatically since the pandemic started late 2019 and early 2020. After an initial period of emergency online teaching and learning, HE educators have focused our energy on supporting students' learning in a complex dynamic learning environment, where digital/online - material/physical - social elements are interwoven and interrelated. Networked learning can be a useful medium for us in this complex context. This paper explores a case study of design for networked learning in a health science postgraduate course. The course was designed in the context of a New Zealand university. The paper will examine how the course design reflects the eight principles of design for networked learning, and proposes some recommendations on design for networked learning at a course level. It links practice and theories, and illustrates how networked learning is unpacked in the context of the course design. While the current paper focuses on the design of the course, it is suggested that future research should conduct an evaluation of the design and develop empirical studies on students' and teacher's experience.

Phenomenological study on the journey of integrated schools: from the views of stakeholders

This qualitative phenomenological study explores the lived experiences of PTA officials, teachers, and school administrators in integrated schools in Montevista, Davao de Oro, from 2017 to the present. Through in-depth interviews with nine respondents, key themes for overcoming challenges and fostering a supportive educational environment were identified: collaboration, determination, unity, and effective leadership. These elements are crucial in addressing the complexities of integrated school settings. The study recommends continuous professional development to enhance skills and knowledge, fostering an inclusive school culture, and ensuring adequate funding and resources from the Department of Education. Additionally, it suggests leveraging innovative solutions such as integrating technology into teaching, establishing mentorship programs for new teachers, and forming partnerships with external organizations for additional support. Promoting resilience and a culture of continuous improvement is also emphasized for navigating future challenges and ensuring sustained success. These findings underscore the importance of these key elements in enhancing stakeholder engagement and educational outcomes, offering valuable insights and a foundation for future research in similar contexts.

Implementing Flipped Learning Pedagogy in Algerian Higher Education: From a recommendation to a necessity

The COVID-19 pandemic prompted a significant transformation in teaching methodologies. Flipped Learning (FL) emerged as a strategy to enhance English as a Foreign Language (EFL) instruction by emphasizing student- centered learning, autonomy, and active participation. This approach generally involves students engaging with pre-recorded lectures or online materials before class, thereby allowing in-class time to be dedicated to interactive activities, discussions, and deeper commitment with the subject matter. Although FL has gained popularity in various educational settings, its adoption and effectiveness in Algerian higher education have not been thoroughly investigated. This study investigates the experiences of EFL teachers at the Ecole Normale Supérieure "Assia Djebar" in Constantine, Algeria, focusing on their perspectives on incorporating FL into their post-pandemic teaching. Using a descriptive research design, an online questionnaire was employed to assess teachers' familiarity with FL principles, their experiences with its implementation (including challenges faced during the transition), and their views on its impact on the teaching and learning environment. The study also explored teachers' attitudes toward the necessity and potential benefits of FL in Algerian higher education. The research involved administering an online questionnaire to 20 EFL teachers during the 2021-2022 academic year. Although the sample is limited to this particular institution, it offers valuable insights into the early stages of FL adoption. The findings indicated a shift towards positive attitudes and an acknowledgment of FL's advantages, such as improved development of critical thinking skills. This suggests a growing acceptance of FL as a valuable pedagogical approach for enhancing EFL learning outcomes in Algerian higher education. By embracing the opportunities that FL presents, the higher education system in Algeria can adapt to the challenges and demands of the digital age, better preparing students to succeed in an increasingly interconnected and rapidly evolving world.

A Qualitative Study on Elementary School Teachers Experiences of Conducting Character Education Using Juingong-Gwanbeop

A Qualitative Study on Elementary School Teachers Experiences of Conducting Character Education Using Juingong-Gwanbeop

“I wasn’t trained for ELD”: The experiences of bilingual content-area teachers

ABSTRACT This study explores the experiences of two Spanish-English bilingual content-area teachers of newcomer youth at a comprehensive high school in South Los Angeles. Both teachers criticized school demands to develop language while teaching content for several reasons. This qualitative study examines their critiques and their use of Spanish in their English-medium classroom as a transformational resistance strategy. One-on-one interviews reveal the challenges content-area teachers face when teaching newcomer youth as well as the benefits of leveraging their home languages. This study calls for greater attention to develop and support in-service teachers’ understanding and use of translanguaging practices.

Teacher Feedback in Collegiate Instrumental Music Lessons

Teacher feedback is an integral component of helping students understand their current level of achievement and what they can do to improve their performance. This study built on literature in educational psychology by adopting a framework developed by Hattie and Timperley to explore how different types of feedback are used in studio instrumental lessons. For this study, we investigated the use of feedback of highly experienced collegiate instrumental studio music teachers ( N = 6) and their students ( N = 18). Results indicated that around 83% of all teacher comments were classified as “feed-back” (i.e., reflections on what the student just played), with far fewer focused on “feed-forward” (16%) strategies for improving performance and “feed-up” (<1%) goal setting. Task-level comments on what the student had just done comprised 85% of the feedback, in contrast to process-level (9%) feedback that provides strategies for improving the next performance attempt and self-regulation comments (<1%) that cue the learner to monitor and control their own performance. Discussion of these results include comparisons between classroom and studio teaching practices and ways of refining instrumental teachers’ abilities to provide more targeted and effective feedback to their students.

English as a Foreign Language (EFL) teaching practicum: Problems and suggestions for solutions

Although studies on the teaching practicum experiences of pre-service English teachers have tried to identify some problems and offer solutions, research addressing the issue from the perspectives of all stakeholders by examining both the expectations of pre-service teachers and the potential problems they face in this process is rather limited. In this regard, as part of a larger project, this session aims to uncover prospective English as a Foreign Language (EFL) teachers’ expectations and problems during the practicum process based on the opinions of various stakeholders. 160 pre-service teachers studying in the final year of an English language teacher education program, 22 teacher educators, and 39 English teachers supervising those teacher candidates during the practicum process participated in the study. Data came from two sources: reflective reports requested from all participants of the study in the fourth and eighth weeks of the 12-week practicum process and the focus group interviews conducted with five pre-service teachers, five university supervisors, and five cooperating teachers. The analyses documented problems related to pre-service teachers, their teaching skills, classroom management, pupils, teaching procedures, and school context. Maximizing practice opportunities in quantity and quality and higher levels of communication and interaction among the stakeholders were the main suggestions as solutions to problems. These recommendations and some suggestions for future research will potentially increase the quality and effectiveness of the practicum process.

A Case Study on the Emotional Experiences of a Pre-service EFL Teacher in China

A Case Study on the Emotional Experiences of a Pre-service EFL Teacher in China

Western-trained Vietnamese teachers’ EFL writing instruction: A collaborative autoethnography of tensions, emotion, and agency from an activity theoretical perspective

In response to the need for more attention to teachers of writing (Lee, 2024), this collaborative autoethnography (CAE) aims to explore the lived experiences of Western-trained teachers teaching EFL writing in the tertiary-level educational context of Vietnam. Drawing upon the concepts of systemic tensions, emotion, and agency from an activity theoretical perspective, we report on tensions we encountered between our Western-based TESOL education and our local activity of teaching EFL writing as well as on how we emotionally and agentively responded to these tensions to allow for practices compatible with the local context. Our CAE unveiled a host of intricate tensions between multiple components of our activity systems. These tensions triggered our emotional responses, which in turn spurred us to exercise our pedagogical and relational agency to reconstruct our pedagogical cognition and implement adaptive pedagogies. Notably, the dynamic interplay between our tensions, emotion, agency constituted critical experiences which fostered the emergence of participatory pedagogical content knowledge of writing, and in turn, of situated possibilities for learning and teaching EFL writing. The study provides implications for Western-based TESOL teacher education and relevant stakeholders regarding how to better support teachers like us in our transition from learning in the West to teaching in the East.

Career experiences of rural music teachers in Jilin Province, China

Career experiences of rural music teachers in Jilin Province, China

Insights into the career development of non-religious teachers in post-primary religious schools on the island of Ireland

ABSTRACT This article investigates the lived experiences of non-religious teachers in post-primary schools with religious cultures on the island of Ireland, particularly with regard to career development and promotion. At the time of the research, both jurisdictions on the island had legal exceptions from equality employment law in schools. Based on 15 interviews with non-religious teachers and with reference to literature on school ethos, teacher beliefs and agency, we investigate how the professional experience of teachers is shaped by the religious environment. The predominant response of non-religious teachers in religious schools is to hide or suppress their worldview. There is evidence too that their relationships with colleagues and pupils are inhibited when the religious culture discourages openness and diversity. Overall, they have modest expectations for career development or promotion. We conclude that legislative change is an important corrective to reduce religious discrimination, but it is only part of the solution. Active steps should also be taken by schools in Ireland and Northern Ireland to cultivate an inclusive spirit in which the school is regarded as an ‘authentic community’ where difference is normalised and all teachers are empowered to have full participation in the life of the school.

Co-creation in action: Bridging the knowledge gap in artificial intelligence among innovation champions

The increasing significance of artificial intelligence (AI) in various industries highlights the necessity for industry leaders and professionals to comprehend and gain knowledge about AI. The urgency for AI literacy is more critical than ever due to the potential unethical use of AI resulting from insufficient knowledge. This issue is particularly crucial for educators because they need to understand and adapt to the impact of AI within educational institutions, with some needing to use and become literate in AI, given that students now have increased access to public AI tools. This research presents a multi-phase study to address the issue of bridging the knowledge gap in AI by conducting co-creation with innovation champions, illustrated by a case of Generative AI innovation in a K-12 school. Using action design research, we engaged experienced teachers who are experts in pedagogical innovation to co-create a generative AI-enhanced platform at a leading K-12 education institution known for its pedagogical innovation in Australia. The findings reveal that champions enhance their knowledge through their subject-matter expertise, organizational knowledge, and AI knowledge gained through external exposure and experience. The study also highlights the key elements that facilitate a cross-domain knowledge exchange platform, enabling champions to be exposed to and experience AI technological learning, leading to shifts in their understanding and perception of AI. The initially unaware and sceptical champions become more aware and capable of articulating more technical AI knowledge rooted in a shared value. This research demonstrates how co-creation serves as a pathway for learning AI, particularly among K-12 teachers who are innovation champions. It underscores the impact of experiential and organizational learning on AI collaborative learning and behavioral intentions. Additionally, the study presents that aligning organizational and personal visions and values can influence perceptions about AI technologies, enhancing the discourse on AI and education innovation.

Examining the Pragmatism of Unhulized Leadership in Schools Amid Socio-Political and Economic Turbulence in Zimbabwe: The Experiences of School Heads and Teachers in Marondera District

ABSTRACT This study interrogates the experiences of school heads and teachers regarding ethical conduct on “unhu/ubuntu” in primary and secondary schools, amidst the current socio-political and economic turbulences prevailing in Zimbabwe. Two primary and two secondary schools in Marondera District were used. Data were generated through semi-structured interviews and questionnaires. The findings suggested that the current turbulences drastically compromised the position of educators regarding Ubuntu and ethical leadership, making it very difficult, if not impossible for school heads and teachers, to practice Unhulized leadership. The study recommends an Unhulized multi-faceted and multi-sectoral approach to create an enabling environment in these schools.

Expatriate Teachers’ Experiences with Organizational Factors in International Schools: A Case Study

The purpose of this qualitative, exploratory case study was to examine the personal and professional experiences of expatriate international teachers at international schools to develop a deeper, more heuristic understanding of the international teaching experience, particularly how the experiences might affect their decision to remain at a school past their initial contract period. International teachers are more likely to renew contracts when there is a reciprocity of trust and respect between faculty and administration, authentic appreciation, strong community and access to quality professional development. Participants value strong, student-centered leadership and philosophical approaches rooted in diversity, equity, and inclusion. More research surrounding diversity, equity and inclusion in international schools is required, specifically surrounding administrators and the lack of diversity within international school leadership.

A Phenomenological Analysis of Experiences of Parents, Teachers and Students about Examination Malpractices in Kisii County, Kenya

While the problem of examination malpractices in Kenya has been a perennial one, the efforts put in place to address it have not fully borne fruits. This study focused on understanding this scenario from the phenomenological perspective that sought to examine the experiences of teachers, parents and students in Kisii County about examination malpractice and the relationship therein. The following was its objective: explore the complexity of examination malpractice, its related ills and the responsibility of the education stakeholders as experienced by the teachers, parents and students in Kisii County. The study focused on parents, students and teachers in secondary schools in the county who have experienced the problem of examination malpractice. It was guided by normative ethical theories to understand its persistence. It utilized descriptive survey research design through focused group discussions and open-ended questionnaires. Purposive and snowball sampling procedures were used to pick the respondents complemented by document analysis. The study adopted hermeneutic and transcendental phenomenological approaches for both prescription and analysis of data. The findings showed that: forms of examination malpractice are either conventional or non-convectional and are grounded in either the positive or negative experiences of teachers, parents and students; The study makes the following conclusions: focusing on both conventional and non-conventional forms of examination malpractice gives a wider understanding of what ails the examination process in Kisii County; understanding the negative and positive experiences of teachers, parents and students in regard to examination malpractice as well as understanding its complexity is key in formulating a comprehensive solution to the menace; and the network to hold those who engage in examination malpractice responsible to be widened. The study recommends more focus on both the conventional and non-conventional forms of examination malpractices to capture in detail what ails the examination process in Kisii County; utilization of both the negative and positive experiences of the students, teachers and parents to come up with more all-encompassing solutions to the issue of examination malpractice that is grounded in their experiential attitudes;-, and more analysis of the complexity of examination malpractice to generate more lasting solutions to the menace.

A Heart of Service: Discovering the Lived Experiences of Special Education Teachers Using Skill-Based Learning in Cebu City

Special education (SPED) learners often struggle in learning due to the curriculum and limited resources despite the awareness of the value of education globally. In the Philippines, inclusive education for all learners, especially for learners with special needs has yet to be delved deeper, hence, this study provides an exploration of the lived experiences of SPED teachers using skill-based learning to understand their perspectives of the participants on how this learning approach can help SPED learners acquire the skills needed for independence. Husserl’s descriptive phenomenological research design was used to describe the meaning of the lived experiences of the five SPED teachers using skill-based learning from Cebu City, Philippines. A semi-structured interview schedule served as the primary data collection instrument, supplemented by a focus group discussion to ensure data saturation. Colaizzi’s method of descriptive analysis was used to analyze the transcriptions, identifying key experiences, challenges, coping mechanisms, and meanings of teaching skill-based learning to SPED learners. Four major themes emerged from the analysis: Fulfillment in Teaching; Limited Resources, Parental Involvement, and Adjustment; Planning, Preparation, and Communication; and Emphasis on Practical Skills. Despite challenges, teaching SPED students could be fulfilling with passion and perseverance. The researchers recommend advocating for increased funding and programs to support SPED teachers in effectively implementing skill-based learning.

An Investigation of Teachers' Experiences of the Integration of Education Technology into Kindergarten Teaching

This study aims to explore the experiences of teachers in Qingdao as they integrate educational technology into kindergarten classrooms. The research is set against the backdrop of rapid technological advancements and their profound impact on early childhood education. This study begins by emphasizing the importance of educational technology in enhancing instruction, increasing student engagement, and supporting the developmental needs of young children. It scrutinizes the current state of technology use in kindergarten, addressing the types of technology used, challenges faced by educators, and potential benefits and drawbacks of integration. The study poses research questions related to the effectiveness, challenges, and impact of educational technology in kindergarten settings. It outlines clear research objectives to investigate how technology affects learning outcomes, teacher and child perceptions, and appropriate curriculum integration. The importance of this research is emphasized, and the potential for technology to change instructional practices, the need for evidence-based strategies, and the developmental impact on young learners are discussed.