Experienced Teachers Research Articles

Teachers’ Experiences of Transformational Professional Learning Through Master’s Level Study: Becoming, Being and Belonging As a Teacher and Researcher

ABSTRACT Teachers’ engagement in critical intellectual and research work in England has been challenged in recent years under hegemonic policies and practices in teacher education. Since 2019, centralisation, standardisation and accountability in teacher education have intensified, along with explicit criticism of university involvement. Some describe teaching in England as a ‘semi-profession’ where teachers are positioned as technicians and their engagement in wider ethical, moral and intellectual endeavours are discouraged. Within this challenging policy and practice context, this paper argues that there is a need to reconsider the space of professional learning over professional development for teachers, and that Master’s level qualifications can be site for potentially transformative learning experiences for teachers. An empirical research project is reported, where teachers’ lived experiences of engaging in critical intellectual and research work through part-time MA Education were systematically mapped and interrogated. Data was collected through semi-structured interviews and video diaries. Analysis of significant episodes of each teacher’s narrative unlocked an understanding of their shared journeys as ‘becoming’, ‘being’ and ‘belonging’ as a teacher and a researcher. Conclusions and recommendations are presented which challenge current reductive policies and practices along with a call to prioritise teachers’ critical and intellectual knowledge and research work.

Item Hierarchy of Vocal Fatigue Index (VFI) in School Teachers—A Study from South India

AimThe study aimed to identify the item hierarchy of the Vocal Fatigue Index (VFI) in school teachers using Mokken Scaling Analysis (MSA). MethodA total of 362 school teachers from five zones in Chennai city, southern part of India, participated in the study. All subjects completed a subject information form that had details such as age, sex, duration of vocal demand per day, number of classes taken, grades taught, and years of experience and VFI. Based on the VFI factor I scores, teachers were segregated into three groups, viz., No fatigue (NF; <11), Low Fatigue (LF; 11-24), High Fatigue (HF; >24). Percentage analysis, Mann Whitney U, Pearson’s chi square was done for finding the association of variables (listed above) with vocal fatigue and MSA. ResultsTwo-hundred and seventy-five teachers (75.5%) identified themselves with vocal fatigue, and 87 (24%) others reported no vocal fatigue. The highest percentage of fatigue (63.18%) was documented in factor II, followed by factor III (48.90%), and factor I (40.38%). Mann Whitney U test revealed a significant difference in vocal fatigue experience between males and females (p=0.01). Pearson chi square showed a positive association between factor I and years of experience in teachers (p=0.02). No significant correlation was observed between other variables and factors of VFI. MSA divided the VFI scale into two, scale 1 (factor I & II) and scale 2 (factor III). On segregation, several reliable scales were obtained, however, all the scales had a low Loevinger’s coefficient. Discussion/ConclusionVFI, though a reliable tool, did not capture the underlying trait of vocal fatigue completely in school teachers as a population. This study ascertains the need to develop a tool that is specific to occupation/profession, geographic, socio-cultural, and ethnic group. Mere adaptations and translations of tools may not necessarily suffice for clinical utility and application.

414 Design thinking for engaged learning (DTEL) in animal science: Data-driven considerations to improve student and instructor experiences

414 Design thinking for engaged learning (DTEL) in animal science: Data-driven considerations to improve student and instructor experiences

Practices of Cultural Exchange Special Education Teachers on Teacher Buddy System: A Phenomenological Study

This comprehensive study examines the practices of the Teacher Buddy System for Cultural Exchange Special Education Teachers, who play a crucial role in addressing the diverse needs of students with disabilities. The system provides a valuable platform for Filipino special education teachers to engage in peer-to-peer support and collaboration with their international counterparts, allowing them to gain insights into international best practices and approaches. Employing a phenomenological research design, the study gathers data through interviews to understand how the Teacher Buddy System influences participants' professional development, cultural competence, and teaching methodologies. It also explores the perceived benefits and challenges experienced by Filipino Special Education Teachers in the Cultural Exchange program. Preliminary findings reveal that the Teacher Buddy System significantly enhances cultural understanding, fosters effective teaching practices, and creates a robust support network among special education teachers. However, challenges related to communication and limited resources persist. The implications of this study are considerable, providing insights into improving the experiences of Cultural Exchange Special Education Teachers and the overall effectiveness of the Teacher Buddy System. The findings underscore the potential of cross-cultural collaboration to enrich mentoring practices, ultimately benefiting students with diverse learning needs. The study concludes with recommendations aimed at strengthening the Teacher Buddy System's sustainability and impact, promoting continuous professional growth, and enhancing cultural competence among Cultural Exchange Filipino special education teachers, thereby supporting their critical role in the education system.

A study of composition of teaching personnel working in pre-professional classes in Moscow’s schools

Problem and aim. Pre-professional classes are an efficient tool of solving the task of developing innovative economy of Moscow. The quality of learning outcomes and practical skills of students enrolled in pre-professional classes depends on the qualification of teachers. The aim of this study was to analyze and identify special aspects of the composition of teaching personnel who work in pre-professional classes in Moscow’s schools. Materials and research methods. The study was based on the data dedicated to teachers’ education, continuous professional development, and teaching experience. The dataset included open data published on schools’ websites and the data obtained from the Department of Education and Science of Moscow. The study involved the data of 2,215 teachers from 30 Moscow’s schools. The following has been accomplished within the study: conducting consultations with experts, reviewing academic literature and regulatory documents, data processing for statistical analysis, developing indicators, statistical processing of data, integrating and interpretating the obtained data, contrastive analysis of data of 30 schools, comparative analysis of the dataset with the data by Federal State Statistics Service. Research results. A portrait of a typical teacher teaching in pre-professional classes in Moscow’s schools is the following: a teacher by first job, aged 46.9 years, with highest qualification category, often with teaching experience of 26 and more years, with experience in the current organization of less than 5 years, and with high educational attainment. Almost all teachers included in the dataset have higher education. Some teachers have accomplished a number of higher education programmes and have a PhD or a Dr. Sc. degree. Regarding higher education attainment, teachers have graduated from teacher training and non-pedagogical universities (classical, specialized) in almost equal proportion. Teachers have studied in 82 different regions of Russia and 14 foreign countries. Mostly, teachers have acquired higher education in Moscow. The less the teaching experience of teachers the higher the ratio of teachers who have obtained a degree in Moscow’s non-pedagogical universities (classical or specialized). 72.8 % of teachers have participated in in-service training programmes, while 21.8 % of teachers have been enrolled in professional retraining programmes during their career. 24 % of teachers are continuously engaged in professional development activities. Teachers have been enrolled in in-service and professional retraining programmes at more than 600 providers of continuous professional development in 67 regions of Russia and 6 foreign countries. A large proportion of professional development programmes mastered by teachers are offered by providers located in Moscow. Conclusion. The scientific novelty of the study lies in the fact that the data on educational trajectories of Moscow’s teachers collected by informational systems have not been studied before. The results of the study include developing a generalized portrait of a teacher, describing higher education and continuous professional development of teachers, identifying the ratio of pedagogical and non-pedagogical majors of teachers, showcasing the geography of higher educational institutions and CPD providers. The practical value of the study includes using the obtained results as a basis for decision making in the field of CPD programme management involving teachers of pre-professional classes, developing and / or improving an analytical system of collecting and processing data dedicated to teachers’ educational trajectories.

Skills needed for success in online teaching: A qualitative study of experienced instructors

Although opportunities for online learning in higher education have increased, variations in the quality of online teaching are likely. Instructors at some institutions might be new to online teaching and/or may lack the necessary supports for creating successful virtual learning environments. Therefore, the purpose of this qualitative study was to identify the most valuable skills faculty need to teach successfully online. Instructors (N = 33) with ten or more years of online teaching experience at a highly ranked institution for online education were interviewed about their online teaching experiences. Participants’ responses to the question, “What skills do you think are most valuable for online instructors to have?” were analyzed with 6 major themes emerging. These themes are discussed within existing frameworks that have shaped the field of online education, including the Community of Inquiry framework (COI), the faculty readiness framework, and the Technology Acceptance Model.

A Cognitive Model of Language Teacher Fossilization

Expertise in foreign language teaching has been widely discussed in the literature as inherently related to accumulated classroom experience and, hence, extensive practical knowledge. Even though current conceptualizations are increasingly focusing on teachers’ ability to reflect on their performance and continuously develop a repertoire of didactic resources regardless of their career stage, effective human information processing in the profession remains under-researched. This paper sees the concept of expertise from the perspective of cognitive processes, and specifically operations involved in problem-solving. The author presents a theoretical model of teacher fossilization, discussing attention, knowledge, reasoning, and judgment as potential inhibitors of intellectual vitality and growth in individuals. When neglected, these factors might lead experienced teachers to make just as incompetent decisions as novice educators. The model highlights the external and internal forces that cause practitioners to minimize, rather than maximize, their learning opportunities in a workplace. The new concept has implications for teachers’ day-to-day practice as well as for in-service professional development initiatives. It serves as a guiding principle for the successful utilization of one’s cognitive capital and outlines both the purpose and direction of one’s mental effort.

Exploring the influence of principal supervision, organizational climate, and teacher teaching experience on teacher performance

Purpose− The purpose of the research is to examine the combined and individual effects of school principals' supervision, organizational climate, and teacher teaching experience on teacher performance in Sub Rayon 03 Middle School in Purworejo Regency. The research method used was quantitative, and the analysis employed multiple linear regression analysis Method− The research employs a quantitative correlational approach, conducted at SMP Sub Rayon 03 Purworejo Regency with a sample of 95 teachers selected from a population of 130 using Isaac and Michael's sampling table. Data collection was carried out using research instruments, and the analysis involved multiple linear regression and partial correlation. Multiple linear regression was used to assess the combined effect of principal supervision, organizational climate, and teaching experience on teacher performance. Partial correlation analysis was conducted to determine the individual contributions of each variable to teacher performance. The significance of the regression equation was tested using the F test, while the t test was used for testing partial correlations. Findings− The analysis results concluded the following: 1) There was a positive and significant combined influence of principal supervision, organizational climate, and teacher experience on teacher performance in Middle Sub-Rayon 03, Purworejo District (R=0.635 and R2=0.403). 2) Principal supervision had a positive and significant impact on teacher performance in Sub-Rayon 03 Middle School District, Purworejo (r1y-23=0.251). 3) Organizational climate also had a positive and significant effect on teacher performance in Sub-Rayon 03 Middle School, Purworejo District (r2y-23=0.319). 4) Finally, teacher teaching experience contributed positively and significantly to teacher performance in Sub-Rayon 03 Middle School, Purworejo District (r3y-12=0.260).

Exploring the Experience and Meaning of Pre-service Teachers’ Teaching Training: About Teacher Leadership

Exploring the Experience and Meaning of Pre-service Teachers’ Teaching Training: About Teacher Leadership

Evaluating the effectiveness of developing financial culture of future economics teachers

Introduction. The article is devoted to initial teacher education for future Economics teachers with the focus on developing their financial culture, which contributes to effective interaction with society in various financial situations as well as to successful professional self-identification (increasing interest in obtaining professional knowledge, skills and abilities), and gaining experience in self-organization. The purpose of the study is to evaluate the effectiveness of the process of developing financial culture in future Economics teachers (theoretically and experimentally). Materials and Methods. The study was conducted as part of a pedagogical experiment. Evaluating the effectiveness of developing financial culture was based on the Strategy of improving financial Literacy and the formation of financial culture until 2030, International and Russian studies commissioned by the Bank of Russia, as well as the educational experience of training future Economics teachers. The analysis and generalization of the data obtained within the experimental work were carried out. The sample consisted of 102 undergraduate students studying the field of Vocational Education (43.04.03) and majoring in Economics and Management. The validity of the results obtained is confirmed by the International PISA-2018 research and the analysis of the Institute of the Public Opinion Foundation. Results. The analysis of scholarly and educational literature enabled the authors to clarify the concept of ‘financial culture’, to determine its nature and place in society. Therefore, we specify financial culture as the most important factor in the development of national sustainability. As part of the experimental work, the authors evaluated the effectiveness of developing financial culture in future Economics teachers. The research within the framework of the formative stage of the experiment showed a positive trend in the development of students’ financial culture. It was revealed that in order to develop students’ financial culture efficiently, it is necessary to adhere to certain conditions: pay great attention to the financial module, hold events within student associations, use the entire arsenal of modern educational techniques and procedures, systematically analyze the dynamics of the development of students’ financial culture, rely on official data from research centers in Russia and other countries. Conclusions. The results of the study prove that educational conditions justified and implemented in pedagogical universities ensure the effectiveness of developing financial literacy in future Economics teachers. The authors conclude that the development of financial culture can be considered to be the most important condition for students’ successful professional development.

“It is okay to be different” – Anti-bias practices of early childhood teachers in Saudi Arabia

Early education helping young children manage prejudiced attitudes towards themselves and others is urgent. Early childhood (EC) teachers in Saudi Arabia are making significant changes by applying an anti-bias approach to deal with such issues with young children. In the study reported on here we used a quantitative approach to explore anti-bias education, including an analysis of approaches to the cultural environment, which includes teaching practices and associated learning resources. Many teachers (n = 142) in the cities of Jeddah and Riyadh in Saudi Arabia contributed to this study by completing a questionnaire. Teachers’ classroom practices, such as role-play, pictures, books, toys, and materials in teaching children the concept of anti-bias, were deeply explored. The results of the study show that the greater the previous experience of teachers in teaching children from a culture different from their own, the greater the application of the concept of anti-bias in creating the classroom environment. There is a need for further studies on the extent to which anti-bias education is being implemented on a larger scale in primary schools in Saudi Arabia.

Invisible and fluid walls in early childhood nature learning: collecting data through video

ABSTRACT Background The forest school and nature kindergarten approach to early childhood education and care (ECEC) has been established for well over 50 years in the United Kingdom and across parts of Europe including Scandinavia. One example where the nature kindergarten approach has recently taken a foothold is the Australian ‘bush kinder’. Bush kinders are gaining popularity in the delivery of ECEC to four- and five-year-old Australian children. They provide children an opportunity to learn through a play-based experience, often with the child leading their learning, supported by the educator. This longitudinal research project examining STEM teaching and learning in bush kinders began in 2015 with further data collection occurring in 2017, 2020 and 2023. Purpose The study sought to explore the challenges of using video as a data source in ethnographic research in the context of wide open, natural environments such as nature reserves, forests, beaches and paddocks. It asked the question: ‘What ethical dilemmas arise when using video to collect data in early childhood research?’ Method The study focused on the teaching and play activities of around 20 educators and 200 four- to five-year-old children across four Australian bush kinders. Influenced by an ethnographic research tradition that emphasises researcher participation and observation, the paper presents two vignettes, which explore the use of video in recording the experiences of teachers and children in the bush kinder environment and the dilemmas that arise. Findings The use of video creates a dual data collection situation. First, videoing can take place from behind an ‘invisible wall’, where the researcher remains distant from the research subjects being studied. Second, the researcher can move through a ‘fluid wall’, closer to the events they are capturing on video, at times, becoming a participant in the study. Conclusions This paper offers a contribution to the methodological discourse on the use of video as a data collection method within ethnographic research in ECEC outdoor settings. In drawing close attention to the ways in which videoing can occur, it provides a framework that could be helpful to other researchers engaged in designing and carrying out ECEC research in diverse outdoor settings.

Novice and Experienced Teachers’ Beliefs and Stated Attitudes About Oral Corrective Feedback

This study aims to investigate novice and experienced teachers’ stated beliefs and attitudes about oral corrective feedback (OCF) and the similarities and differences between them. Certain qualitative and quantitative research techniques were employed in this study to answer the research questions. Regarding qualitative design, some interviews were conducted to find out novice and experienced teachers’ stated beliefs about OCF. The quantitative part of the study is based on data collected through Situations for Error Correction (SEC) Simulation. The novice and experienced teachers were asked to write how they would respond to each situation and why they would respond that way. The aim of this tool was to identify the novice and experienced teachers’ stated attitudes. The results indicated that although there were some similarities between the novice and experienced teachers’ beliefs and attitudes about OCF, their OCF strategies and beliefs varied regarding correcting errors concerning language components.

Worldwide predictors of science literacy in lower-secondary students: a TIMSS 2019 analysis

ABSTRACT In today's technologically advanced and environmentally challenging landscape, enhancing global scientific literacy is increasingly imperative. A solid grasp of scientific principles is vital for fostering innovation and achieving sustainable development worldwide. Utilizing data from the International Association for the Evaluation of Educational Achievement (IEA) Trends in International Mathematics and Science Study (TIMSS), this study inquiries into various factors impacting grade eight students' science literacy in the TIMSS 2019 assessment. Exploring student socioeconomic status, cultural background, attitudes towards science, school organisation, teacher experiences, and country-level variables, we aimed to identify predictive associations with science literacy. Additionally, we correlated TIMSS 2019 results with the United Nations Development Program's Human Development Index (HDI). Employing three-level Hierarchical Linear Modeling, we assessed which student, teacher, and country-level variables were linked to grade 8 science literacy. Results indicate that the students' socioeconomic resources and motivation/confidence in science positively influence science literacy. Conversely, a higher percentage of science items covered in national curricula was weakly associated with lower science literacy scores. Teachers reporting greater teaching limitations due to student needs showed negative correlations with science scores. At the country level, the HDI emerged as the strongest correlate with grade 8 science literacy. These findings underscore the multifaceted nature of science literacy and its interplay with various socio-cultural and educational factors on a global scale.

Redefining Coaching in a Pandemic: A Qualitative Exploration of Physical Educators&amp;apos; Responses to Sports During COVID-19

A sports coach is a total package individual who is competent and well-equipped for the role we are demonstrating. Coaches with the best level of training and the most years of experience in the sport have invested more in their education and are better at adjusting the content of the training to the developmental stages of children and adolescents. The main purpose of the study is to explore the experiences of PE teachers is sports coaching in times of COVID-19 Pandemic. On the professional aspect, the informants were able to bring their MAPEH teaching skills into practice in their own municipalities and provinces. As a result of the researcher&amp;apos;s inability to travel, online communication and interviews were used as data collection methods to elicit the informants&amp;apos; experiences. This part includes the presentation, analysis, and interpretation of data gathered from the six informants from Guimaras, Aklan, Iloilo City, Ajuy, Potatan, and Pavia. It includes (1) Adversities of COVID-19 Pandemic with sub-themes of learning and training modalities and versatility of sports coaching strategies and styles (2) The Resiliency in Virtual Hubs with sub themes of life cycle on social media and (3) Discernments in the Midst of Global Dilemma with subthemes of internal enthusiasm and mind setting. Encouraging athletes to reset their mindsets to see quarantine as a learning opportunity, organizing suitable guidance, educating and motivating athletes to use proper preventive behavior, and establishing acceptable living isolation conditions. Some types of circuit-based body mass resistance training may aid aerobic adaptation. The athlete&amp;apos;s needs should be taken into account when organizing sports skills training. The acronym AGAMER was a practical and feasible intervention that can be used by any PE teacher and coach in their respective field of expertise.

Challenges and Instructional Adaptations of Mountain Province State Polytechnic College Pre-service Teachers to Students with Sensory Difficulties

Inclusive education aims to provide quality education in a flexible environment for students with special needs. Pre-service teachers must possess pedagogical knowledge, adaptability, resourcefulness, and effective teaching skills to support students' holistic development. This study explores the experiences of pre-service teachers of school year 2022-2023 of Mountain Province State Polytechnic College from various majors, focusing on inclusive practices for students with sensory difficulties. Findings reveal challenges in training, preparation for differentiated instruction, and collaboration with Special Education (SpEd) teachers. Despite challenges, participants employed instructional adaptations such as differentiated instruction, learner-friendly classrooms, technology integration, and multi-sensory tools. The study underscores the need for more training programs and partnerships with SpEd specialists.

Questioning the why and the how: Collective transformative agency of experienced teachers co-designing a justice-oriented high school introductory computing program

We report findings from qualitatively analyzing audio recordings and teacher-generated products from a two-day in-person collaborative design (co-design) workshop where nine experienced high school CS teachers revised parts of an existing introductory high school program toward justice. In response to our research question of how teachers demonstrated agency as co-designers, our analysis revealed that they collaboratively questioned the purpose, the “why,” and the approach, the “how,” and captured ideas in lesson templates and unit descriptions to transform future practice. We discuss co-design with teachers as openings to explore nuances of teachers’ visions for equitable CS education. We highlight the foundational longstanding relationships and politicized trust, and enabling features of the co-design space for equitable participation and joint creation of boundary objects to sustain ideas.

Pedagogical decisions in lesson planning and making use of the planning: Perspective of both experienced and novice teachers

The differences between experienced and novice teachers can be observed in how they plan and implement lesson plans in the classroom. Understanding these strategies can aid teacher education programs in refining their curricula to better develop teachers' competencies. This research explores the perspectives and practices of both experienced and novice teachers regarding lesson planning and its actual use. A qualitative case study was conducted, involving two rounds of interviews with one experienced teacher and two novice teachers. Using qualitative data analysis techniques, the data were categorized into several themes. The findings reveal that all teachers recognize the importance of lesson planning. They unanimously agree that written lesson plans, referred to as lesson plan pro forma, are essential for guiding teaching and fulfilling administrative functions. However, differences emerged in how they planned their lessons, responded to policy changes and regulations, and made pedagogical decisions when addressing critical incidents in the classroom. The experienced teacher demonstrated greater readiness and adaptability to changes in the curriculum, classroom dynamics, students' needs, and school regulations. Conversely, the novice teacher, due to a lack of knowledge and skills in lesson planning, tended to rely on the school-selected workbook as the primary resource for teaching directions. Implications for teacher professional development programs and recommendations for further research are discussed.

ALUNOS COM BAIXA VISÃO E PROFESSORES DURANTE O ENSINO REMOTO EMERGENCIAL

In the context of the Covid-19 pandemic, measures were created to combat the virus, such as social distancing, which caused schools and other educational institutions to suspend their face- to-face activities, adhering to Emergency Remote Teaching (ERT). Adaptations and the use of different teaching strategies in this context were necessary and it was considered relevant to understand how regular class and Special Education teachers and students with Visual Impairment (VI) dealt with the particularities of the ERT. The objective of the present study was to analyze the characteristics of the ERE for students with VI enrolled in elementary school II and high school, during the pandemic. This is a descriptive exploratory research, in which data collection was carried out online, through interviews with a semi-structured script, via Google Meet. The collected data were submitted to textual content analysis, interpreted and organized into categories. Information was obtained on how students with low vision accessed content in remote classes, which platforms were more and less accessible, how teachers acted and remote work, using Google Meet as the main platform for accessing classes. The data allow us to broaden the understanding of the experiences of regular class teachers, Special Education teachers and students with low vision about ERT during the Coronavirus pandemic.

An exploration of pre-school teacher's experiences of using play-based approaches to develop language and literacy skills within their classrooms of children aged two to five years

An exploration of pre-school teacher's experiences of using play-based approaches to develop language and literacy skills within their classrooms of children aged two to five years