Teacher Participants Research Articles

The assessment of pre-school program: The case of Indanan South District

This study is descriptive-exploratory research that aims to determine the impact of the preschool program on teacher respondents’ perceptions in the Indanan South District of Sulu. Various statistical tests, such as weighted mean, standard deviation, t-test, one-way ANOVA, and Pearson’s r test, were used to analyze the data. The following findings were obtained from the study: The majority of the one hundred teacher respondents are married, between the ages of 26 and 30, female, possess a bachelor’s degree, and have worked for less than five years. The method of thinking subcategories pertaining to the influence of preschool programs on a child’s primary school performance received an “agree” rating with a weighted mean score of 3.71 and a standard deviation of 0.79174. The teacher respondents in the Indanan South District, on the other hand, rated the behavior-related subcategory as “moderately agree,” with a weighted mean score of 2.90 and a standard deviation of 0.85952. Regarding the perceived impact of the preschool program, age, gender, duration of service, civil status, and educational attainment did not correlate significantly. This finding indicates that, notwithstanding their demographic characteristics, the teacher participants held comparable perspectives regarding the influence of the preschool program in the Indanan South District. Moreover, a robust interdependence was observed among the subcategories pertaining to the magnitude of the influence of preschool programs in the Indanan South District, as evidenced by the high correlations between them.

The Sustainability of Curriculum Reform and Implementation Through Teacher Participation: Evidence from Social Studies Teachers

Globally, there is a movement toward curriculum development and reform as states, governments, and education departments work to provide future-focused curricula to address the demands and difficulties of the 21st century. Despite public knowledge that curriculum reform and implementation are universal trends infested with intractable challenges, little is understood about why the participation of teachers in reform activities from design through implementation should be considered essential. This paper, a part of earlier work, reports on a qualitative case study examining how teachers made sense of their participation in curriculum reform and implementation activities. Twelve teachers representing six primary schools in Zimbabwe were interviewed in Focus Group Discussions and semi-structured interviews to gather data. Using the sense-making theory as a lens, thematic analysis of qualitative data suggests that teacher participation in curriculum reforms enables teachers to be co-designers, which in turn improves ownership of the innovations, leading to an improved implementation fidelity of the new curriculum as teachers are provided with the authority to go through the implementation process with a comparable level of rigor as policymakers. These insights could inform curriculum design and development policy, potentially improving curriculum implementation worldwide. The study implores policymakers to rope in teachers as potent fountains of curriculum content and as partners in curriculum design and development. The study contributes to scholarship on policy formulation and implementation in educational settings.

Exploring a practice‐based approach to elementary preservice science teacher preparation

AbstractThe science methods course model presented here, called an immersed methods course (IMC), engaged preservice elementary teachers in reform‐based science instructional approaches within authentic classroom settings and with elementary students in a guided format. Questions guiding the study were: (1) Did participation in the IMC model impact preservice teachers (PTs') science teaching self‐efficacy? (2) Which science methods course model activities/experiences did PTs identify as the most impactful on their science teaching? (3) How did participation in the IMC model impact PTs' understandings of science teaching? Participants were 138 elementary PTs from a Southeastern United States university. Data were collected from seven course sections over 3 years and included pre/post science teaching self‐efficacy survey data, post written responses, and interviews. Member checking approaches were also used to refine and establish the validity of findings. Researchers completed qualitative data analysis, which was complimented by quantitative statistical analysis. Findings across data sources suggest participation positively influenced PTs' science teaching self‐efficacy and beliefs about the effectiveness of the instructional approaches. Participation also helped PTs apply theories to practice and develop competency using the practices. Findings highlight how the IMC model mitigates constraints associated with current science teacher preparation approaches.

Structured Peer Observation and Targeted Training to Increase Consistency of Classroom Practices in a Self-Contained School for Students with Emotional and Behavioral Disorders

ABSTRACT Consistency, predictability, and structure have been identified as key components of recommended supports for students with Emotional and Behavioral Disorders (EBD). This study describes an intervention implemented during behavioral school consultation aimed at increasing consistency in the use of classroom practices by teacher and paraprofessional participants in a self-contained school for students with EBD. A classroom observation form was developed with school personnel to measure key classroom practices, and participants then used this form to conduct structured peer observations in each other’s classes. This was followed by a single training targeting the practices that were least consistently used across classes during preceding phases of the intervention. Peer observations increased the consistency of the use of measured practices across classes, including the proper use of the school’s reward point system. The targeted training further increased the use of the least consistently used practices. These changes were maintained up to two months after the end of intervention. Data from the district’s Student Climate Survey were analyzed to evaluate the effects of the intervention from the perspectives of students. The benefits of targeting consultee observational skills as a goal during behavioral school consultation are discussed.

Understanding the Process of Changes in Science Beliefs and Classroom Practices from Immersive Research Experience for Science Teachers

This study explored 8 high school science teachers’ experiences in an 8-week immersive research laboratory professional development program. The aim was to understand their motivation for participating and what factors influenced changes in beliefs about science instructions. Mentor scientists and their lab members hosted teachers for the duration of the program allowing teacher participants to become active members of research. Results showed that participants used three major lenses to understand their research experience: self as educator, self as learner, self as researcher. The use of overlapping lenses provided participants with the impetus to change beliefs about science and research practices in their classrooms. Ample time and collaboration in professional development is critical to changes in beliefs about science instruction.

Soulful Science: A Journey into Integrating Religious and Moral Values in STEM Education in Ghana

Soulful Science: A Journey into Integrating Religious and Moral Values in STEM Education in Ghana

Observation as a professional tool for early childhood teachers’ inquiry habit of mind: an interpretative phenomenological study

ABSTRACT This study aimed at understanding and investigating the lived experiences of early childhood teachers’ observation practices as a professional tool. Interpretative phenomenological approach was utilized to investigate participants’ experiences deeply from their lived experiences. The current study's participants consisted of five early childhood teachers selected through purposive sampling. The three-interview series involving three separate interviews with each participant was used for data collection and the data was analyzed by interpretative phenomenological analysis. The findings describe participant teachers’ observation practices that provide data, how teachers convert data into information, and how they use observational data for decision-making. This study aims to draw attention to the critical role of observation in data-based decision-making and pinpoints practical implications for early childhood teachers.

Looking back to move forward: comparison of instructors’ and undergraduates’ retrospection on the effectiveness of online learning using the nine-outcome influencing factors

This study delves into the retrospections of undergraduate students concerning their online learning experiences after the COVID-19 pandemic, using the nine key influencing factors: behavioral intention, instruction, engagement, interaction, motivation, self-efficacy, performance, satisfaction, and self-regulation. 46 Year 1 students from a comprehensive university in China were asked to maintain reflective diaries throughout an academic semester, providing first-person perspectives on the strengths and weaknesses of online learning. Meanwhile, 18 college teachers were interviewed with the same questions as the students. Using thematic analysis, the research identified 9 factors. The research revealed that instruction ranked highest among the 9 factors, followed by engagement, self-regulation, interaction, motivation, and others. Moreover, teachers and students had different attitudes toward instruction. Thirdly, teacher participants were different from student participants given self-efficacy and self-regulation due to their variant roles in online instruction. Lastly, the study reflected students were not independent learners, which explained why instruction ranked highest in their point of view. Findings offer valuable insights for educators, administrators, and policy-makers involved in higher education. Recommendations for future research include incorporating a more diverse sample, exploring relationships between the nine factors, and focusing on equipping students with skills for optimal online learning experiences.

Persepsi Guru Terhadap Gerakan Literasi Sekolah Di Madrasah Aliyah Negeri (MAN) 1 Banjarmasin

The School Literacy Movement (GLS) is a government program that involves reading non-textbooks for 15 minutes before learning begins. Teacher participation is needed to encourage the implementation of activities to run smoothly. As supervisors of implementing activities, teachers can undoubtedly understand the conditions for implementing activities well, so it is essential to know the teachers' perceptions. This research analyses teachers' perceptions of implementing GLS at MAN 1 Banjarmasin. The research method used is descriptive qualitative. Data collection is done through observation, interviews, and document study. Data analysis techniques use Miles and Huberman references: data collection, data reduction, data presentation, and conclusion. This research shows that teacher perceptions can be seen from the teacher's understanding of the implementation of GLS and students' literacy skills. It can be concluded that teachers' perceptions of GLS can vary depending on influencing factors. Teachers are expected to be able to provide encouragement and support through innovation to increase students' interest in reading and literacy skills.

Getting a grip on how we talk about computational practices in science in settings of teacher learning

AbstractBackgroundScience teachers' understanding of the roles of computing practices in science frame how they enact scientific computational practices in their teaching and how their students perceive the relationship between computational practices and scientific endeavours.ObjectivesThis critical, integrative review synthesizes teacher learning literature about the role of computational literacy and computing practices in K‐12 science teaching.MethodsWe examined 54 peer‐reviewed articles and analysed the ways the researchers and teacher participants describe the affordances of integrating computational thinking (CT) and other computational practices in science. We characterize how CT and computational practices are framed in relation to scientific learning goals. We identify six primary affordances for integrating computational practices with science that are conveyed to teachers and by teachers, as represented in these studies of teacher learning.Results and ConclusionsThese six perspectives include (1) learning computer science principles, (2) developing CT dispositions, (3) engagement and inclusion in science, (4) taking ownership of science, (5) supporting learning science content, and (6) participating in computational practice as a form of scientific epistemic practice. Our analysis indicates that computational thinking and computational practices are often integrated in science in order to teach something about computing (e.g., Perspective 1), rather than to support learners' scientific work. Only the 29 articles coded for the sixth perspective—that is, in service of epistemic aims in science—demonstrate commitment to students' uses of computational ideas and practices as epistemic tools to participate in the sensemaking work of science.TakeawaysComparison of Perspectives 5 and 6 illustrates the nuance between computational practices in science that reify something students have already “figured out,” rather than those that serve epistemic goals. Perspective 6 encapsulates the deep synergy among (1) the reflexive nature of computing with scientific ideas and (2) computing as a central practice in science and engineering. We contend that a more focused message of computational practices in service of scientific sensemaking goals is necessary if we expect teachers to enact CT and related computational practices in their classrooms.

Analysis of listening skills through rhymes and minimal consonant pairs

Teaching a second language requires developing appropriate listening skills. In this sense, this work was focused on analyzing these skills using rhymes and minimal consonant pairs in 5-year-old children for learning English. The sample was made up of 7 children. However, the participation of teachers was also considered to validate the experience. The study focused on carrying out listening activities, where the child could express himself spontaneously with his peers. The main results show that the children studied can learn a new language without major difficulties, however, teachers must have pedagogical strategies to carry out methodologies suitable according to the context and age of the students. In this sense, the International Phonetic Alphabet (IPA) is indispensable for this objective.

Technology for teachers to overcome occupational burnout syndrome

Relevance. The activity of teachers is saturated with stressful factors, and therefore it requires from them strong resources of self-control and self-recovery. The destructive consequence of long-term stress overload is the syndrome of occupational burnout, which has a negative impact on the psycho-emotional state of both the teacher and other participants of the educational process. Purpose. The purpose of this study was to analyse the concept and manifestation of occupational burnout in secondary education teachers, to expand knowledge on counteracting it. Methodology. The study employed the methods of analysis and synthesis, systematisation, generalisation, comparison, modelling, and questionnaire survey. Results. The scientific study analysed the key definitions: occupational burnout syndrome, professional health, and its features. It was determined the structural components of professional health and factors influencing its state, leading to the development of occupational burnout syndrome. The study found an insufficient number of developed methods of educational institutions to prevent manifestations of occupational burnout syndrome. Based on the results of the survey, the level of burnout among teachers was revealed. Proceeding from this, a range of preventive techniques was recommended, including communication to analyse teachers� feelings and provide social support, conducting �time-outs�, forming the key role of friends in the team, analysing the results of pedagogical activity and achievements, etc. Conclusions. The study considered the specific features of psychological counteraction to occupational burnout of teachers, analysed the causes of pedagogical burnout, identified the key means of preventive assistance, and determined common effective technologies for overcoming professional stress states and emotional disorders. The practical significance of this study lies in the development of recommendations to counteract the development of occupational burnout syndrome in teachers and the possibility of their use in the preparation of educational plans for professional and psychological training of teaching staff. Keywords: exhaustion; stressfulness; emotional disorders; external factors; internal factors; psychological health

Expression of political views by school teachers: Teachersʼ and parentsʼ perspectives and mindsets regarding the real and the ideal

The current study examines the perspectives and mindsets of Israeli teachers and parents pertaining to political participation and expression of political opinions by Israeli teachers. For that purpose, qualitative methodology was applied. The main findings showed that about one fifth of the teachers and less than a third of the parents could not even name a relevant restriction concerning political participation and expression of teachers. On the other hand, a vast majority of the teachers can indeed recognize the differences between political education and party education.

Media Pembelajaran Video dan Poster Untuk Meningkatkan Kreativitas Siswa Serta Guru SMK Negeri 1 Bungo

Learning media requires creativity from both students and teachers. It is very important to be able to organize visually appealing class materials such as presentations, posters, group activities, virtual class materials such as Zoom or Google Meet backgrounds, class decorations, infographics, video templates and any other materials that require special training so that teachers and students can discuss using Canva in making learning media and posters, being creative and artistically independent. This community service aims to provide innovation to students and teachers to produce high-quality graphic designs with minimal effort, and the Merdeka curriculum includes digitization elements that encourage teachers and students to be more creative in teaching through various platforms available in cyberspace. and learning needs. The method or approach used in the PKM program activities includes development training on learning media and making posters using Canva for students and teachers. Conclusion: the level of teacher participation in activities is high, teachers can be trained for training, they can use learning resources during training in teaching and educational activities in schools, ongoing training with future topics is currently needed.

Analisis Kinerja Manajemen Tenaga Pendidik dan Kependidikan di SDN Lontar II Surabaya

This study aims to analyze the performance of teacher and educational management in SDN Lontar II Surabaya, focusing on the effectiveness of human resource management and strategies for teacher professionalism development. The research method used is a case study in several primary schools in a specific region. Data were collected through observations, interviews, and document analysis. The results of the analysis indicate that the performance of teacher and educational management in primary schools still faces several challenges, including lack of administrative support, limited resources, and the need for further training and development for teachers. Therefore, it is suggested that schools improve human resource management strategies, provide relevant training, and encourage teacher participation in professional development activities.

Increasing Teacher Participation in Using Digital Literacy with Interactive Animation Media in Thematic Learning Through In-House Training at Tegalharjo State Elementary School for the 2022/2023 Academic Year

The aim of this research is to improve teachers' ability to use digital literacy with animated interactive media and to increase participant participation in taking In-House Training (IHT) at Tegalharjo Kapanewon Kalibawang Elementary School, Kulon Progo Regency. This research is school action research carried out at Tegalharjo Kapanewon Kalibawang Elementary School, Kulon Progo Regency. Data techniques and analysis use observation sheets and assessment instruments. This research was conducted in 2 cycles where each cycle consisted of 2 meetings. Participants' participation in taking part in the IHT each cycle has increased, in the first cycle of the 1st meeting and the 2nd meeting there was an increase of 13.22%. Meanwhile, in cycle II for the 1st meeting and the 2nd meeting there was an increase of 6.28%. The use of animated interactive media in cycle I for the 1st and 2nd meetings reached 12.50%. Cycle I at the 2nd meeting and Cycle II at the 1st meeting reached 5.13%. Furthermore, in cycle II of the 1st meeting and cycle II of the 2nd meeting there was an increase of 6.10%. Regarding IHT management by researchers in cycle I for the 1st and 2nd meetings, there was an increase of 5.42%. Furthermore, cycle I at the 2nd meeting with cycle II at the 1st meeting achieved an increase of 5.62%. In cycle II, at the 1st and 2nd meetings, there was an increase of 5.63%. So it can be said that teacher participation and ability to use digital literacy with animated interactive media through IHT activities can increase.

Leadership: Leadership and Coaching was given to Young Teacher participants

After leadership training has been carried out, Young Teachers will have and demonstrate leadership behavior skills that are ready to take on challenges and can inspire students and other parties. From the training activities carried out, it can be concluded that the extension participants felt happy and satisfied with the exposure given. This is because the participants gain new understanding and skills in demonstrating leadership behavior. Indonesia Mengajar is a movement whose main activity is recruiting, training and sending young Indonesians who are the best university graduates, to serve for one year in various regions in Indonesia as elementary school teachers. Apart from their basic duties as teachers, these Young Teachers have the mandate to drive behavioral change in their places of duty.

Out of the Classroom Context: Narratives of Licensed Teachers Assigned to School Offices

This study explored the out-of-the-classroom experiences of licensed teachers working in school offices. Eight (8) office workers were also licensed teachers who participated in the study coming from Poblacion Governor Generoso, Davao Oriental. This study made use of a phenomenological approach to extract the ideas of the teacher participants. The in- depth interview was employed to gather some information as regards their respective experiences. Using the thematic analysis, the following themes emerged about the experiences of the participants: the experiences of the licensed teachers working in offices were, working with loads of paper, being flexible with office work, and beating office deadlines. The coping mechanisms of the teachers were, embracing office realities, taking short breaks for relaxation, and seeking assistance from senior workers. The insights of the participants delved into two factors: Providing part- time jobs to licensed teachers and attending office- related training or seminars. For the college president or school heads to be more observant of the performance of their office workers. They should ensure that the office workers are performing their assigned tasks based on the expected results. The licensed teachers working in various school offices may be more responsive to the needs of their clientele.

Comparison of Virtual Learning Community Construction between China and the United States Based on KH Coder Text Data Mining

Virtual learning communities, as an innovative online education model, have gained significant attention worldwide. The virtual learning communities in the United States are characterized by advanced educational models, innovative technological applications, and rich practical experiences. Exploring and drawing lessons from the construction of virtual learning communities in the United States is of great value to China. This paper utilizes KH Coder as an analysis tool and conducts literature searches on the Web of Science for U.S. literature and on the CNKI database for Chinese literature. The analysis covers the period from 2019 to 2024, and includes frequency and network co-linearity analyses. The research findings indicate the following: First, Chinese online education research emphasizes the importance of technological application and innovation in the field of education. Second, Chinese online teaching research has certain limitations in terms of research scope. Third, there are certain issues in the dissemination of research findings in Chinese online teaching research. Based on the research results, the following adjustments should be made for Chinese virtual learning communities: First, the comparison of research literature between China and the United States shows that the development of virtual learning communities requires diverse collaborations. Second, the development of virtual learning communities requires continuous technological innovation. Third, the comparison of research literature between China and the United States reminds us that the development of virtual learning communities needs to focus on social interaction. Fourth, the development of virtual learning communities also requires teacher support and participation. Fifth, the development of virtual learning communities needs to encourage students' active participation and autonomous learning.

Exploring the Complexities of Professional Identity Formation Among English Teachers at a Korean University

This study explored the perceptions of professional identity among three English teachers from diverse academic disciplines at a Korean university. The teacher participants were chosen based on their diverse sociocultural and academic backgrounds that created a small yet diverse sample of cases. Furthermore, each of them possessed a minimum of 10 years of teaching experience. This extensive experience enabled them to engage in profound reflections regarding the development of their professional identities through the lens of these experiences. Taking a poststructuralist approach, we utilized semi-structured interviews, class observations, and course-related documents to delve into the professional identity formation process and the factors influencing their identity formation. Our findings underscore that professional identity construction is an intricate process, shaped by sociocultural and institutional dynamics. Specifically, two dominant factors emerged: the implications of “native speakerism” and the distinctions between tenure and non-tenure academic tracks. These insights contribute to a deeper understanding of professional identity complexities among English instructors in Korean higher education institutions.